NextGen Learning in education: learning journeys for teachers and students

More time for what the teacher does best

A lot of teaching time goes to work a system can do: marking practice questions, repeating the same explanation, making the first draft of lesson material. With AI-generated learning content, where the teacher remains the editor, and with feedback on open answers, a teacher can focus on what a system cannot do: guiding, probing and inspiring. See the role of the trainer.

Creating and reusing lesson material

A teacher gives a topic or a document and the AI makes the learning journey; the teacher adjusts and publishes. You do not throw away existing material: you can import a Moodle backup, convert a PDF or read in an Excel or CSV file with questions (also multilingual). A preflight check goes through the material before publishing. See AI-generated learning content without losing quality.

What students experience

Students go through the material in short pieces, get points per question and a leaderboard or a challenge to a fellow student, and can have the text read aloud. Open answers are assessed by AI, with feedback. Each student can get their own variant of a question. That way the exercise adapts and copying does not help. See feedback that works.

Fits alongside Moodle, Canvas or Brightspace

Many institutions already have an LMS and do not want to replace it. CoVince has a SCORM player and export, xAPI and LTI 1.3 with grade passback, so a learning journey runs in the existing environment and the grades flow back. That way you build alongside your LMS instead of against it.

The teacher view

A teacher is an administrator of the learning journey. They see the classes, the runs, the sessions and the results of their learning journeys. In a live scenario game they see players and scores and can step in. Results are kept. There is no separate timetable screen; see planning classes and sessions.

An example: a course in ten-minute blocks

A teacher converts a module into a learning journey: per week three short swipeslide blocks of about ten minutes, each with multiple choice, an ordering question and one open question. Students do them before the lesson. In the lesson the teacher spends the time not on explanation but on the questions students got wrong, in small groups or with a scenario game. After the lesson a short repetition follows.

The teacher sees per theme where the group is weak, and starts the lesson there. Students get feedback on their open answers without the teacher having to mark everything. That is not a replacement for teaching but a different division of time.

Points of attention

• Fair assessment. AI feedback is suitable for practice. For formal testing the teacher remains ultimately responsible.
• Equal opportunities. Not all students have the same equipment or quiet at home. Keep learning journeys short and usable on the phone.
• Privacy. Work with the institution’s agreements on student data. CoVince is ISO 27001 certified.

See also feedback that works.

A step-by-step plan for teachers

1. Choose one module. A part students keep struggling with or where you repeat a lot of explanation.
2. Formulate the learning goal. What should the student be able to show afterwards?
3. Let the AI make a first version. From your own lesson material, PDF or question file.
4. Go through it as a student. Check facts, level and language, and adjust the examples.
5. Test with a small group. See where they get stuck and what the reports say.
6. Use the lesson for what matters. The questions that went wrong, the application and the conversation.

Collaboration between students

Education is more than individual practice. A learning journey can contain social elements: a challenge to a fellow student, a question to the community, a scenario game in which a group solves a case together. That helps in subjects where collaboration is itself the learning goal, such as healthcare, engineering and business administration.

Use the learning journey’s chat as a place for questions. A student who asks a question and gets an answer from a fellow student learns twice: when asking and when reading. See scenario games for decisions.

Practice, formative and summative

A distinction helps. With practice and formative assessment it is about learning: students practise, get feedback and try again. AI feedback fits well there. With summative assessment, which counts towards a grade or diploma, it is about establishing what someone can do. There the assessment stays with the teacher or examination board.

A learning journey can support both, but make the boundary clear to students: this is practice, that is a test. Students practise more freely when they know a slip has no consequences.

Skills, not only knowledge

Education has moved from knowledge to skills. For that, the forms CoVince is good at fit: practising a conversation with a CrewMate, deciding in a scenario game, viewing a situation in 3D. Students practise what they will need later, with feedback.

• Communication and conversation skills: CrewMate conversation.
• Collaborating and deciding: scenario game with roles.
• Knowing workplaces: a 3D scene of the real place.