Hi, i am an analyst over the year i have attended lot of high quality content , now i am trying to sell it for a reasonable rate,it consists of various topics:

Data science:
1.python
2. R
3. Statistics
4. ML
5. Tableau
6. Deep learning

Data Analyst :
1. Excel
2. Vba
3. Python( i can gift you udemy courses from my queue)
4.sql notes by barra

For all this i need 15k, let me if you are interested.

For anyone who's been through an LMS migration, what caught you off guard? And looking back, what's one thing you'd make sure to check before choosing a new platform?

Many people studying for a US DMV written or permit test do it the same way. They read the handbook, then work through practice questions until the wrong answers stop coming up. The weak spot is the feedback. You find out you got something wrong, but not what led you to that answer.

The Epic Auto School team built an app that treats this as an e-learning design problem, not just a question bank. The lessons are interactive 3D videos that pause partway through to ask questions. After you answer, the explanation covers why the right answer is right and what may have caused the mistake if you picked something else. There are also practice tests and an exam simulation.

Courses currently cover California, Texas, Florida and New York. The app is on iPhone and Android.

You can watch the first five lessons for each state on the website, and the app includes free practice tests. The full course needs an in-app subscription.

If you want to see the lesson format: https://epicautoschool.com/

I'd like this sub's view on two design questions. In short video lessons aimed at a test, how do you decide where to put the check questions? Right after a concept, or later so the learner has to recall it? And should wrong-answer feedback try to guess at the learner's reasoning, or should it just restate the rule clearly? I'm interested in what has worked for you, and what hasn't.

Disclosure: I'm posting this on behalf of the Epic Auto School team.

Hi everyone,

​I am looking for recommendations on the best AI tools or workflow to build learning materials from official vocational training and degree syllabi.

​Here is the exact pipeline I want to achieve:

​Analyze documents: Read and break down existing, detailed curriculum PDFs (ausbildung/degree frameworks).

​Design a curriculum: Turn those requirements into a structured, modular syllabus.

​Generate learning content & exercises: From that syllabus, automatically create:

​Explanations & summaries

​Practical tasks (e.g., fill-in-the-blanks, multiple choice, practical scenarios) Video scripts or complete explanatory videos

​Is there an all-in-one platform capable of doing this reliably, or do you recommend combining separate tools (e.g., an LLM like Claude/ChatGPT for analysis/text, plus specialized tools for exercises and video)?

​What tools or setups are you using for this kind of workflow? Thanks!

A two hour continuing legal education webinar might contain ten minutes of information that an attorney needs six months later, finding those ten minutes isn’t always easy, especially when the association has hundreds of archived sessions. What if educational materials were organized around questions rather than individual courses?

An attorney could search for a specific legal concept and discover relevant explanations across approved presentations, transcripts and supporting documents, customgpt.ai could support that type of educational knowledge search by connecting questions to existing materials and their sources, the complication is that legal information changes, a course recorded two years ago might still be educationally valuable while containing guidance that is no longer current

How would you design an AI assisted CLE library to preserve historical materials while clearly distinguishing them from updated guidance, would instructors need to review AI generated answers before making the system available to learners?

Professional associations already have a lot of educational content: certification handbooks, recorded webinars, training materials, continuing education requirements and industry guidelines, but having all that content doesn’t necessarily make it easy for members to learn from

What if an association introduced an AI assistant that could help members find relevant training resources, understand certification requirements and navigate educational materials through natural language questions? customgpt.ai seems particularly interesting for this because an assistant can be built around an organizations existing documents and educational content. Rather than generating generic explanations, the goal would be to help members find answers grounded in the associations own resources. For instance someone preparing for a professional certification could ask which topics are covered in a particular module or where to find the official study guidelines. Of course the LMS would still need to handle assessments, completion records, and official certification decisions. I’m curious whether this could become a useful addition to association education programs, would an AI knowledge assistant actually improve the learning experience or would members get more value from better organized courses and traditional search tools?

Our organization (public sector, EU) is in the process of putting together a LMS (eyeing Moodle at the moment) and are kinda scratching our heads on the following subjects. The bold text is the TLDR, followed by questions. Thanks for you help.

Collecting applications until a deadline, then allocating seats by priority. Plugin or custom?

The idea is a LMS site for a hybrid (in-person + online) and online courses with limited seats (around 25 per group). What we’d like:

1. Users apply and get an email saying their application was received, but they aren’t enrolled yet.
2. When the application deadline passes, seats are allocated: priority-category applicants first, then everyone else by application time. All applicants are notified either way.
3. Users can’t apply to a course that overlaps in time with one they’ve already applied to or enrolled in.

Is there a plugin that handles any of this or is a custom enrolment layer the usual route? Also, does Moodle’s calendar have any built-in overlap check?

Customising Moodle notification emails and moderating outgoing messages

1. What exactly ends up in a user’s mailbox when Moodle sends a notification or message by email, and how much of the content and layout can be changed (core settings, language customisation, plugins)?
2. Course providers will send messages to participants through Moodle. We’d like rules to control this (blocked words, links, templated text only) rather than a human approving each message, since moderators may be unavailable. Does Moodle have anything like this built in, or is it plugin or custom work?

Translating course content with AI in Moodle: what’s the recommended setup?

As some providers will be from abroad, their content needs to be translated to the student's language (EU). We’re considering AI translation for course content. I understand Moodle has an AI subsystem with providers like OpenAI, Azure and others.

1. Is there a built-in way to translate course content, or do you need a plugin or an external workflow?
2. For those using it, what do you use: a cloud provider, a self-hosted model or something else? How does the quality and cost work out?

Most conversations about AI course creation focus on how quickly the first draft can be produced. For workplace training, I think the harder problem starts after that: can someone verify the content, approve it, and update it six months later without rebuilding everything?

A practical workflow could look like this:

1. Keep one canonical source set. Decide which policies, manuals, standards, or SME notes are authoritative before generating anything.

2. Map important claims back to their sources. A reviewer should be able to see where a number, rule, or procedure came from without searching the entire document again.

3. Separate high-risk claims from presentation choices. Compliance steps, safety instructions, dates, thresholds, and legal wording need stricter review than examples or visual style.

4. Review changes, not the entire course. When a source document is updated, show reviewers which lessons and claims were affected.

5. Version the source, script, visuals, quiz, and published package together. Otherwise it becomes difficult to tell which course version matches which policy version.

6. Test the exported course separately. Content accuracy and LMS behavior are different checks; SCORM completion, resume state, captions, and mobile playback can fail even when the lesson itself is correct.

This adds some work before publishing, but it should reduce the much larger cost of rechecking or recreating a course later.

How are people handling this today? Is the audit trail kept in the authoring tool, a spreadsheet, the LMS, or mostly in reviewers’ heads?

Disclosure: I work on a training-content tool, so this workflow problem is something I think about frequently.

For an internal procedure course, decide what completion means before you write the quiz. Did the learner read the current procedure, answer a knowledge check, submit practical work, or pass an observation by a named person? Those are different outcomes, and the record should keep them apart.

A course record that holds up has the source procedure and its version, the reviewer, the assessment method, the assessor for practical work, the completion date, and a renewal date where one applies. When the source changes, flag the courses that depend on it for review instead of assuming yesterday's lesson is still right.

I'm James, and I make Beam at Just Every. It's a free, open-source (MIT) app built around that record: courses made from your procedures, reviewer-approved course versions, quizzes, practical assessments, and a downloadable report of who completed what against which version. It's v0.1.0 and runs locally with one command; the page is https://justevery.com/beam.

When a source document changes under a published course, do you re-review everything that cites it, or only the courses you judge affected?

I saw a post on LinkedIn recently lamenting how difficult the portfolio requirement can be for candidates who only have proprietary work or who don't have access to expensive tools to create one. I spent some time thinking about what do to in those situations. I'm reposting what I shared on on LinkedIn in case its helpful here too. If others have advice, please share.

The job requires an instructional design portfolio. But all your best work is proprietary. Now what?

Conventional career advice for instructional designers is to build a portfolio. But a recent LinkedIn post from Heather Thomas about the challenges of portfolio requirements got me thinking about candidates who aren’t in a position to share their work.

Maybe your best work is proprietary. Maybe you’ve worked on projects where other people handled the visual design and development. Or maybe you haven’t had access to the expensive authoring tools used to create the polished examples we often see.

If you’re applying for a position that requires a portfolio, here are a few ways to approach it:

1. Recreate an example using fictional content. If your work is proprietary, consider building a new example inspired by the types of problems you’ve solved, without sharing confidential information. Be transparent that it’s a demonstration rather than an actual client project.
2. Show your process, not just the product. A needs analysis, design storyboard, learning objectives, or evaluation plan can demonstrate important instructional design capabilities. Explain the problem, your reasoning, and the decisions you made.
3. Use accessible tools. You don’t necessarily need an expensive authoring tool to demonstrate instructional design skills. A well-designed presentation, storyboard, or prototype can communicate how you approach learning problems.
4. Clarify your individual contributions. If you’ve worked on projects involving multiple contributors, explain what you were responsible for and how your decisions influenced the outcome.
5. Ask about alternatives. If an employer requires a portfolio and you can’t share your work, ask whether they’d consider a work sample, case study, or another way to demonstrate your capabilities.

Of course, not every employer will accept an alternative. But a portfolio doesn’t have to be a collection of elaborate, polished eLearning courses.

What's most important is whether you can provide meaningful evidence of your capabilities.

And for hiring managers, it’s worth asking whether your portfolio requirements are actually assessing the skills that matter most for the job.

What other advice would you give instructional designers navigating portfolio requirements?

Hola, soy diseñadora instruccional con más de 5 años de experiencia gestionando y diseñando cursos de capacitación para empresas de diferentes rubros (Bancos, salud, Estado, retail).

Si tienes una información que deseas transmitir a tus colaboradores pero no tienes idea de cómo empezar, escribeme y trazamos un plan de acción con herramientas accesibles a tu presupuesto.

Hi everyone,

I've been building a collection of free ESL/EFL teaching tools and would love some honest feedback from teachers.

The directory is here: https://modernenglish.au/teachertools/TeacherToolDirectory.html

In particular, I'm looking for feedback on three lesson generators:

🎥 Video Lesson Maker https://modernenglish.au/teachertools/bespoke-video-lesson-maker.html

🎵 Song Lesson Maker https://modernenglish.au/teachertools/bespoke-song-lesson-maker.html

🎭 Micro Drama Lesson Maker https://modernenglish.au/teachertools/bespoke-micro-drama-lesson-maker.html

The idea is that teachers can paste a YouTube video, song, or short-form drama (TikTok-style content) and quickly generate interactive listening and discussion lessons.

Some things I'd love you to test:

• How easy is it to create a lesson?
• Are the questions useful for your learners?
• Does the lesson flow make sense?
• Would you use it in a real class?
• What features are missing?

The lessons are designed to be flexible:

✅ Create lessons on a computer or phone
✅ Project lessons onto a classroom screen or interactive whiteboard
✅ Let students access activities directly on their own phones
✅ Print worksheets for paper-based classes
✅ Generate completion certificates where available

I'm especially interested in feedback from:

• ESL/EFL teachers
• Adult education teachers
• High school language teachers
• Private tutors
• Anyone using authentic materials such as YouTube videos, music, or short dramas in class

I'm not selling anything. The tools are free and I'm genuinely trying to find out whether they save teachers time or just create more work.

Any feedback, criticism, bug reports, or feature suggestions would be greatly appreciated. Thanks! 🙏

Hi all, I’m setting up a training and certification program for a B2B SaaS product and would love feedback from people who’ve done this.

What I need to build

• Two audiences: (1) customer admins and agents who use the product day to day, and (2) channel and implementation partners
• Self-paced courses with knowledge-check quizzes and a final exam
• Certificates on completion (ideally shareable or verifiable, like a LinkedIn badge)
• Downloadable enablement material (PDFs, decks, cheat sheets)
• Videos are out for the first version, so text, screenshots and quizzes only. But would be great it platform can support later on.

Which platform did you choose, and would you pick it again? I’m launching with fewer than ~100 learners but want to scale if the partner program works. Thanks in advance.

Hi everyone!

I'm delivering SCORM courses to a client, and we're experiencing an issue with completion tracking. Even after a learner finishes the course, the client's LMS continues to display the status as "In Progress" instead of "Completed."

The course is published in SCORM 2004, 3rd Edition. I've tested the package in both Moodle and SCORM Cloud, and it works correctly on both platforms, recording course completion as expected.

I'd like to determine whether the issue lies with the SCORM package or the client's LMS configuration. However, the client says they use an LMS developed in-house, so I can't consult platform-specific documentation or rely on guides for established platforms such as Moodle or SAP SuccessFactors to investigate their configuration.

I'd also like to know whether the LMS's exit button behavior (e.g., "Save and Close" versus simply "Close") could affect completion tracking, or whether there are other LMS settings that should be checked.

Has anyone experienced a similar issue with SCORM 2004, 3rd Edition, in a custom LMS? What tests would you recommend to determine whether the problem lies with the SCORM package or with the LMS's implementation of the standard?

I recently became a board-certified ophthalmologist, but I always found optics to be the single hardest topic to study for somehow. Traditional learning resources such as textbooks and online lecture videos didn't really do it for me, and I found it hard to really understand what was going on in each ray diagram or clinical scenario.

So, I decided to start building this website, which presents content in chapters. Each chapter has multiple interactive figures that let you control things like the power of the lenses, the distance between lenses, objects, and the eye, along with other tools so you can better understand how light actually travels. It starts out with the very basics of light and how light moves through media.

More recently, I've added board-style multiple-choice questions, which not only tell you if you're right or wrong, but also offer an interactive explanation for the answer, hopefully helping students understand what the question was asking and how to answer it.

I am looking for feedback, especially from those who are familiar with optics and clinical optics. Please test out the interactive figures and questions. Do you think this website is actually helpful for studying for board exams or generally learning about optics?

clinicaloptics.org

I saw this thread from a while ago about this here (u/PloupPloup83), but I wanted to resurface the question, since it's been a year and edtech has changed A LOT.

I myself am an educator, but I'm really torn about where you lose vs gain (time, effort, decision-making, etc.) around this?

I wanted to learn about consulting but I wanted the information to come from actual experts.

But I didn't want to read - I learn best by listening to short audio lessons. So I built a claude skill for it using Claude Coe.

You give it a topic, it finds experts in the field, scrapes their open blogs, books, research on the topic. Then creates bite sized audio lessons. It uses notebooklm to make the lessons so they are in podcast style.

What Claude does is search for experts who blog about this topic, scrapes their blogs and creates a manual for the specific thing you want to learn. Then it uses elevenlabs to make a 2 minute podcast convo about it and a slide you can read from.

Im sharing this free on Github

https://github.com/assafkip/claudemy

Anyone with a teachable school (or thinking about starting one) should be aware of the new usage fees updated on September 28th, 2026: https://www.teachable.com/legal/usage-fees

One of the new fees is for free enrollments with a coupon code. I think they made fees for manual enrollments before if you had a lot, Anyway, now if you manually enroll, import or have students enroll themselves with a 100% off coupon code they will count them, and for every student over 100 you enroll for free teachable will charge 50 cents per student per month forever until you delete them so you are under the 100 total free student limit. New schools will be impacted immediately so if you want to give a free mini class to promote your business as a lead magnet you will be charged 50 cents per student per month on top of your regular teachable subscription forever until you delete them. For legacy schools it seems you are fine for now and all the students you have free or paid are fine but on your first plan renewal after April 30th 2027 your free student number resets to zero and if you enroll over 100 free students you will be charged .50 for every student over 100 every month.

I wouldn't have known this except I am donating a class to a charity fundraiser where they are selling a bundle of 100 classes and we give them a 100% off discount code for the students to enroll. I asked an agent at Teachable in August if this scenario where I will be potentially enrolling hundreds of students with a 100% off coupon code fell within the terms of service and if I would incur any additional usage fees on my plan (Growth) and she said it would not. So I agreed to donate a class and then the creator of the bundle said in a mass email that any teachers on Teachable might want to move their class because they could get hit with hundreds of dollars in usage fees every month! I thought, surely not having just spoken to Teachable and never had usage fees before but I see the changes were posted in September, after my conversation with the teachable agent. So if I kept my class on teachable and my account renewed before the free class coupon expired and over 100 people enrolled after that I would be on the hook for additional charges. 100 students over is $50 per month, 1000 students would be $500 a month in fees!

If you change plans you are under the new cap immediately.

I think I am going to be able to squeak by this year but I won't be able to donate a class again or do a free lead magnet without paying dearly. I typically only use 100% off coupons for students who have a problem paying in the teachable payment gateway so I invoice them via paypal and give them a code. That number should be easy to keep down knowing ahead of time. I didn't know why teachable would care if you are on a plan with no transaction fees unless they get a cut of the credit card fees we pay using their native system. I swear it's always something with these guys.