Category: Other

Gemini Argon? Aragon?

Gemini 4 Argon is Google DeepMind’s flagship frontier reasoning model, architected specifically for deep work, autonomous agentic execution, and long-horizon problem-solving across technical and enterprise domains.

Unlike lighter models designed primarily for fast conversational chat or quick drafts, Argon is built on a large-scale sparse Mixture-of-Experts (MoE) transformer architecture. It natively pairs multimodal understanding (text, code, images, audio, video) with deliberate step-by-step thinking tokens and an extended context window handling up to 1 million tokens for both input and long decode generation.

Core Strengths

  • Long-Horizon Multi-Step Reasoning: Argon excels at planning and executing workflows that require tool use, iterative self-correction, and navigating dependency chains without losing state.
  • Physical & Spatial Intelligence: It demonstrates strong performance on spatial benchmarks (such as 3D scene comprehension, kinematics, and Real2Sim environments), allowing it to reason about physical spaces from video feeds or blueprints.
  • Multimodal Technical Synthesis: The model processes complex cross-format inputs, extracting structured information across raw code, architecture diagrams, dense financial spreadsheets, and academic papers simultaneously.
  • Massive Output Decode: Because it can generate extensive responses in a single turn without truncating, it is capable of producing complete, multi-file codebases or exhaustive institutional reports.

When Not to Use Argon

Argon is resource-heavy and introduces higher latency due to its reasoning phase. For latency-critical tasks like live customer support chatbots, simple copy editing, brief translations, or basic metadata extraction, smaller models in the Gemini lineup (such as the Flash variants) are significantly more cost-effective and responsive. Argon is intended specifically for tasks where depth, verification, and multi-file coherence outweigh raw speed.

In an educational context, Argon is not an everyday writing assistant or a quick-answer engine. Its deliberate reasoning passes and high output capacity make it inefficient for generating simple discussion prompts, drafting routine announcements, or answering isolated factual questions.

Argon becomes valuable when education intersects with systems design, multi-layered alignment, empirical research, and complex simulation.

1. Curriculum Architecture & Constructive Alignment Auditing

  • Cross-Semester Mapping: Ingesting an entire degree programme’s documentation—course outlines, weekly learning activities, assessments, and national qualification frameworks—to verify constructive alignment.
  • Rubric to Outcome Calibration: Checking whether specific assessment criteria actually test higher-order cognitive domains (evaluating or synthesising rather than mere recall) and systematically matching exam questions to Course Learning Outcomes (CLOs) and Programme Learning Outcomes (PLOs).
  • Gap Analysis: Detecting curricular blind spots across multi-year course sequences, ensuring prerequisite concepts in early terms genuinely prepare students for advanced postgraduate modules.

2. Multi-Layered Case Study & Simulation Design

  • Complex, Branching Case Studies: Constructing nuanced, multi-stage case studies (in fields like educational psychology, child development, or clinical ethics) where student decisions alter subsequent scenarios. Argon can map out the complete narrative tree, pedagogical rationale, and diagnostic rubrics in a single pass.
  • Interactive Learning Tools & Physics Sims: Generating functional browser-based simulations (e.g., using Three.js or canvas-based visual engines) for STEM concepts, developmental models, or visual data representations directly from pedagogical specifications.
  • Simulated Personas for Student Practice: Establishing deep, consistent role-play agents (such as a struggling student, a defiant adolescent, or a concerned parent) for trainee teachers or counselors to interview, where the agent maintains long-term emotional coherence and concealed psychological traits across extended dialogues.

3. Postgraduate Research & Methodological Scaffolding

  • Systematic Literature Review Structuring: Synthesising dozens of dense academic papers simultaneously, cross-examining conflicting empirical methodologies, and drafting rigorous meta-synthesis matrices without losing citation context.
  • Instrument Validation & Coding Frameworks: Stress-testing qualitative codebooks, generating thematic inter-coder reliability checks, or validating survey constructs against theoretical frameworks before field deployment.
  • Methodology Stress-Testing: Acting as an adversarial peer reviewer to interrogate research designs, identify sampling biases, spot confounding variables, and challenge weak epistemological assumptions in postgraduate thesis proposals.

4. Deep Qualitative Assessment & Reflective Analysis

  • Longitudinal Reflective Tracking: Analysing portfolios containing semester-long student reflections (e.g., structured around Gibbs’ Reflective Cycle or experiential learning models) to assess genuine metacognitive development over time, rather than grading entries as isolated snapshots.
  • Criterion-Referenced Feedback Calibration: Auditing large sets of qualitative student submissions against multi-tier rubrics to produce detailed, evidence-cited feedback drafts for an educator’s final moderation, maintaining strict consistency across cohort evaluations.

Week 1 – GCED course: AI ethics and literacy

How long has AI been around?

It can be traced back to ancient Greece even (the lagend of Talos). But the term AI was coined in 1960s. Description of AI can be found in literature by Mary Shelley – Frankenstein (1818). Among the contributors of AI movement are Alan Turing (Turin Test – Can machines think?) and Geoffrey Hinton.

What are among key moments of AI?

1997 – Deep Blue

2016 – AlphaGo

2022 – ChatGPT was launched (Large language modelling)

2025 – Agentic AI (system that just not only answer, but also plan, act and take action / steps into the world autonomously)

What is AI?

The definition can be attributed to its capability (what can be done) and function (how it works).

AI can be

  • Narrow AI (such as ChatGPT etc. which is specified for specific task) which exists now.
  • General AI (hypothetical AI with human like versatility, able to reason, learn, and adapt across any domain). At the moment, it is future goal.
  • Artificial superintelligence (AI that surpasses human intelligence which is considered as hypothetical at the moment, but it can be a reality in the future).

One of my concerns is, as AI becomes more powerful, it becomes increasingly important to know who generated the content whether human or machine.

How to use Google Site to create interactive notes?

Do you want to create interactive notes like SCORM package but using Google Site as the platform? You do not need to use LLMs or Elearning unlike SCORM package.

These are the steps that I used:

  1. Generate HTML code. You can use Claude, ChatGPT or Gemini AI to generate the HTML code.
  2. Copy the HTML code and paste it in Google Site. <Embed>
  3. To share the interactive site with your students, make sure you use the appropriate setting [Published site -> Public]

Here is an editable prompt to generate HTML code using ROTAFA format that you can copy-and-paste to Claude or ChatGPT or Gemini AI (better use Gemini Pro – UTM account).

R — Role

Act as an experienced instructional designer, adult educator, educational content creator and front-end developer. Apply adult-learning principles, inclusive pedagogy, cognitive scaffolding and accessible web-design practices.

O — Objective

Create an engaging, self-paced instructional webpage that helps learners understand [Add course or module topic] and achieve these learning outcomes:

  1. [Learning outcome 1]
  2. [Learning outcome 2]
  3. [Learning outcome 3]

The learning experience must remain understandable to beginners while providing sufficient intellectual depth for learners with an educational or professional background.

T — Task

Develop the complete instructional content and functional webpage. Include:

  • A concise introduction explaining the topic’s relevance.
  • Clearly stated learning outcomes.
  • Well-organised notes divided into short, manageable sections.
  • Plain-language explanations of technical terms.
  • Relevant examples, analogies or brief scenarios.
  • “Key point” boxes highlighting essential ideas.
  • A short summary at the end of each major section.
  • [Add number] multiple-choice questions, each with four plausible options and only one correct answer.
  • Immediate feedback explaining why the selected answer is correct or incorrect.
  • One or two [You can change the number] open-ended reflective questions that connect the topic with learners’ experiences or practice.
  • A final section containing suggested answers or guidance for self-review.
  • References for factual or theoretical content, using [APA 7th/other] style.

Ensure that the questions assess understanding and application, rather than simple recall alone.

If the course topic, learning outcomes, duration or assessment level has not been provided, ask me concise clarification questions before generating the webpage.

A — Audience

The learners range from their 20s to their 60s. Some have formal educational or professional backgrounds, while others have little or no background in education. [You can change the audience to suit with the course that you are teaching]

Use respectful, inclusive and non-patronising language. Do not assume prior knowledge. Introduce concepts progressively, moving from foundational explanations to practical application. Avoid unnecessary jargon and explain unavoidable terminology when it first appears.

F — Format

Produce one complete, self-contained HTML document suitable for embedding in Google Sites through Insert → Embed → Embed code.

Technical requirements:

  • Place all HTML, CSS and JavaScript in one code block.
  • Use semantic HTML with clear heading levels.
  • Make the page responsive for desktop, tablet and mobile screens.
  • Use accessible labels, keyboard-friendly controls and visible focus indicators.
  • Maintain sufficient colour contrast and readable font sizes.
  • Use lightweight vanilla JavaScript only.
  • Do not use external libraries, frameworks or assets.
  • Make the multiple-choice questions interactive and display feedback without reloading the page.
  • Include a “Reset answers” button.
  • Return the finished HTML code only, without explanatory text outside the code block.

A — Additional Requirements

Use a minimalist educational design with:

  • Soft, calming colours such as muted blue, sage green, warm cream and pale lavender.
  • Generous white space and restrained visual decoration.
  • A clean sans-serif font stack.
  • Consistent cards, buttons and section spacing.
  • A maximum content width that supports comfortable reading.
  • Subtle transitions that do not distract learners.
  • No flashing elements, autoplay media or excessive animation.

Course details:

  • Course title: [Insert title]
  • Topic or module: [Insert topic]
  • Learning duration: [Insert estimated duration]
  • Language: [Insert language]
  • Academic level: [Insert level or “mixed”]
  • Number of MCQs: [Insert number]
  • Relevant context or discipline: [Insert context]
  • Content or references to use: [Paste source material, if applicable]

Do not fabricate references, statistics or theories. If reliable source material is required but unavailable, mark the affected section clearly for instructor verification.

You want to see an example?

This is an example of Google Site for a short course that I have to conduct with outsiders (non UTM students or staff) who cannot get accessed to our eLearning.

Additional tips:

  1. If you use Claude, to ensure the information of your interactive note is based on facts or have references, upload your class notes, ebook or relevant materials in Project (Folder). You can also ask Claude to add or use information based on valid references such as journals etc.
  2. If you use Gemini AI or ChatGPT, to ensure the information of your interactive note is based on facts or have references, upload your class notes, ebook or relevant materials (click + button) and write the prompt in the chatbox. Double check that you have uploaded the materials and add another statement in your prompt “Only use information from the provided/uploaded materials ONLY”. This is to reduce “hallucination”.

ROTAFA: Prompt engineering (What’s that?)

I had another session with Prof Karim yesterday night (7 August 2026, Friday) from 825ish pm until 11pm. Yes. It is PM. Night.

Some of us wondered how he had the energy to stay awake and alert past 10pm. I have to say, at my age, it’s not easy to stay up so late and I wasn’t expecting to sleep in a little bit either. Alhamdulillah I woke up just before the subuh azan.

Anyway, one of the things he insists on emphasizing is employing ROTAFA when we want to improve the output from using AI.

This is an example of the prompt that I use to create another video.

[Role]: Act as a veteran Educational Psychology Professor [change this role to yours] who doubles as a popular YouTube/educational content creator (think CrashCourse style).

[Objective]: Teach undergraduate students the core concepts of Interest Theory (specifically Hidi & Renninger’s Four-Phase Model of Interest Development) [change this objective to yours] so they can apply it to classroom teaching and pass their exams.

[Task]: Draft a complete, minute-by-minute instructional video script explaining Interest Theory [change this task to yours] . Break down the distinction between [change this accordingly] Situational Interest and Individual Interest , and show how one transitions into the other.

[Audience]: Undergraduate education and psychology majors [change this accordingly] who prefer engaging, relatable real-world student examples over dense academic jargon.

[Format]: Present the script in a 3-column table:

  1. Timestamp & Section (e.g., 0:00 – 0:45 | Hook)
  2. Visual Cues & Graphics (B-roll, on-screen text, slide diagrams)
  3. Spoken Dialogue / Voiceover (Exact script to read)

[Additional Constraints]:

  • Length: Cap total spoken dialogue at 600–700 words to ensure it comfortably stays under the 5-minute mark at a natural speaking pace (~130–140 wpm).
  • Structure: Include an engaging 30-second hook, 2 concrete real-world student scenarios, a quick recap table, and 1 reflection question at the end.
  • Tone: Energetic, clear, academically grounded, and conversational. Avoid dry textbook fluff.

Tips menyediakan Rancangan Pengajaran Harian (RPH)

Fahami Dokumen Standard: (DSKP) dan Silibus

  1. Sebelum menulis, pastikan anda merujuk kepada Dokumen Standard Kurikulum dan Pentaksiran (DSKP) dan Silibus.
  2. Standard Kandungan (SK): Apa tajuk besar yang hendak diajar?
  3. Standard Pembelajaran (SP): Apakah kemahiran khusus yang perlu dikuasai murid pada hari tersebut?

Rujuk Rancangan Pengajaran Tahunan (RPT)

  1. Selepas anda merujuk dokumen standard, rujuk RPT untuk mengetahui perancangan mingguan/tahunan berkaitan dengan mata pelajaran
  2. Maklumat dari RPT
    • Apakah tajuk yang akan diajar pada minggu XXXX?
    • Berapa lamakah saranan pengajaran tajuk tersebut pada minggu XXXX?  (Berapa kali sesi pertemuan atau sesi PdPC)

Penulisan objektif pembelajaran (OP)

  1. Rujuk Taksonomi yang berkaitan: Taksonomi Bloom dan sebagainya.
  2. Pastikan Objektif Pembelajaran sejajar dengan Standard Pembelajaran. Ayat Standard Pembelajaran menunjukkan indikasi aras taksonomi Bloom yang perlu dicapai bagi sesi pembelajaran sesuatu tajuk mata pelajaran.
    • Contoh Standard Pembelajaran (Tajuk: PENGENALAN KEPADA REKA BENTUK DAN TEKNOLOGI): Murid boleh menyenarai kepentingan reka bentuk dan teknologi. (Nota: Apakah objektif pembelajaran yang sesuai bagi tajuk ini yang sejajar dengan Standard Pembelajaran? . Lihat kata kerja Standard Pembelajaran “menyenarai”, ianya merujuk kepada Taksonomi Bloom Aras 1 (Mengingat). Oleh yang demikian, kata kerja bagi OP ini perlu sejajar dengan SP. Apakah kata kerja selain dari “menyenarai” yang boleh digunakan untuk ayat OP? Sekiranya SP menunjukkan aras rendah, penulisan OP juga boleh dinyatakan dalam satu aras yang lebih tinggi seperti Taksonomi Bloom Aras 2 (Memahami)
  3. Objektif pembelajaran: Pastikan ia menggunakan formula SMART (Specific, Measurable, Attainable, Relevant, Time-bound).
  4. Objektif pembelajaran biasanya lebih bersifat kualitatif (menguasai kemahiran) dan berfokus kepada apa yang dipelajari
    • Contoh Objektif Pembelajaran (OP): Di akhir sesi ini, murid dapat menghasilkan lakaran bebas (freehand sketch) satu bongkah geometri dengan mengikut perkadaran yang ditentukan.
  5. Kriteria Kejayaan pula bersifat kuantitatif (berapa banyak, sejauh mana ketepatannya). Berfokus kepada bagaimana murid menunjukkan mereka telah mencapai OP tersebut (bukti/langkah kejayaan).
    • Contoh Kriteria kejayaan: Di akhir sesi ini, murid dapat melakar lakaran bebas satu bongkah geometri dengan teknik perkadaran yang betul (nisbah panjang, lebar, dan tinggi bongkah kelihatan realistik dan seimbang.)

Rancang Aliran Pengajaran (Set Induksi – Aktiviti: Pengembangan, Peneguhan, Penilaian – Penutup)

  1. RPH yang baik mempunyai struktur yang jelas: Set induksi (pengenalan), Pengembangan konsep (penerangan), Peneguhan konsep (pengukuhan konsep yang diajar oleh guru.  Murid terlibat dalam aktiviti peneguhan), Pentaksiran formatif, Penutup
  2. Set Induksi (3-5 Minit): Cari sesuatu yang “wow” atau berkaitan dengan kehidupan seharian murid untuk menarik perhatian mereka dan mencetuskan rasa ingin tahu mereka terhadap tajuk yang bakal diajar.
  3. Langkah Pengajaran: Pecahkan kepada beberapa fasa
    • Pengembangan konsep: Penerangan oleh guru dalam menyusun maklumat bagi memastikan pemahaman murid dapat dikaitkan dengan pengetahuan / pengalaman sedia ada dengan memberikan definisi, konsep, atau fakta yang tepat.
    • Peneguhan konsep: Aktitivi melibatkan latihan terbimbing atau latihan kendiri bagi memperkukuhkan pemahaman dan memastikan kemahiran tersebut benar-benar dikuasai.
    • Penilaian (Pentaksiran formatif): Mengukur sejauh mana objektif pembelajaran telah dicapai pada hari tersebut.
      • Bolehkah murid membuat rumusan atau menjawab kuiz ringkas (seperti Exit Ticket atau lembaran aktviti), atau refleksi kendiri?
      • Guru mendapat data untuk menulis Refleksi dalam RPH bagi menentukan sama ada PdP perlu diulang atau diteruskan ke tajuk baru.
    • Penutup: Rumusan kognitif (apa yang dipelajari) dan rumusan sosial (penerapan nilai murni).

Refleksi (perlu dilaksanakan selepas sesi PdpC dan diisi selepas kelas)

  1. Refleksi bukan sekadar catatan kehadiran, tetapi bukti profesionalisme guru dalam menilai keberkesanan PdP.
  2. Continuous Quality Improvement (CQI):
    • Apakah yang telah diketahui (what do you find out from the lesson?)
      • Berapa orang murid yang capai objektif pembelajaran? Mengapa yang lain tidak capai?
    • Apakah yang boleh diperbaiki/ditambahbaik (what can be improved?)
    • Bagaimanakah menambahbaik aspek yang telah dikenalpasti (how to improve the lesson in the future?/what can be done?)
  3. Contoh penulisan refleksi: 80% murid (24/30) berjaya menghuraikan 3 kesan pencemaran alam dengan tepat melalui aktiviti Gallery Walk. Murid sangat aktif (high engagement) namun terdapat 6 murid (Kumpulan C) yang masih keliru antara ‘punca’ dan ‘kesan’. Arahan tugasan didapati terlalu umum bagi kumpulan ini. Sesi bimbingan kelompok kecil (scaffolding) akan dijalankan dengan gabungan murid pelbagai kemahiran dan tahap penglibatan yang lebih seimbang.   Untuk tajuk seterusnya, lembaran kerja berbeza (differentiated worksheets) akan disediakan mengikut aras bagi memastikan arahan lebih spesifik untuk murid yang lemah.

Is it possible to get band 5 for Course Blended status at the beginning of the semester?

Someone (a junior) asked me, “Is it possible to get band 5 (blended level) for Course Blended status at the beginning of the semester?” To be honest, I don’t care because I know that one of the requirements for band 5 is an Active Index. So, assuming we meet the other criteria (course design, activity, evaluation, and resources), we should be able to get band 4 at the start of the semester. If you obtain a backup storage of elearning from someone who has achieved band 5 in the previous semester, you can easily accomplish band 4 by restoring it to your pure virgin-like elearning (tongue in cheek remark!). But to get band 5, you need to make sure the Active Index is higher than 28. The Active Index is determined by how many times students “engage” in your elearning, such as by responding to forum posts, submitting assignments, or using resources.

I used to get band 5 at the end of semester. But I want to experiment if I can get band 5 before mid term break. For this session (semester 1 and 2, 2025/2026), I chose to “change” the resources of my elearning by including, in addition to reading materials and class notes, a flashcard with a quiz at the end of it. This is for self-assessment. My goal is for students to be able to self-assess their learning after each topic, regardless of whether the lesson was performed synchronously, asynchronously, or in person.

So, even though it is only Week 2 (following the Eid holidays), I discovered that two out of four courses have achieved level 5 with an Active Index more than 30. So, even if it is early in the semester, it is doable to accomplish this.

Why Do I Feel So Busy, Yet Nothing Feels Meaningful?

Disclaimer: This article is originally meant to be published in Nexus but, being me, I was thinking about how can I use Jenni AI to “enhance” the article. This is the version with Jenni AI enhancement.

Have you ever caught yourself thinking, “I know a lot is happening, but I don’t know what actually matters,” or “I think I have learned a lot but it seems the more I search additional information, I don’t think I know better”? Perhaps you have days when you are constantly occupied, yet feel strangely unmotivated to engage, even though you know you should. You might tell yourself, “I don’t need more input. Just give me space to think” or notice that although you are producing more work, you think your thinking is less deep and feel less satisfying. This phenomenon, often termed “time compression,” can lead to a pervasive sense of busyness that paradoxically hinders meaningful reflection and deep cognitive engagement (Menzies & Newson, 2007).

If these thoughts sound familiar, you are not alone and it is not a sign that you are not failing or unmotivated. Rather, it reflects a prevalent experience in contemporary knowledge work where the incessant flow of information and the pressure for constant productivity can paradoxically diminish the capacity for meaningful engagement and deep thought (Müller, 2017; Pirnajmuddin et al., 2021).

Many people today experience this quiet sense of overwhelm, especially in a world saturated with social media, digital platforms, online meetings, and now generative AI. Psychologists and researchers have coined several terms for these experiences, including information overload, cognitive overload, digital fatigue, attention fragmentation, cognitive saturation, and cognitive offloading (Alimour & Alrabeei, 2025; Luzzati et al., 2022). The terms may sound technical, but it describes very ordinary, human experiences that each of us experience in our daily lives.

Although these terms are related, they are not exactly the same. The differences are not only about their causes, but also about where it originates, how it shows up in daily life, and which part of the human system is being overloaded, whether it is information input, thinking capacity, attention, the body, or meaning-making. Knowing the difference makes a lot of difference. A nuanced understanding of these distinct phenomena is crucial for developing targeted interventions, particularly as the “paradexity” which is a blend of paradox and perplexity of the digital ecosystem exacerbates the signal-to-noise ratio, leading to diminished reflective capacity and heightened confusion (Karakaş et al., 2015).

Information overload happens when the amount of information coming in exceeds our ability to process or prioritise it(Ji, 2023). You might notice this when you read multiple posts, articles, or messages about the same topic and end up feeling less clear than when you started. The issue is not that you lack information. It is that there is too much of it arriving too quickly, without time to filter or reflect. The result is a lingering sense that everything feels important, yet nothing stands out as truly meaningful. You might feel this after attending a workshop or training session where you learn new things and at the same time, you need to make sense of it with the things that you already know. This phenomenon, often labeled information overload or infoglut, can hinder effective decision-making and learning by creating a cognitive burden that prevents deep processing and retention of new knowledge (Bawden & Robinson, 2020).

Cognitive overload goes a step deeper than information overload. It occurs when your working memory is overwhelmed and you cannot hold, organise, or integrate information effectively(“APA Dictionary of Psychology,” 2007; Wang et al., 2026). This might happen when you are typing notes while simultaneously discussing ideas in a meeting. Later, when you revisit your notes, you realise they don’t quite make sense or you cannot remember the logic behind them. You might ask yourself “What was I thinking when I wrote this down?”. Forgetting what was discussed earlier in a conversation is another common sign. The brain simply has limits, and when too many demands compete at once, thinking quality begins to suffer (Gruszka & Nȩcka, 2017; Wang et al., 2026).

This is why, in some active learning activities, students may appear highly engaged during discussions yet later report feeling confused or unable to recall what they learned. During these activities, students are often required to read unfamiliar material, process new concepts, listen to peers, articulate their own ideas, and negotiate meaning simultaneously. When too many cognitive demands occur at once, their working memory becomes overloaded. As a result, students may remember that they participated in the activity, but struggle to recall what was learned or how ideas were connected. In such cases, meaningful integration into long-term memory does not occur, even though the activity itself was interactive and engaging. This decline in the ability to intake and process knowledge ultimately leads to learners discarding information beyond their capacity to assimilate (Koudsia & Kirchner, 2024).

Now, with generative AI such as ChatGPT, Gemini AI or CoPilot, even though it is helpful to search information, summarise long articles and such, yet it can make us experience digital fatigue. Digital fatigue refers to the physical and emotional tiredness that comes from extended time in digital environments (Silvia et al., 2025; Zhang & Deng, 2025). Many people feel drained after long online meetings through WebEx, Zoom or Google Meet, even when they hardly speak. This exhaustion is not imaginary. Sustained screen use, constant alertness, and the subtle pressure to perform online place real demands on the nervous system. Over time, the body responds with fatigue, irritability, or a desire to withdraw (Fauville et al., 2023; Webb, 2021).

Attention fragmentation describes what happens when our focus is constantly interrupted. Checking messages while listening to a presentation, switching between tabs while reading, or responding to notifications mid-task all break concentration. Even brief interruptions make it difficult to think deeply. At the end of the day, you may feel busy yet oddly unfulfilled, as though your attention was everywhere and nowhere at the same time. This constant toggling between tasks not only hinders deep cognitive processing but also incurs a significant “cognitive penalty” with each context switch, cumulatively increasing mental fatigue (Roy, 2025).

Cognitive saturation is something many professionals and academics recognise. It occurs when the mind has absorbed more ideas than it can integrate into understanding. After attending multiple talks, workshops, or training sessions, you may struggle to articulate what you have actually learned. The problem is not a lack of exposure but a lack of space to digest. At this point, the mind does not need more input. It needs time to digest information. This continuous influx of information without adequate processing time can lead to diminished cognitive capacities, affecting critical thinking and the ability to synthesize knowledge effectively (Yalçınalp et al., 2024).

Finally, there is cognitive offloading, which has become especially common with the rise of AI (Chirayath et al., 2025). This happens when we rely on tools to externalise thinking rather than support it (Grinschgl et al., 2021). Asking AI to summarise articles we never read afterward, generating drafts we feel disconnected from, or producing more output with less sense of ownership are all examples. I admit I am guilty of this myself. Used thoughtfully, these tools can help us think better. Used excessively, they can slowly erode deep engagement.

These experiences rarely occur in isolation. They often appear together, forming a chain: too much information leads to cognitive overload, fragmented attention, digital fatigue, saturation, and eventually reliance on tools to cope (Alimour & Alrabeei, 2025; Wang et al., 2025). Recognising the differences helps us respond more wisely, not by doing more, but by creating space for reflection, rest, and meaning.

If any of this resonates with you, it does not mean you are falling behind. It may simply mean that your mind and body are responding, intelligently, to a world that moves faster than humans were ever designed to process. This inherent limitation in processing speed often leads to a state of continuous partial attention, where individuals attempt to juggle multiple information streams simultaneously, thereby diminishing the quality of their cognitive engagement and increasing susceptibility to errors (Shanmugasundaram & Tamilarasu, 2023). This constant demand for simultaneous processing, particularly in AI-driven environments, exacerbates cognitive load, hindering critical evaluation and self-reflection (Lahlou, 2025). This superficial reliance on AI-generated content, especially when accompanied by digital fatigue, can lead to passive learning, where students accept outputs without critical verification, thereby diminishing their capacity for deep learning and comprehensive understanding (Dong et al., 2025; Tian & Zhang, 2025).

References:

  1. Alimour, S. A., & Alrabeei, M. (2025). Redefining psychopathology in the context of digital overload: emerging disorders in the age of information saturation. Frontiers in Digital Health, 7, 1693287. https://doi.org/10.3389/fdgth.2025.1693287
  2. APA Dictionary of Psychology. (2007). Reference Reviews, 21(3), 8. https://doi.org/10.1108/09504120710737987
  3. Bawden, D., & Robinson, L. (2020). Information Overload: An Introduction. In Oxford Research Encyclopedia of Politics. https://doi.org/10.1093/acrefore/9780190228637.013.1360
  4. Chirayath, G., Premamalini, K., & Joseph, J. (2025). Cognitive offloading or cognitive overload? How AI alters the mental architecture of coping. Frontiers in Psychology, 16, 1699320. https://doi.org/10.3389/fpsyg.2025.1699320
  5. Dong, X., Wang, Z., & Han, S. (2025). Mitigating Learning Burnout Caused by Generative Artificial Intelligence Misuse in Higher Education: A Case Study in Programming Language Teaching. Informatics, 12(2), 51. https://doi.org/10.3390/informatics12020051
  6. Fauville, G., Luo, M., Queiroz, A. C. M., Lee, A. Y., Bailenson, J. N., & Hancock, J. T. (2023). Video-conferencing usage dynamics and nonverbal mechanisms exacerbate Zoom Fatigue, particularly for women. Computers in Human Behavior Reports, 10, 100271. https://doi.org/10.1016/j.chbr.2023.100271
  7. Grinschgl, S., Papenmeier, F., & Meyerhoff, H. S. (2021). Consequences of cognitive offloading: Boosting performance but diminishing memory. Quarterly Journal of Experimental Psychology, 74(9), 1477. https://doi.org/10.1177/17470218211008060
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Padlet: Is it just a platform to write comments?

It is 2025. I still use Padlet as a platform for group discussion. At first glance, Padlet may appear to be a simple space where students merely write down their answers. However, what is visible on the screen represents only the outcome of a much richer and more dynamic learning process happening behind the scenes.

As students read their peers’ responses, they actively engage with one another’s ideas. They may respond verbally during live sessions or contribute by writing comments, offering agreement, disagreement, or alternative perspectives. When I provide clear instructions, such as asking students to agree or disagree with selected comments, the activity naturally evolves into brainstorming and collaboration. Students are not just sharing opinions. They are encouraged to justify, defend, and refine their ideas in response to others.

In this way, Padlet functions as more than a digital noticeboard. It becomes a space that supports interaction, dialogue, and collective meaning-making. For e-content evaluation purposes, this approach clearly demonstrates at least K1 (Cooperative–basic). If use appropriately, Padlet can be the space where students show their depth of engagement and reasoning too.

So, what is the evaluation that I got this year? R1 (Receptive-basic) with a comment: Just a platform to write comments.

For 2026, I plan to submit another e-content material using Padlet (a small disclaimer here: my Padlet can only be accessed by users with a Padlet account). Let’s see whether it will once again be classified as R1 (Receptive–Basic).

In addition to providing space for students to post and respond to comments, I have also incorporated a self-assessment component using Wayground. At first glance, this may look like a standard flashcard activity. However, this is where things can be a little misleading. The flashcards function as a quick revision tool, but they are only the warm-up. The real assessment happens at the end, where students are required to answer quiz questions that evaluate their understanding of the content.

I do realise that for evaluators who are unfamiliar with how flashcards work in Wayground, it might appear as though “It’s just a flashcard. What’s interactive about that?” Fair enough. But once you reach the final slide and the quiz begins, it becomes clear that the interactivity lies not only in clicking through content, but in thinking, responding, and self-checking one’s understanding.

So yes, it may look simple on the surface. But as with many learning activities, the real work is happening just beneath it. And that, I suppose, is part of the fun (and challenge) of designing digital learning materials (tongue in cheek remark!)

P.S: Padlet has a special award for active user. One of my friends got Blue belt. Me? IDC.

Week 4: Tales for Tots 3.0

This was the final week (21 November 2025, Thursday), and I approached it without the expectation that things would become easier. If anything, I anticipated continued challenges. Still, I was unprepared for how demanding it would be. Instead of one assignment, we were given two.

The reason for having two assignments was clear: we were required to create two different videos using different Generative AI tools. For the first video, we used Gemini AI. For the second, we were required to use Grok together with CapCut.

To be honest, as of today [30 December 2025 (Tuesday)], I have yet to complete the second video. The first video alone was already challenging, but the second felt like an entirely different level of difficulty. The editing process in CapCut was far more intricate and time-consuming, and I found myself struggling to keep up with the technicalities.

Nevertheless, I remind myself that learning any new skill is much like learning how to ride a bicycle. Falling is part of the process. What matters is the willingness to get back up and keep trying. Despite the frustrations, I know that each attempt brings me closer to mastery.

Week 3: Tales for Tots 3.0

In Week 3, I had an afternoon class that ended slightly late, close to 7:00 p.m. Since Maghrib was early that day, I waited to perform the prayer before heading home. By the time I arrived, it was already Isya’. I quickly changed out of my work clothes, took a short shower, and prepared for Isya’ prayer. Before praying, I placed a few frozen chicken drummets into the air fryer, which took about 20 minutes to cook.

At 8:30 p.m., the session began.

This week, we learned how to create a short storybook of at least 24 pages. The process involved generating images, developing a story outline, and assembling everything into a complete storybook. Compared to the previous week, this task was considerably more challenging, as it required both creative thinking and technical execution. In total, I spent two days completing the storybook.

Some may wonder how this learning experience would support my work. In reality, whether I like it or not, the shift toward Open and Distance Learning (ODL) and micro-credential courses is inevitable. In such courses, learning materials are no longer limited to text; videos have become one of the core instructional components.

Recognizing this, I challenged myself to learn video creation and editing as a way to future-proof my teaching practice and remain responsive to evolving educational demands. It is not easy. It is.

Here is the homework for this week: Flipped children story book

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