Lesson Flow

How of Learning

Assessment mapping, learning flow and design canvas.

Assessment techniques

Learning Outcome 1

Learning Outcome 2

Learning Outcome 3

Learning Outcome 4

Learning Outcome 5

START

Learning Flow: course

Module 2 - Pathway 1 Essential AI

Module 1You & AI Now

Live Workshop

Module 2 - Pathway 2 Beyond Basics AI

Module 3Your AI Journey

Building Blocks

Including notes on accessibility.

Assessment

Activities

Reflection

Content

Each lesson within the module starts with content being presented, activities for practice and then a short assessment task with instant feedback. Learners can then reflect on their learning.

Module 2: Essential AI (pathway 1)

Differentiated + Asynchronous

Self-diagnostic module for learners to assess current AI knowledge and choose appropriate learning pathway. Includes platform orientation and communication setup.

Types of AI

How AI Work

Basic Prompting

Your Questions & Reflections

AI Limitations and Considerations

What is AI?

Learners can review basic AI terminology and concepts, with a brief view on machine learning.

Learners will identify common AI tools and their purposes, comparing them to human generated examples.

Learners review AI definition, brief history, compare it to traditional software.

Learners can practice using prompt templates for 2-5 AI tools, use 1 prompt template (4-sentence) and report on results.

Learners gain general awareness of bias, prejudice, errors and environmental impact of AI.

Learners find out about next steps, preparation for the live session and have the opportunity to reflect on own learning and ask questions to peers.

Activities

Activities

Content

Content

Activities

Content

Activities

Activities

Content

Content

Assessment

Assessment

Content

Activities

Reflection

Reflection

Assessment

Assessment

Reflection

Reflection

Assessment

Reflection

Assessment

Reflection

Learning Outcome 4

Learning Outcome 2

Learning Outcome 3

Learning Outcome 5

Learning Outcome 1

Content:

• Short text: provides explanations, describes concepts, gives examples in clear, concise, accessible chunks (AI definition, text for history timeline, text for pictures).
• Narration: used to introduce and conclude the lesson, describing a clear flow to learners.
• External videos: provide opportunities for learners to explore topics in depth (AI definition and history of AI).
• Accessibility: downloadable glossary in German and English, external videos in both languages, with subtitles available, downloable materials and lesson summary.

Assessment:

• Formative:
• Written reviews: provides opportunities for consolidation, with post-task trainer feedback.

• Accessibility: optional assessment routes, assessments can be written in English or German, and digitally or analogue options available.

Reflection:

• End of lesson forum: learners have the oppotunity to reflect on their learning.

• In-module questions: usually presented at the start of each lesson, to hook learners by getting them to reflect on the topic, making connections between the learning and their individual context (AI tools around you).
• Accessibilty:written reflections can be submitted in both languages.

Content:

• Short text: provides explanations, describes concepts, gives examples in clear, concise, accessible chunks (AI terminology, explanation of machine learning).
• Narration: used to introduce and conclude the lesson, describing a clear flow to learners.
• External videos: provide opportunities for learners to explore topics in depth (machine learning)
• Accessibility: downloadable glossary in German and English, external videos in both languages, with subtitles available, downloable materials and lesson summary.

Content:

• Short text: provides explanations, describes concepts, gives examples in clear, concise, accessible chunks (AI limitations with examples).
• Narration: used to introduce and conclude each lesson, describing a clear flow to learners.
• External videos: provide opportunities for learners to explore topics in depth (AI limitations with examples).
• Accessibility: downloadable glossary in German and English, external videos in both languages, with subtitles available, downloable materials and lesson summary.

Content:

• Short text: provides explanations, describes concepts, gives examples in clear, concise, accessible chunks (prompt templates, terminology).
• Narration: used to introduce and conclude each lesson, describing a clear flow to learners.
• External instructional videos: provide guidance for learners to practice prompts (registering, prompting, etc).
• Accessibility: downloadable glossary in German and English, external videos in both languages, with subtitles available, downloable materials and lesson summary.

Assessment:

• Peer:
• Definition board: offers scaffolding opportunities and chance for discusssion, with delayed peer feedback.

• Accessibility: assessment can be written in English or German, and digitally or analogue options available.

Reflection:

• End of module forum: learners have the oppotunity to reflect on their learning.
• Group discussions: learners can share their reflections with others, exchanging ideas for further reflection and learning.
• In-module questions: usually presented at the start of each lesson, to hook learners by getting them to reflect on the topic, making connections between the learning and their individual context.
• Accessibilty: a WhatsApp group will also be available for extra support, addressing issues raised during reflection, groups will all have English and German speakers to support any language barriers, written reflections can be submitted in both languages.

Reflection:

• End of module forum: learners have the oppotunity to reflect on their learning.
• Group discussions: learners can share their reflections with others, exchanging ideas for further reflection and learning.
• In-module questions: usually presented at the start of each lesson, to hook learners by getting them to reflect on the topic, making connections between the learning and their individual context.
• Accessibilty: a WhatsApp group will also be available for extra support, addressing issues raised during reflection, groups will all have English and German speakers to support any language barriers, written reflections can be submitted in both languages.

Assessment:

• Formative:
• Written reviews: provides opportunities for consolidation, with post-task trainer feedback ( a new AI tool).

• Accessibility: optional assessment routes, assessments can be written in English or German, and digitally or analogue options available.

Activities:

• Drag and drop: scaffolds learners by providing clear options (purpose of AI tools).
• Scenario questions: contextualise learning and encourages learners to make real-life connections (What tool would you use...?).
• Interactive pictures and timelines / hot spots: encourages learners to engage and interact with content (AI tools examples at home and in teh library).
• Accessibility: inclusion of navigation tool tips, and audio / visual cues to identify interactive elements.

Content:

• Short text: provides explanations, describes concepts, gives examples in a clear, concise, accessible chunks (reflection questions).
• Narration: used to introduce and conclude each lesson, describing a clear flow to learners.

• Accessibility: downloadable glossary in German and English.

Activities:

• True or False quiz: scaffolds learners by providing clear options (promt evaluation).
• Scenario questions: contextualise learning and encourages learners to make real-life connections (match prompt to scenario).
• Interactive pictures and timelines / hot spots: encourages learners to engage and interact with content (parts of a prompt).
• Accessibility: inclusion of navigation tool tips, and audio / visual cues to identify interactive elements.

Assessment:

• Formative:
• Multiple-choice quiz: provides practice opportunities, with instant feedback.

• Accessibility: optional assessment routes, assessments can be written in English or German, and digitally or analogue options available.

Activities:

• Matching task: scaffolds learners by providing clear options (AI terminology).
• Interactive pictures and timelines / hot spots: encourages learners to engage and interact with content (machine learning process).
• Accessibility: inclusion of navigation tool tips, and audio / visual cues to identify interactive elements.

Assessment:

• Diagnostic:
• Multiple-choice quiz: allow learners to choose a suitable pathway of learning, with instant feedback.

• Formative:
• Multiple-choice quiz: provides practice opportunities, with instant feedback.
• Written reviews: provides opportunities for consolidation, with post-task trainer feedback.

• Peer:
• Picture quiz analysis and group presentations: allow learners to work consolidate concepts and exchange ideas, with instant feedback.
• Definition board: offers scaffolding opportunities and chance for discusssion, with delayed peer feedback.
• Self:
• Prompt-template practice: learners assess their own use of prompt templates based on output sucess.

• Summative (optional):
• Multiple-choice quiz (summative): provide opportunities for learners to assess their learning with instant feedback.
• Accessibility: optional assessment routes, assessments can be written in English or German, and digitally or analogue options available.

Reflection:

• End of module forum: learners have the oppotunity to reflect on their learning.
• Group discussions: learners can share their reflections with others, exchanging ideas for further reflection and learning.
• In-module questions: usually presented at the start of each lesson, to hook learners by getting them to reflect on the topic, making connections between the learning and their individual context.
• Accessibilty: a WhatsApp group will also be available for extra support, addressing issues raised during reflection, groups will all have English and German speakers to support any language barriers, written reflections can be submitted in both languages.

Reflection:

• Group discussions: learners can share their reflections with others, exchanging ideas for further reflection and learning (Google Classroom comment section at teh end of the lesson)
• In-module questions: usually presented at the start of each lesson, to hook learners by getting them to reflect on the topic, making connections between the learning and their individual context.
• Accessibilty: written reflections can be submitted in both languages.

Content:

• Short text: provides explanations, describes concepts, gives examples in clear, concise, accessible chunks (different types of tools and their purposes).
• Narration: used to introduce and conclude the lesson, describing a clear flow to learners.
• External videos: provide opportunities for learners to explore topics in depth (AI is all around us).
• Accessibility: downloadable glossary in German and English, external videos in both languages, with subtitles available, downloable materials and lesson summary.

Assessment:

• Self:
• Prompt-template practice: learners assess their own use of prompt templates based on output sucess.

• Accessibility: optional assessment routes, assessments can be written in English or German, and digitally or analogue options available.

Activities:

• Drag and drop: scaffolds learners by providing clear options (AI limitations examples).
• Scenario questions: contextualise learning and encourages learners to make real-life connections (To use or not to use AI?).
• Interactive pictures and timelines / hot spots: encourages learners to engage and interact with content (examples of AI environmental impact with data).
• Accessibility: inclusion of navigation tool tips, and audio / visual cues to identify interactive elements.

Activities:

• Drag and drop: scaffolds learners by providing clear options (AI definition).
• Interactive pictures and timelines / hot spots: encourages learners to engage and interact with content (history of AI timeline and picture comparing traditional software).
• Accessibility: inclusion of navigation tool tips, and audio / visual cues to identify interactive elements.

Activities:

• Drag and drop, True or False, Mathing tasks: scaffolds learners by providing clear options.
• Scenario questions: contextualise learning and encourages learners to make real-life connections.
• Interactive pictures and timelines / hot spots: encourages learners to engage and interact with content.
• Accessibility: inclusion of navigation tool tips, and audio / visual cues to identify interactive elements.

Assessment:

• Formative:
• Written reviews: provides opportunities for consolidation, with post-task trainer feedback (a familiar AI tool).

• Accessibility: optional assessment routes, assessments can be written in English or German, and digitally or analogue options available.

Activities:

• True or False quiz: scaffolds learners by providing clear options, opportunity to review module content (end of course review).
• Accessibility: inclusion of navigation tool tips, and audio / visual cues to identify interactive elements.

Content:

• Short text: provides explanations, describes concepts, gives examples in clear, concise, accessible chunks.
• Narration: used to introduce and conslude each module, describing a clear flow to learners.
• External videos: provide opportunities for learners to explore topics in depth, or instructional videos to provide guidance.
• Accessibility: downloadable glossary in German and English, external videos in both languages, with subtitles available, downloable materials and lesson summary.

Reflection:

• End of module forum: learners have the oppotunity to reflect on their learning.
• Group discussions: learners can share their reflections with others, exchanging ideas for further reflection and learning.
• In-module questions: usually presented at the start of each lesson, to hook learners by getting them to reflect on the topic, making connections between the learning and their individual context.
• Accessibilty: a WhatsApp group will also be available for extra support, addressing issues raised during reflection, groups will all have English and German speakers to support any language barriers, written reflections can be submitted in both languages.

Reflection:

• End of module forum: learners have the oppotunity to reflect on their learning.
• Group discussions: learners can share their reflections with others, exchanging ideas for further reflection and learning.
• Accessibilty: a WhatsApp group will also be available for extra support, addressing issues raised during reflection, groups will all have English and German speakers to support any language barriers, written reflections can be submitted in both languages.