AI for Learning
Use of generative AI tools to assist in the design and production of instructional materials for a university-level course on Microeconomy
Index
Use Case Description
AI Action Plan
Reflection
Attachments
AI Tool Exploration
Use Case Description
Use Case Description
Aim
Overview of the current situation
The purpose is to explore how AI can support the creation of digital learning resources, including explanations of economic concepts, case-based exercises, and multimedia content. This plan will also serve as the assessment for the AI for Learning certification programme.
At present, the course relies mainly on lecture notes, textbook readings, and manually prepared slides. Interactive resources and visual explanations are limited. The preparation of new materials is constrained by time and by the need to ensure conceptual precision. Moodle LMS is used to distribute content, AI tools are not yet integrated into the instructional design process. As a result, students have limited access to diversified learning formats and self-assessment opportunities.
Background and context
Reason for choosing this use case
The course on Microeconomy introduces students to fundamental concepts such as supply and demand, elasticity, market structures, and consumer behaviour. The teacher aims to combine theoretical foundations with applied examples to facilitate understanding of economic mechanisms.Developing such materials requires time for preparing examples, graphs, and exercises that reflect real economic situations. AI tools can assist in drafting problem sets, generating illustrative market scenarios, or producing short explanatory texts and videos that contextualise the theory. These tools can also support the creation of interactive H5P activities, such as quizzes or simulations, that promote active learning.
This use case was selected because it represents a relevant opportunity to test the potential of AI in supporting the development of pedagogical materials in economics. Generative AI can accelerate the creation of content while allowing the teacher to focus on ensuring conceptual accuracy and pedagogical coherence. The exploration also encourages reflection on the validation of AI-generated economic examples and the ethical use of automated tools in academic contexts. The initiative aligns with institutional efforts to foster digital transformation and innovation in teaching.
Course description
Audience
Learning experience
The course Microeconomics is part of two bachelor’s degree programs: Accounting and Finance. It is divided into four classes, as the course typically enrolls around 100 students. Most students are Portuguese with a secondary school background in Economics, and there are also some international students participating through the Erasmus program.
The course follows a theoretical–practical format, combining the presentation of topics (concepts, theories, models, and case studies) with the resolution of exercises. Class sessions encourage group discussion to deepen understanding of the materials.
Outcomes
Assessment
The Microeconomics course aims to provide students with fundamental knowledge that enables them to apply economic theory to the analysis of decision-making within firms and to understand the functioning of markets. By the end of the course, students will be able to:
Formative assessment is conducted through paper quizzes, accompanied by feedback to support students in improving their learning outcomes. The overall assessment also includes one group project and two written exams.
- Identify the basic principles of rational choice by economic agents.
- Explain and predict changes in prices and traded quantities using the supply and demand model.
- Assess the impact of pricing decisions on company revenues through the concept of price elasticity of demand.
- Analyse firms’ decisions regarding technology, production, and costs.
- Examine firms’ behaviour under different market structures, namely perfect competition and monopoly.
- Solve applied exercises by integrating conceptual, mathematical, and graphical approaches.
- Critically analyse real-world situations involving firms and markets.
AI Tool Exploration
Methodology
Description
This work follows a structured methodology based on the ADDIE instructional design model, applied to the transformation of existing teaching materials in collaboration with the course instructor. The process begins with an analysis of the teacher’s current resources and pedagogical approach, followed by the redesign of selected components using AI tools to enhance clarity, interactivity, and student engagement. Throughout the ADDIE stages, different AI tools are introduced according to identified needs—such as generating diagnostic activities, creating multimedia explanations, designing interactive learning objects, or producing materials to support autonomous study. The teacher’s original content serves as the foundation, and AI is used to adapt, reorganise, or extend the materials while maintaining alignment with the intended learning outcomes. The work involves demonstrating how each tool can support practical transformation, guiding the teacher in adopting these technologies, and ensuring that the redesigned materials are integrated coherently into the course structure. The final section of the project includes attachments that document the process with concrete examples. These attachments contain screenshots, sample outputs, and reflections on each AI tool, describing how it was used, its benefits, limitations, and the considerations involved in selecting and refining the generated materials.
Analysis stage
Current Approach
AI tool Experiment
Impact
At the beginning of the semester, teachers conduct written questionnaires to identify students’ background knowledge and expectations. They also include a PowerPoint with a short review of key mathematical concepts to help students recall essential quantitative tools for microeconomics.
Replace the written questionnaire with interactive polls using Vevox (the university has licenses to use), allowing live participation and immediate visualization of results. Use vevox AI tools to generate varied diagnostic questions and adaptive quizzes based on introdutory pdf file. For the math review, create a short NotebookLM video and embed it in the LMS as an H5P activity with interactive questions.
It is expected that the diagnostic process will provide a more accurate and immediate understanding of students’ prior knowledge. Interactive polls and AI-generated quizzes should increase student participation, reveal misconceptions earlier, and create a clearer baseline for instructional planning. The NotebookLM video integrated in H5P is expected to present mathematical concepts in a more accessible format, giving students an opportunity to revisit foundational material at their own pace. This contributes to stronger preparedness for subsequent topics.
Design stage
Current Approach
AI tool Experiment
Impact
Learning objectives, weekly topics, and classroom activities are defined manually, following the syllabus and institutional guidelines. The design balances theoretical exposition, problem-solving exercises, and group discussion.
Use AI instructional design tools (ChatGPT) to refine learning outcomes and propose activity types aligned with Bloom’s taxonomy. Use Napkin.ai to generate structured outlines, concept maps, and simplified representations of key topics, supporting clear sequencing of content. Integrate interactive H5P activities for formative quizzes and self-check exercises. Plan AI-supported multimedia resources usingNotebookLM for short explanatory videos. Include flashcard tools (Quizlet) to support revision and spaced repetition.
It is expected that the learning design will become more coherent and aligned with cognitive goals. AI-generated maps and outlines should clarify the logical progression of topics and facilitate the organisation of weekly content. The integration of H5P activities and multimedia videos is expected to promote active and independent learning. Flashcards should create systematic opportunities for revision, supporting long-term retention. Overall, the design should offer a more structured, diversified, and pedagogically aligned learning experience.
Development stage
Current Approach
AI tool Experiment
Impact
Teaching materials such as slides, exercises, and case studies are created manually and updated annually. Materials focus on explaining theoretical models, illustrating examples, and proposing exercises for classroom discussion.
Produce short explanatory videos using NotebookLM and embed them in Moodle as H5P activities. Use Nolej to transform existing slides and exercises into interactive H5P lessons. Employ Napkin.ai to generate concept maps, summaries, and structured explanations to support slides, study sheets, and interactive activities. Generate varied problem sets with ChatGPT. Develop flashcard sets (Quizlet) to support spaced review and retention.
These actions are expected to transform static materials into a richer set of multimodal resources. The use of Nolej and H5P should increase interactivity and provide immediate feedback to students. Videos are expected to support different learning paces and strengthen understanding of complex concepts. Napkin.ai outputs should facilitate comprehension by presenting content in alternative formats, such as diagrams or structured summaries. Flashcards are expected to reinforce learning through spaced repetition. Together, these developments should generate a diversity of resources accessible throughout the semester and adaptable to students' learning needs.
Implementation stage
Current Approach
AI tool Experiment
Impact
Classes follow a theoretical–practical format, combining presentation of topics with group discussion and problem-solving exercises. Students complete formative quizzes and a group project through Moodle, alongside traditional written exams.
Students engage with NotebookLM videos embedded as H5P activities in Moodle for pre-class preparation or review. Interactive exercises developed with Nolej and H5P are used for in-class practice or homework. Napkin.ai concept maps and summaries can be shared as reference tools during discussions. Students use flashcards (Quizlet) for spaced review. AI tutoring assistants (ChatGPT or Copilot) provide additional guidance outside class.
It is expected that implementation will shift towards a more blended and flexible learning experience. Students should benefit from pre-class access to video content that prepares them for deeper engagement during lessons. Interactive H5P lessons are expected to offer repeated practice with feedback, supporting students who need more time to engage with concepts. AI tutoring tools are expected to enhance learners’ autonomy by providing on-demand clarification. Flashcards will support continuous review. Overall, these tools should help sustain engagement, encourage active participation, and support differentiated learning pathways.
Evaluation stage
Current Approach
AI tool Experiment
Impact
Assessment includes class participation, one group project, and two written exams. Formative assessment relies on quizzes with manual feedback. Evaluation of learning outcomes is primarily summative.
Use H5P analytics in Moodle to monitor engagement and performance on NotebookLM videos, interactive Nolej lessons, and H5P exercises. Apply feedback in H5P activies to provide personalized and timely formative feedback. Encourage self-assessment using AI-generated reflection prompts or Vevox surveys. Monitor flashcard usage in H5P for spaced review and retention. Use Napkin.ai summaries and concept maps to evaluate understanding and support discussion-based assessments.
The evaluation process is expected to become more continuous, data-driven, and supportive of student progress. H5P analytics should help identify content areas requiring reinforcement. Reflection prompts and surveys should strengthen students’ metacognitive awareness and self-regulation. Monitoring flashcard usage may offer insights into learning habits. Collectively, these elements should support an improved understanding of learning progression and inform future adjustments to teaching strategies.
AI Action Plan
Action Plan
Timelines
Action
Owner
Expected Outcome
Introduce interactive diagnostic polls using Vevox/Mentimeter and AI-generated questionnaires.
Clear understanding of students’ prior knowledge and learning needs.
Teacher
Weeks 1–2
Produce an introductory video on key math concepts using NotebookLM and embed it as an H5P activity in Moodle.
Students review essential mathematical concepts before engaging with core content.
Teacher/Instructional designer
Weeks 1–3
Use Napkin.ai to create concept maps and structured outlines for weekly topics.
More coherent sequencing of content and clearer guidance for students.
Teacher/Instructional designer
Weeks 1–4
Convert existing materials (slides, exercises) into interactive lessons using Nolej and H5P.
Increased student engagement and opportunities for self-paced practice with feedback.
Throughout the semester
Teacher
Additional multimedia resources to support independent study and topic revision.
Create explanatory videos for selected microeconomics topics using NotebookLM
Teacher/Instructional designer
Throughout the semester
Action Plan
Timelines
Action
Owner
Expected Outcome
Continuous practice opportunities and timely feedback to support learning progression.
Develop H5P quizzes and self-check exercises for formative assessment.
Bi-weekly
Teacher
Stronger retention of foundational concepts and improved preparation for exams.
Weeks 3–6 + updates
Create flashcard sets (Quizlet) for spaced repetition.
Teacher
Students receive additional support and develop autonomy in problem-solving.
Start in Week 1 and ongoing
Recommend AI study assistants (ChatGPT/Copilot) for guided problem-solving outside class.
Teacher/Instructional designer
Data-informed adjustments to teaching strategies and identification of at-risk students.
Monitor student engagement and performance using H5P analytics and Moodle reports.
Teacher
Monthly review cycles
Improved metacognition and better alignment between student progress and teaching methods.
Implement AI-driven reflection prompts or Vevox surveys for student self-assessment.
Mid-semester and end-semester
Teacher/Instructional designer
Reflection
Reflection
The actions undertaken in this assessment involved analysing the existing Microeconomics course, redesigning selected components with AI, and producing enhanced materials aligned with the ADDIE model. This included reviewing the course structure, developing interactive and multimedia resources, creating diagnostic and formative activities, and preparing outputs suitable for integration into the learning environment. Each step required careful judgement to ensure that the new materials added pedagogical value and supported the intended learning outcomes. A key learning from the process was recognising the dual effect of AI: it accelerates content creation but can also generate overwhelming amounts of material. The initial fascination with the volume and variety of outputs made it clear that effective use of AI depends not only on skill but also on restraint. A central insight was understanding when to stop generating and begin selecting, curating, and refining the resources that genuinely enhance student learning. Ensuring coherence and avoiding unnecessary duplication became essential. Future work will focus on consolidating the redesigned materials, piloting them with students, and gathering feedback on their effectiveness. A further step will be to continue collaborating with the Microeconomics teacher to extend this transformation to additional areas of the course, ensuring sustainable and pedagogically grounded integration of AI into practice.
Attachments
Vevox initial survey
Analysis stageI uploaded the initial PDF quiz to Vevox and requested the automatic generation of five questions based on that document. The diagnostic survey is available online and can be accessed either through a mobile phone or directly in a web browser, following the instructions shown in Image 1. Image 2 presents a screenshot of the survey interface. All questions were generated by the AI system using the introductory document that the teacher normally presents in the first class.
Image 1
Image 2
Vevox Reflection
The diagnostic questionnaire created with Vevox (ID: 175-441-873) highlighted the tool’s efficiency in generating questions directly from uploaded content. It produced five initial questions that included correct answers and feedback, streamlining the early stages of assessment design. However, the automatic inclusion of Brazilian Portuguese vocabulary required manual revision, indicating a need for careful language checking. Despite this, Vevox proved valuable for quickly producing structured questions, enabling teachers to focus more on interpretation of results and follow-up actions rather than on question construction.
NotebookLM video
Analysis stage I uploaded the PowerPoint presentation to NotebookLM and requested the creation of three videos, two flashcard sets, one quiz, and one mind map. Image 3 illustrates an example of the video integrated into the Moodle course. The flashcards are particularly effective when used within NotebookLM, as each card expands to provide explanations derived directly from the content of the PowerPoint. Link to the NotebookLM workspace: https://notebooklm.google.com/notebook/855795c2-2e6c-4fed-b3d3-b67a94604615
Image 3
NotebookLM Reflection
NotebookLM was particularly effective for producing a short explanatory video that simplified key concepts in an accessible and student-friendly format. The ability to download the video and embed it into Moodle as an H5P activity ensures seamless integration into the existing learning environment. The flashcard system within NotebookLM also adds pedagogical value: each card expands to reveal definitions, examples, and explanations, supporting autonomous study. Sharing the NotebookLM space with students could enhance independent learning, enabling them to search the notebook and explore concepts beyond the initial materials.
ChatGPT
Design stage I uploaded the PowerPoint containing the course objectives to ChatGPT and used the prompt: “Are the learning outcomes in line with Bloom’s taxonomy? Please have in mind that this course is for university students.” The response confirmed that the learning outcomes (O1–O7) were generally well aligned with Bloom’s Taxonomy for a university-level course. It also provided a structured analysis of their cognitive levels, together with suggestions for refinement (Image 4). ChatGPT generated a table summarising this analysis, which I subsequently adapted and presented as Table 1.
image 4
Learning Outcome
O1. Identificar os princípios básicos da escolha racional dos agentes económicos. O2. Explicar e prever as evoluções dos preços e quantidades transacionadas no mercado utilizando o modelo da oferta e procura.
O3. Avaliar o impacto das decisões de preços nas receitas das empresas aplicando o conceito de elasticidade preço da procura.
O4. Analisar as decisões da empresa, nas vertentes da tecnologia, produção e custos.
O5. Analisar as decisões das empresas em função do poder de mercado (concorrência perfeita e monopólio).
O6. Resolver exercícios de aplicação de conhecimentos, articulando as abordagens conceptual, matemática e gráfica.
O7. Fazer uma análise crítica de situações de vida real das empresas e dos mercados.
Remember / UnderstandUnderstand / Apply Apply / Evaluate
Analyze Analyze
Apply / Analyze
Evaluate / Create
Appropriate as an entry-level outcome. It establishes foundational knowledge of key concepts.
Well-placed in mid-level cognition. It links theory to predictive reasoning, suitable for undergraduates.
Strong use of higher-order verbs. “Avaliar” directly connects to analytical thinking — well suited for university-level analysis.
Clear higher-order outcome. It requires decomposing and examining decision factors — very appropriate.
Consistent with O4. You could expand slightly to “Analisar e comparar” to emphasize evaluation between market structures. Strongly operational. It encourages integration of multiple representations — excellent for applied economics.
This is the highest cognitive level in Bloom’s hierarchy — promoting synthesis and independent judgment. Very suitable as a capstone learning goal.
Bloom’s Level
Comment / Suggestion
table 1
ChatGPT Reflection
ChatGPT proved reliable for everyday content creation. The file-upload functionality worked consistently, enabling the generation of summaries, alternative explanations, problem sets, and PDFs with exercise variations—all in correct European Portuguese. The tool’s flexibility facilitates the creation of materials that can subsequently be embedded into other platforms such as H5P, NotebookLM, or Nolej. It is particularly suited for iterative refinement, supporting teachers in adapting or expanding content as needed throughout the semester.
Quizlet
Design stage I uploaded the PowerPoint containing the course content to ChatGPT and used the prompt: “Create flashcards to import into Quizlet.” The tool generated seventeen flashcards and then asked whether I wished to receive them in a file suitable for import. After importing this file into Quizlet, the platform automatically produced a set of games and in-class activities based on the flashcards.
image 5
Quizlet Reflection
Quizlet quickly generated flashcards, games, and short assessments from a simple text file. Its variety of modes—such as matching games, practice tests, and timed challenges—offers potential for quick engagement activities during class. However, the introduction of Brazilian Portuguese terms limits its direct use without editing. A further constraint is its lack of integration with Moodle, meaning it remains an external tool. It can still be useful for in-class review sessions or optional study activities but requires careful planning to avoid fragmentation of the learning experience.
Napkin.ai
Design stage Using the summary generated by NotebookLM, I created a Napkin project in which each paragraph could be converted into a corresponding graphic representation. These images provide a concise visual summary of the content and give the material a more engaging appearance. The final output can be exported as a PDF and uploaded to Moodle as a complementary learning resource.
image 6
Napkin Reflection
Napkin.ai provided structured textual summaries and generated diagrams or images for each paragraph of a video or text summary. These visual representations are useful for students who benefit from conceptual mapping or graphical explanations. Although some images included English text, these were easy to edit. The weekly limit of 500 credits is adequate for regular use and does not restrict development. Napkin.ai is especially effective for producing complementary visuals that support comprehension, offering alternative representations of complex concepts.
Nolej
Development stageI uploaded the PowerPoint with the course content to Nolej and requested the creation of a single module using all available features. The tool generated content, activities, and questions in the form of an H5P package. It was straightforward to upload this package to Moodle and use it as an interactive learning resource. Images 5 to 8 illustrate the H5P module within the Moodle environment.
image 7
image 8
image 9
image 10
Nolej Reflection
Nolej demonstrated strong potential for transforming static content into a diverse set of H5P activities, including quizzes, interactive videos, timelines, and drag-and-drop tasks. These can be imported directly into Moodle and edited locally, allowing teachers to add images, adjust wording, or refine the structure to fit the course.While the tool also introduced some Brazilian Portuguese vocabulary, the overall speed of transformation significantly reduced development time. Nolej expanded the opportunities for practice-based learning and helped diversify the modes of interaction available to students.
ChatGPT
Development stageI uploaded a PowerPoint describing a group activity and used the following prompt: “I have this task to conduct in the classroom. Create alternatives and suggest how students can use AI tools (specify which ones) to help them solve the cases.” The tool generated an alternative version of the activity (Image 11) and provided ideas for implementing it in the classroom. It also offered guidance on how students could use specific AI tools to support their work (Image 12). At the end, it produced a PDF version of the redesigned activity (Image 13).
image 11
image 12
image 13
NotebookLM
Implementation stageI uploaded two PDFs containing course content and requested the creation of a short explanatory video. The resulting video was concise, clear, and focused on key ideas. Its format makes it well suited for repeated viewing and self-paced revision.
image 14
H5P Flash cards
Implementation stageUsing the summary from NotebookLM, I requested the creation of flashcards suitable for H5P. The system generated eight flashcards, which were subsequently used to create an H5P activity within Moodle.
image 15
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Transcript
AI for Learning
Use of generative AI tools to assist in the design and production of instructional materials for a university-level course on Microeconomy
Index
Use Case Description
AI Action Plan
Reflection
Attachments
AI Tool Exploration
Use Case Description
Use Case Description
Aim
Overview of the current situation
The purpose is to explore how AI can support the creation of digital learning resources, including explanations of economic concepts, case-based exercises, and multimedia content. This plan will also serve as the assessment for the AI for Learning certification programme.
At present, the course relies mainly on lecture notes, textbook readings, and manually prepared slides. Interactive resources and visual explanations are limited. The preparation of new materials is constrained by time and by the need to ensure conceptual precision. Moodle LMS is used to distribute content, AI tools are not yet integrated into the instructional design process. As a result, students have limited access to diversified learning formats and self-assessment opportunities.
Background and context
Reason for choosing this use case
The course on Microeconomy introduces students to fundamental concepts such as supply and demand, elasticity, market structures, and consumer behaviour. The teacher aims to combine theoretical foundations with applied examples to facilitate understanding of economic mechanisms.Developing such materials requires time for preparing examples, graphs, and exercises that reflect real economic situations. AI tools can assist in drafting problem sets, generating illustrative market scenarios, or producing short explanatory texts and videos that contextualise the theory. These tools can also support the creation of interactive H5P activities, such as quizzes or simulations, that promote active learning.
This use case was selected because it represents a relevant opportunity to test the potential of AI in supporting the development of pedagogical materials in economics. Generative AI can accelerate the creation of content while allowing the teacher to focus on ensuring conceptual accuracy and pedagogical coherence. The exploration also encourages reflection on the validation of AI-generated economic examples and the ethical use of automated tools in academic contexts. The initiative aligns with institutional efforts to foster digital transformation and innovation in teaching.
Course description
Audience
Learning experience
The course Microeconomics is part of two bachelor’s degree programs: Accounting and Finance. It is divided into four classes, as the course typically enrolls around 100 students. Most students are Portuguese with a secondary school background in Economics, and there are also some international students participating through the Erasmus program.
The course follows a theoretical–practical format, combining the presentation of topics (concepts, theories, models, and case studies) with the resolution of exercises. Class sessions encourage group discussion to deepen understanding of the materials.
Outcomes
Assessment
The Microeconomics course aims to provide students with fundamental knowledge that enables them to apply economic theory to the analysis of decision-making within firms and to understand the functioning of markets. By the end of the course, students will be able to:
Formative assessment is conducted through paper quizzes, accompanied by feedback to support students in improving their learning outcomes. The overall assessment also includes one group project and two written exams.
AI Tool Exploration
Methodology
Description
This work follows a structured methodology based on the ADDIE instructional design model, applied to the transformation of existing teaching materials in collaboration with the course instructor. The process begins with an analysis of the teacher’s current resources and pedagogical approach, followed by the redesign of selected components using AI tools to enhance clarity, interactivity, and student engagement. Throughout the ADDIE stages, different AI tools are introduced according to identified needs—such as generating diagnostic activities, creating multimedia explanations, designing interactive learning objects, or producing materials to support autonomous study. The teacher’s original content serves as the foundation, and AI is used to adapt, reorganise, or extend the materials while maintaining alignment with the intended learning outcomes. The work involves demonstrating how each tool can support practical transformation, guiding the teacher in adopting these technologies, and ensuring that the redesigned materials are integrated coherently into the course structure. The final section of the project includes attachments that document the process with concrete examples. These attachments contain screenshots, sample outputs, and reflections on each AI tool, describing how it was used, its benefits, limitations, and the considerations involved in selecting and refining the generated materials.
Analysis stage
Current Approach
AI tool Experiment
Impact
At the beginning of the semester, teachers conduct written questionnaires to identify students’ background knowledge and expectations. They also include a PowerPoint with a short review of key mathematical concepts to help students recall essential quantitative tools for microeconomics.
Replace the written questionnaire with interactive polls using Vevox (the university has licenses to use), allowing live participation and immediate visualization of results. Use vevox AI tools to generate varied diagnostic questions and adaptive quizzes based on introdutory pdf file. For the math review, create a short NotebookLM video and embed it in the LMS as an H5P activity with interactive questions.
It is expected that the diagnostic process will provide a more accurate and immediate understanding of students’ prior knowledge. Interactive polls and AI-generated quizzes should increase student participation, reveal misconceptions earlier, and create a clearer baseline for instructional planning. The NotebookLM video integrated in H5P is expected to present mathematical concepts in a more accessible format, giving students an opportunity to revisit foundational material at their own pace. This contributes to stronger preparedness for subsequent topics.
Design stage
Current Approach
AI tool Experiment
Impact
Learning objectives, weekly topics, and classroom activities are defined manually, following the syllabus and institutional guidelines. The design balances theoretical exposition, problem-solving exercises, and group discussion.
Use AI instructional design tools (ChatGPT) to refine learning outcomes and propose activity types aligned with Bloom’s taxonomy. Use Napkin.ai to generate structured outlines, concept maps, and simplified representations of key topics, supporting clear sequencing of content. Integrate interactive H5P activities for formative quizzes and self-check exercises. Plan AI-supported multimedia resources usingNotebookLM for short explanatory videos. Include flashcard tools (Quizlet) to support revision and spaced repetition.
It is expected that the learning design will become more coherent and aligned with cognitive goals. AI-generated maps and outlines should clarify the logical progression of topics and facilitate the organisation of weekly content. The integration of H5P activities and multimedia videos is expected to promote active and independent learning. Flashcards should create systematic opportunities for revision, supporting long-term retention. Overall, the design should offer a more structured, diversified, and pedagogically aligned learning experience.
Development stage
Current Approach
AI tool Experiment
Impact
Teaching materials such as slides, exercises, and case studies are created manually and updated annually. Materials focus on explaining theoretical models, illustrating examples, and proposing exercises for classroom discussion.
Produce short explanatory videos using NotebookLM and embed them in Moodle as H5P activities. Use Nolej to transform existing slides and exercises into interactive H5P lessons. Employ Napkin.ai to generate concept maps, summaries, and structured explanations to support slides, study sheets, and interactive activities. Generate varied problem sets with ChatGPT. Develop flashcard sets (Quizlet) to support spaced review and retention.
These actions are expected to transform static materials into a richer set of multimodal resources. The use of Nolej and H5P should increase interactivity and provide immediate feedback to students. Videos are expected to support different learning paces and strengthen understanding of complex concepts. Napkin.ai outputs should facilitate comprehension by presenting content in alternative formats, such as diagrams or structured summaries. Flashcards are expected to reinforce learning through spaced repetition. Together, these developments should generate a diversity of resources accessible throughout the semester and adaptable to students' learning needs.
Implementation stage
Current Approach
AI tool Experiment
Impact
Classes follow a theoretical–practical format, combining presentation of topics with group discussion and problem-solving exercises. Students complete formative quizzes and a group project through Moodle, alongside traditional written exams.
Students engage with NotebookLM videos embedded as H5P activities in Moodle for pre-class preparation or review. Interactive exercises developed with Nolej and H5P are used for in-class practice or homework. Napkin.ai concept maps and summaries can be shared as reference tools during discussions. Students use flashcards (Quizlet) for spaced review. AI tutoring assistants (ChatGPT or Copilot) provide additional guidance outside class.
It is expected that implementation will shift towards a more blended and flexible learning experience. Students should benefit from pre-class access to video content that prepares them for deeper engagement during lessons. Interactive H5P lessons are expected to offer repeated practice with feedback, supporting students who need more time to engage with concepts. AI tutoring tools are expected to enhance learners’ autonomy by providing on-demand clarification. Flashcards will support continuous review. Overall, these tools should help sustain engagement, encourage active participation, and support differentiated learning pathways.
Evaluation stage
Current Approach
AI tool Experiment
Impact
Assessment includes class participation, one group project, and two written exams. Formative assessment relies on quizzes with manual feedback. Evaluation of learning outcomes is primarily summative.
Use H5P analytics in Moodle to monitor engagement and performance on NotebookLM videos, interactive Nolej lessons, and H5P exercises. Apply feedback in H5P activies to provide personalized and timely formative feedback. Encourage self-assessment using AI-generated reflection prompts or Vevox surveys. Monitor flashcard usage in H5P for spaced review and retention. Use Napkin.ai summaries and concept maps to evaluate understanding and support discussion-based assessments.
The evaluation process is expected to become more continuous, data-driven, and supportive of student progress. H5P analytics should help identify content areas requiring reinforcement. Reflection prompts and surveys should strengthen students’ metacognitive awareness and self-regulation. Monitoring flashcard usage may offer insights into learning habits. Collectively, these elements should support an improved understanding of learning progression and inform future adjustments to teaching strategies.
AI Action Plan
Action Plan
Timelines
Action
Owner
Expected Outcome
Introduce interactive diagnostic polls using Vevox/Mentimeter and AI-generated questionnaires.
Clear understanding of students’ prior knowledge and learning needs.
Teacher
Weeks 1–2
Produce an introductory video on key math concepts using NotebookLM and embed it as an H5P activity in Moodle.
Students review essential mathematical concepts before engaging with core content.
Teacher/Instructional designer
Weeks 1–3
Use Napkin.ai to create concept maps and structured outlines for weekly topics.
More coherent sequencing of content and clearer guidance for students.
Teacher/Instructional designer
Weeks 1–4
Convert existing materials (slides, exercises) into interactive lessons using Nolej and H5P.
Increased student engagement and opportunities for self-paced practice with feedback.
Throughout the semester
Teacher
Additional multimedia resources to support independent study and topic revision.
Create explanatory videos for selected microeconomics topics using NotebookLM
Teacher/Instructional designer
Throughout the semester
Action Plan
Timelines
Action
Owner
Expected Outcome
Continuous practice opportunities and timely feedback to support learning progression.
Develop H5P quizzes and self-check exercises for formative assessment.
Bi-weekly
Teacher
Stronger retention of foundational concepts and improved preparation for exams.
Weeks 3–6 + updates
Create flashcard sets (Quizlet) for spaced repetition.
Teacher
Students receive additional support and develop autonomy in problem-solving.
Start in Week 1 and ongoing
Recommend AI study assistants (ChatGPT/Copilot) for guided problem-solving outside class.
Teacher/Instructional designer
Data-informed adjustments to teaching strategies and identification of at-risk students.
Monitor student engagement and performance using H5P analytics and Moodle reports.
Teacher
Monthly review cycles
Improved metacognition and better alignment between student progress and teaching methods.
Implement AI-driven reflection prompts or Vevox surveys for student self-assessment.
Mid-semester and end-semester
Teacher/Instructional designer
Reflection
Reflection
The actions undertaken in this assessment involved analysing the existing Microeconomics course, redesigning selected components with AI, and producing enhanced materials aligned with the ADDIE model. This included reviewing the course structure, developing interactive and multimedia resources, creating diagnostic and formative activities, and preparing outputs suitable for integration into the learning environment. Each step required careful judgement to ensure that the new materials added pedagogical value and supported the intended learning outcomes. A key learning from the process was recognising the dual effect of AI: it accelerates content creation but can also generate overwhelming amounts of material. The initial fascination with the volume and variety of outputs made it clear that effective use of AI depends not only on skill but also on restraint. A central insight was understanding when to stop generating and begin selecting, curating, and refining the resources that genuinely enhance student learning. Ensuring coherence and avoiding unnecessary duplication became essential. Future work will focus on consolidating the redesigned materials, piloting them with students, and gathering feedback on their effectiveness. A further step will be to continue collaborating with the Microeconomics teacher to extend this transformation to additional areas of the course, ensuring sustainable and pedagogically grounded integration of AI into practice.
Attachments
Vevox initial survey
Analysis stageI uploaded the initial PDF quiz to Vevox and requested the automatic generation of five questions based on that document. The diagnostic survey is available online and can be accessed either through a mobile phone or directly in a web browser, following the instructions shown in Image 1. Image 2 presents a screenshot of the survey interface. All questions were generated by the AI system using the introductory document that the teacher normally presents in the first class.
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Vevox Reflection
The diagnostic questionnaire created with Vevox (ID: 175-441-873) highlighted the tool’s efficiency in generating questions directly from uploaded content. It produced five initial questions that included correct answers and feedback, streamlining the early stages of assessment design. However, the automatic inclusion of Brazilian Portuguese vocabulary required manual revision, indicating a need for careful language checking. Despite this, Vevox proved valuable for quickly producing structured questions, enabling teachers to focus more on interpretation of results and follow-up actions rather than on question construction.
NotebookLM video
Analysis stage I uploaded the PowerPoint presentation to NotebookLM and requested the creation of three videos, two flashcard sets, one quiz, and one mind map. Image 3 illustrates an example of the video integrated into the Moodle course. The flashcards are particularly effective when used within NotebookLM, as each card expands to provide explanations derived directly from the content of the PowerPoint. Link to the NotebookLM workspace: https://notebooklm.google.com/notebook/855795c2-2e6c-4fed-b3d3-b67a94604615
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NotebookLM Reflection
NotebookLM was particularly effective for producing a short explanatory video that simplified key concepts in an accessible and student-friendly format. The ability to download the video and embed it into Moodle as an H5P activity ensures seamless integration into the existing learning environment. The flashcard system within NotebookLM also adds pedagogical value: each card expands to reveal definitions, examples, and explanations, supporting autonomous study. Sharing the NotebookLM space with students could enhance independent learning, enabling them to search the notebook and explore concepts beyond the initial materials.
ChatGPT
Design stage I uploaded the PowerPoint containing the course objectives to ChatGPT and used the prompt: “Are the learning outcomes in line with Bloom’s taxonomy? Please have in mind that this course is for university students.” The response confirmed that the learning outcomes (O1–O7) were generally well aligned with Bloom’s Taxonomy for a university-level course. It also provided a structured analysis of their cognitive levels, together with suggestions for refinement (Image 4). ChatGPT generated a table summarising this analysis, which I subsequently adapted and presented as Table 1.
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Learning Outcome
O1. Identificar os princípios básicos da escolha racional dos agentes económicos. O2. Explicar e prever as evoluções dos preços e quantidades transacionadas no mercado utilizando o modelo da oferta e procura. O3. Avaliar o impacto das decisões de preços nas receitas das empresas aplicando o conceito de elasticidade preço da procura. O4. Analisar as decisões da empresa, nas vertentes da tecnologia, produção e custos. O5. Analisar as decisões das empresas em função do poder de mercado (concorrência perfeita e monopólio). O6. Resolver exercícios de aplicação de conhecimentos, articulando as abordagens conceptual, matemática e gráfica. O7. Fazer uma análise crítica de situações de vida real das empresas e dos mercados.
Remember / UnderstandUnderstand / Apply Apply / Evaluate Analyze Analyze Apply / Analyze Evaluate / Create
Appropriate as an entry-level outcome. It establishes foundational knowledge of key concepts.
Well-placed in mid-level cognition. It links theory to predictive reasoning, suitable for undergraduates.
Strong use of higher-order verbs. “Avaliar” directly connects to analytical thinking — well suited for university-level analysis.
Clear higher-order outcome. It requires decomposing and examining decision factors — very appropriate.
Consistent with O4. You could expand slightly to “Analisar e comparar” to emphasize evaluation between market structures. Strongly operational. It encourages integration of multiple representations — excellent for applied economics. This is the highest cognitive level in Bloom’s hierarchy — promoting synthesis and independent judgment. Very suitable as a capstone learning goal.
Bloom’s Level
Comment / Suggestion
table 1
ChatGPT Reflection
ChatGPT proved reliable for everyday content creation. The file-upload functionality worked consistently, enabling the generation of summaries, alternative explanations, problem sets, and PDFs with exercise variations—all in correct European Portuguese. The tool’s flexibility facilitates the creation of materials that can subsequently be embedded into other platforms such as H5P, NotebookLM, or Nolej. It is particularly suited for iterative refinement, supporting teachers in adapting or expanding content as needed throughout the semester.
Quizlet
Design stage I uploaded the PowerPoint containing the course content to ChatGPT and used the prompt: “Create flashcards to import into Quizlet.” The tool generated seventeen flashcards and then asked whether I wished to receive them in a file suitable for import. After importing this file into Quizlet, the platform automatically produced a set of games and in-class activities based on the flashcards.
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Quizlet Reflection
Quizlet quickly generated flashcards, games, and short assessments from a simple text file. Its variety of modes—such as matching games, practice tests, and timed challenges—offers potential for quick engagement activities during class. However, the introduction of Brazilian Portuguese terms limits its direct use without editing. A further constraint is its lack of integration with Moodle, meaning it remains an external tool. It can still be useful for in-class review sessions or optional study activities but requires careful planning to avoid fragmentation of the learning experience.
Napkin.ai
Design stage Using the summary generated by NotebookLM, I created a Napkin project in which each paragraph could be converted into a corresponding graphic representation. These images provide a concise visual summary of the content and give the material a more engaging appearance. The final output can be exported as a PDF and uploaded to Moodle as a complementary learning resource.
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Napkin Reflection
Napkin.ai provided structured textual summaries and generated diagrams or images for each paragraph of a video or text summary. These visual representations are useful for students who benefit from conceptual mapping or graphical explanations. Although some images included English text, these were easy to edit. The weekly limit of 500 credits is adequate for regular use and does not restrict development. Napkin.ai is especially effective for producing complementary visuals that support comprehension, offering alternative representations of complex concepts.
Nolej
Development stageI uploaded the PowerPoint with the course content to Nolej and requested the creation of a single module using all available features. The tool generated content, activities, and questions in the form of an H5P package. It was straightforward to upload this package to Moodle and use it as an interactive learning resource. Images 5 to 8 illustrate the H5P module within the Moodle environment.
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Nolej Reflection
Nolej demonstrated strong potential for transforming static content into a diverse set of H5P activities, including quizzes, interactive videos, timelines, and drag-and-drop tasks. These can be imported directly into Moodle and edited locally, allowing teachers to add images, adjust wording, or refine the structure to fit the course.While the tool also introduced some Brazilian Portuguese vocabulary, the overall speed of transformation significantly reduced development time. Nolej expanded the opportunities for practice-based learning and helped diversify the modes of interaction available to students.
ChatGPT
Development stageI uploaded a PowerPoint describing a group activity and used the following prompt: “I have this task to conduct in the classroom. Create alternatives and suggest how students can use AI tools (specify which ones) to help them solve the cases.” The tool generated an alternative version of the activity (Image 11) and provided ideas for implementing it in the classroom. It also offered guidance on how students could use specific AI tools to support their work (Image 12). At the end, it produced a PDF version of the redesigned activity (Image 13).
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NotebookLM
Implementation stageI uploaded two PDFs containing course content and requested the creation of a short explanatory video. The resulting video was concise, clear, and focused on key ideas. Its format makes it well suited for repeated viewing and self-paced revision.
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H5P Flash cards
Implementation stageUsing the summary from NotebookLM, I requested the creation of flashcards suitable for H5P. The system generated eight flashcards, which were subsequently used to create an H5P activity within Moodle.
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