Curriculum Development Strategies

We are excited to announce the release of our "Guide to Integrating Generative AI for Deeper Literacy Learning" - a collaboration between AI for Education and Student Achievement Partners. We co-developed the guide with SAP, experts in high quality instruction, with an understanding that both the technology and its educational applications are at it's earliest stages. We also know that many teachers, leaders, and students are concerned about the impact the tools will have on learning. We want this guide to act as a jumping off point for educators that are trying to determine if GenAI can positively intersect with high quality instruction in the literacy classroom. The Key Principles of the Guide: •  GenAI tools should support, not circumvent, productive struggle for students •  AI literacy should come before the Integration of GenAI tools •  GenAI should augment educators’ pedagogical expertise, content knowledge, and knowledge of students •  Integration when appropriate should enhance, not replace, proven instructional practices •  Usage should align with students’ developmental readiness and literacy goals Highlights: • A framework for distinguishing productive vs. counterproductive struggle in literacy classrooms • Practical strategies for using AI to enhance student engagement without replacing critical thinking for students •  Best practices for enhancing cognitive lift and what strategies to avoid that offload cognitive lift • Detailed GenAI use cases across foundational skills, knowledge building, and writing instruction • Elementary-specific guidance emphasizing teacher-led AI implementation and modeling • Comprehensive worked examples with Chatbot transcripts that illustrate these practices This is just the beginning, which is why we're actively gathering educator feedback to refine and expand these resources through a survey in the guide. Thank you so much to Carey Swanson and Jasmine Costello, PMP from SAP for being such wonderful partners in this work! You can access the full guide or watch the accompanying webinar in the link in the comments! #ailiteracy #literacy #GenAI #K12

Learning flourishes when students are exposed to a rich tapestry of strategies that activate different parts of the brain and heart. Beyond memorization and review, innovative approaches like peer teaching, role-playing, project-based learning, and multisensory exploration allow learners to engage deeply and authentically. For example, when students teach a concept to classmates, they strengthen their communication, metacognition, and confidence. Role-playing historical events or scientific processes builds empathy, critical thinking, and problem-solving. Project-based learning such as designing a community garden or creating a presentation fosters collaboration, creativity, and real-world application. Multisensory strategies like using manipulatives, visuals, movement, and sound especially benefit neurodiverse learners, enhancing retention, focus, and emotional connection to content. These methods don’t just improve academic outcomes they cultivate lifelong skills like adaptability, initiative, and resilience. When teachers intentionally layer strategies that match students’ strengths and needs, they create classrooms that are inclusive, dynamic, and deeply empowering. #LearningInEveryWay

Back in 2017, my team had a simple but powerful ritual. We held "I have a design challenge" meetings, where someone would bring a project they were working on, and we’d workshop it together. These sessions weren’t just about fixing problems. They helped us grow our skills as a team and learn from each other’s perspectives. In 2024, I wanted to bring that same energy to learning designers looking to level up their skills in a fun and engaging way. This time, I turned to Tim Slade’s eLearning Challenges but took a different approach. Instead of just participating, we started doing live reviews of the challenge winners. How It Works One person drives the meeting, screensharing the challenge winner’s eLearning project while recording the session. We pause at each screen and ask two simple but high-impact questions: ✅ What worked well and why? ✅ What would you do differently and why? This sparks rich discussions on everything from instructional design and accessibility to visual design and interactivity. Everyone brings their unique expertise, turning the meeting into a collaborative learning experience. Want to Try It? Here’s What You Need ✔️ A web conferencing tool with recording capabilities ✔️ Adobe Premiere Pro or a transcript tool (optional, but helpful) ✔️ A generative AI tool like ChatGPT, Gemini, or Claude (optional for extracting themes from discussions) After the session, we take the recording and import it into Adobe Premiere, which generates a transcript in seconds. Then, using GenAI, we pull key themes, quotes, and takeaways, turning raw discussions into actionable insights. Why This Works This approach takes learning from passive to interactive. You’re not just seeing best practices. You’re critically analyzing them with peers, learning through feedback, and refining your own instructional design instincts. Would you try this with your team? Have you tried something similar? What worked well? #InstructionalDesign #GenAI #LearningDesign #eLearning #AIinLearning #CourseDevelopment #DigitalLearning #IDStrategy #EdTech #eLearningDesign #LearningTechnology #InnovationInLearning #CustomerEducation

Too often, offering students feedback is an exercise in compliance. The professor offers feedback, and expects the students to incorporate all of it. (It’s like the professor is giving items on a checklist. The subtext: “do these things and I’ll give you an A.”) But I want my students to think about feedback differently. I want them to be able to cut between different sets of feedback, connecting them to each other and linking them back to their own understanding. With that in mind… Here’s the feedback cycle I’ve designed for my Comp II students at Berkeley. 1️⃣ Self-Assessment Students use their own self-designed rubric to evaluate their own performance. 2️⃣ Peer Assessment Students get feedback and assessment from other students. 3️⃣ Instructor Assessment I’ll offer feedback on the assignment. 4️⃣ AI Assessment Students get feedback from a custom chatbot. I will be incorporating some of Anna Mills’s prompts for the PAIRR framework. 5️⃣ Assessment Assessment (or Reflection) Students apply the different assessments to their own self-assessment. They defend their ultimate edits within the context of their Self-Empowering Writing Process (SEWP).

Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education (published in International Journal of Educational Technology in Higher Education by Springer Nature Group) The present discussion examines the transformative impact of Artificial Intelligence (AI) in educational settings, focusing on the necessity for AI literacy, prompt engineering proficiency, and enhanced critical thinking skills. AI literacy is identified as crucial, encompassing an understanding of AI technologies and their broader societal impacts. Prompt engineering is highlighted as a key skill for eliciting specific responses from AI systems, thereby enriching educational experiences and promoting critical thinking. This is discussed through a case-study based on a Swiss university and a narrative literature review, followed by practical suggestions of how to implement AI in the classroom. 💡 Key Ideas: 1. #AILiteracy is crucial for students and teachers to understand AI capabilities, limitations, and societal impacts. This knowledge enables responsible and effective use of AI in education. 2. #Prompt engineering skills allow educators to strategically design prompts that elicit desired behaviors and critical thinking from AI systems. This transforms AI into an interactive pedagogical tool. 3. #Fostering #CriticalThinking skills through AI use is vital, enabling analysis of information, evaluation of perspectives, and reasoned arguments within AI environments. This prepares students for an AI-driven world. 4. #Continuous AI #training and support for teachers is essential as rapid advancements can otherwise outpace educator knowledge, causing classroom management issues. Keeping teachers updated enables successful AI integration. 5. Addressing #AI #bias through diverse and inclusive training data is important to prevent inequities. Educator training in recognizing biases is also necessary to avoid perpetuating prejudices. 🔧 Recommendations: 1. Develop comprehensive AI literacy courses and integrate AI ethics discussions across subjects to promote responsible use. 2. Provide regular AI training workshops for teachers on prompt engineering, bias recognition, and pedagogical integration to close knowledge gaps. 3. Fund programs that increase equitable access to AI education tools, targeting underprivileged schools and diverse learners. 4. Encourage critical analysis of real-world AI case studies to highlight societal impacts and ethical considerations. 5. Foster an institutional culture of open AI communication through forums and collaborations. This enables continuous learning and innovation. https://lnkd.in/e4xhDdg2

“Our classes are built for working adults.” “We understand the needs of nontraditional learners.” We hear these statements all the time. But too often, they sound supportive while staying vague. But the harsh reality is that support without specificity doesn’t actually move the needle on retention or engagement. It just checks a box. Even the so-called “traditional” student has changed. They’re often working, commuting, caring for others, or questioning whether college is worth it. We can’t keep designing for yesterday’s student and expect today’s to thrive. This week, I’ll be sharing five posts focused on curriculum strategies for specific groups of learners. But first, let’s start with a practice that should be at the core of every course design process: Student-informed learner personas. A strong persona doesn’t just describe a demographic; it brings your actual students to life. Here’s what that can look like: Meet Susan. She’s a student mom balancing two young children, which is a job that doesn’t always respect her class calendar. Her kids sicknesses don’t fall perfectly in line with due dates. Susan isn’t an outlier. At [institution name], 65% of our students are parents. Or: Meet Jamal. He’s a full-time warehouse supervisor finishing his degree after stopping out years ago. He engages mostly at night and his lunch breaks and values clear expectations and meaningful assignments that respect his limited time. Jamal represents 56% of our students who work full-time. These personas should be built from real data. Not guesses. These personas should include things like: - Full-time vs. part-time employment - Parenting and caregiving responsibilities - Transfer or re-entry status - Career goals at enrollment - Time of day they’re most active in the LMS - Devices they use to access class - Barriers to engagement (tech, mental health, housing, etc.) - Competing priorities And here’s a new standard for your courses: At the end of a course build, you should be able to justify every major design decision based on the students you serve. Not just “best practice,” but actual alignment: “This assignment is chunked into 3 stages because 73% of our students are parents and this will help them jump in and out of the classroom easier.” “This course avoids Sunday deadlines because 62% of our students work weekends.” “This early certificate is embedded because 41% are changing careers and need immediate ROI.” This isn’t about adding bells and whistles. It’s about building with care and clarity. Because the student has changed. And the curriculum should show it. Tomorrow: We’ll dive into specific strategies for supporting working adult learners. Those balancing careers and coursework all at once. #TheStudentHasChanged #Retention #CurriculumDesign #InstructionalDesign #StudentSuccess #LearnerPersonas #ModernLearner #HigherEd

𝗕𝘂𝗶𝗹𝗱𝗶𝗻𝗴 𝗮𝗻 𝗜𝗻𝗰𝗹𝘂𝘀𝗶𝘃𝗲 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗘𝗻𝘃𝗶𝗿𝗼𝗻𝗺𝗲𝗻𝘁 💡 Are your learning programs inadvertently excluding certain groups of employees? Let's face it: a one-size-fits-all approach in Learning and Development (L&D) can leave many behind, perpetuating inequity and stalling both individual and organizational growth. When learning opportunities aren't equitable, disparities in performance and career advancement become inevitable, weakening your workforce's overall potential. Here’s how to design inclusive L&D initiatives that cater to diverse learning needs and backgrounds: 📌 Conduct a Needs Assessment: Start by identifying the various demographics within your organization. Understand the unique challenges and barriers faced by different groups. This foundational step ensures your L&D programs are tailored to meet diverse needs. 📌 Develop Accessible Content: Design training materials that are accessible to all employees, including those with disabilities. Use subtitles, closed captions, and audio descriptions, and ensure compatibility with screen readers. This ensures everyone can engage fully with the content. 📌 Multimodal Learning Materials: People learn in different ways. Incorporate various formats such as videos, interactive modules, written guides, and live sessions to cater to visual, auditory, and kinesthetic learners. This diversity in material format can enhance comprehension and retention. 📌 Cultural Competency: Make sure your content respects and reflects the cultural diversity of your workforce. Incorporate examples and case studies from various cultural backgrounds to make the material relatable and inclusive. 📌 Flexible Learning Pathways: Offer flexible learning options that can be accessed at different times and paces. This flexibility supports employees who may have varying schedules or commitments outside of work. 📌 Inclusive Feedback Mechanisms: Create channels for feedback that are accessible to all employees. Ensure that feedback is actively sought and acted upon to continuously improve the inclusivity of your L&D programs. 📌 Train Trainers on Inclusive Practices: Equip your trainers with the skills and knowledge to deliver content inclusively. This involves understanding unconscious bias, cultural competency, and techniques to engage a diverse audience. Creating an inclusive learning environment isn’t just about compliance—it’s about unlocking the full potential of every employee. By prioritizing inclusivity, you promote equality, enhance performance, and support a more dynamic and innovative workforce. How are you making your L&D programs inclusive? Share your strategies below! ⬇️ #LearningAndDevelopment #Inclusion #Diversity #WorkplaceLearning #EmployeeEngagement #CorporateTraining

One underlying factor in some of society’s most challenging issues—health disparities, workforce gaps, and educational inequities—is the breakdown in the transfer of generational knowledge. In higher education, this is especially evident for non-traditional students, including servicemembers transitioning to the civilian sector, who bring decades of experience and unique insight into our classrooms. Consider, for instance, a military medic with years of experience providing critical care in high-stakes environments. When they separate from the service and pursue a career in the health professions, they’re often met with frustration and disappointment. Their years of expertise and practical knowledge in medical care don’t translate into meaningful credit or career advancement in the civilian healthcare system. This gap is not only frustrating but also a missed opportunity—for the individual and the healthcare workforce. To address this, higher education must evolve in ways that actively support returning adult learners and transitioning veterans: - Aggressive, Constructive Credit Awarding: We need to recognize and credit life experience and industry expertise in meaningful ways. For military medics, this means granting academic credit and pathways that honor the skills they’ve honed under pressure. - Flexible Learning Models: Learning pathways must reflect real-world constraints and diverse goals. This includes offering micro-credentials, certificates, and other targeted credentials that provide an accessible approach to education and a valuable onramp to more advanced opportunities. For many, these options offer a viable, practical path toward meaningful work without the immediate need for a full degree. Timing and life circumstances matter, and flexible options empower learners to choose what best fits their journey, allowing them to build skills progressively and re-enter formal education when the time is right. - Policies Supporting Intergenerational Learning: By promoting diverse learning environments that blend traditional students with those who have extensive real-world experience, we create richer educational experiences. This approach benefits all students, fostering an exchange of insights that’s essential to tackling society’s complex challenges. Promoting intergenerational learning requires building inclusive, supportive systems that recognize and value the expertise accumulated through life and work. By intentionally bridging the gap between military and civilian sectors and supporting veterans and adult learners in higher education, we can create classrooms that reflect the diversity of skills, perspectives, and experiences needed to address the issues of our time. Sincerely, A former combat medic finding his second calling in higher education

Action-Oriented Strategies for Higher Education Administrators: Supporting Students in the Age of AI As AI reshapes the workforce, Kathleen deLaski’s insights urge higher education leaders to evolve beyond traditional degree pathways. Institutions must help students develop adaptable skills, pursue flexible credentials, and prepare for a rapidly changing labor market. 1. Embrace Flexible Learning Pathways • Expand Credential Options: Offer stackable credentials, micro-certifications, and short-term programs aligned with workforce needs. • Support Lifelong Learners: Design offerings for career switchers, adult learners, and students seeking targeted upskilling. 2. Integrate Work-Based Learning Experiences • Offer Project-Based Learning: Embed real-world challenges into courses to help students build portfolios and apply classroom learning. • Promote Internships and Co-ops: Strengthen employer partnerships to provide more structured and scalable experiential opportunities. 3. Align Curriculum with Industry Demands • Prioritize Transferable Skills: Ensure students develop communication, critical thinking, problem-solving, and adaptability. • Introduce AI and Tech Literacy: Help students understand and responsibly engage with emerging technologies shaping their fields. 4. Deepen Employer Collaboration • Co-Develop Career Pathways: Work directly with employers to shape programs that reflect current and future job requirements. • Recognize Industry Certifications: Integrate or endorse credentials that are highly valued in targeted fields. 5. Rethink the Value Proposition of a Degree • Highlight Career Outcomes: Be transparent about employment rates, earnings, and skill acquisition tied to academic programs. • Support Alternative Pathways: Embrace and validate non-traditional routes to success, ensuring students can choose the right fit for their goals. ⸻ By adopting these strategies, higher education leaders can position their institutions as agile, student-centered, and aligned with the future of work in an AI-driven workforce.

One of the ways I'm incorporating #AI in the feedback loop for students in my writing class is to use it as a guide for talking points when they go to the language lab for support. I told students I would be using Brisk Teaching for round 1 (maintaining transparency about when I'm using AI and hopefully leading by example), where it creates feedback points based on my rubric and inserts them in a table at the top of their essay. Using Google Docs, I converted the bullet points to checkboxes (though it would be nice if Brisk did this part automatically), so students can go through point by point and show me that they're at the very least looking at the feedback before the next round of writing. Next, I asked students to highlight one point from each category and use the comment feature to speak to it. This could be any variation of responses: 🔦 Spotlighting an issue that they know they need to work on and how they're dealing with it in this paper 🙅♀️ Disagreeing with the AI and explaining why they don't want to make the change it's suggesting ❓ Asking for clarification on how to respond to a point ➕ Etc. Next, when they go to the lab to get help, these highlights and the changes they made will form the foundation for the talking points when they work with the professor. One of the biggest problems when students go to a lab for support is always training them to be prepared instead of going in and saying "please check my paper" rather than empowered with a specific learning goal in mind. So the goal here is to have them go in with 5 already acted upon (or at least considered) points to discuss in order to make a more productive lab time. The screenshot is a sample that I sent to my students to understand the concept. I'm sure there will be some fine-tuning, but already many of them are interacting more with their early drafts and even coming to me to make sure that they're building good responses to talk to the professor in the lab about. I'll need more exploration, but to me this is a good way to take advantage of the strengths of AI, continue to challenge students to think critically about what it generates, and wrap it all in a human-centered approach focused on student learning rather than just using a shiny toy for the sake of it. #AIinESL #ArtificialIntelligence #TESOL #TESL #TESOL #ELT #LanguageLearning #Composition #StudentSuccess