To support with the design and development of new AI activities, we have created some guidance below. The approach focusses on six steps that use simple guiding questions when looking at either creating a new activity or embedding within current activities. Following these steps will help you identify and plan the key approaches you would like to use within the activity as well as wider pedagogic considerations.

Step 2: Holistic overview

It’s important when creating a new activity to think of constructive alignment as well as wider programme needs. When designing the activity, it can be useful to think of how this will be embedded and how it links to other elements within the course.

• How will this activity fit with your wider module/programme requirements and outcomes?
• What skills and knowledge will this help develop?
• How will this activity link to other activities and does it need to be done in a sequence?
• How does it link to wider employability skills?

Step 3: Options

There is a wide variety of options available when it comes to using AI, some are more suitable than others, and it’s important to think about the following questions:

• Which AI options are you planning to use and is it appropriate for the activity you are running?
• What is the expected output from the AI, and can this tool help achieve that?
• Will everyone be able to access this tool equally?

Step 4: Implementation

Implementation of the activity requires some in-depth thinking in terms of structure and delivery design. It is recommended with any new activity and tool to have a test session before using it with students to ensure that the activity will work as expected in practice.

• How long do you expect the activity to take?
• What are the limitations and expectations that students need to follow for the task?
• What is the expected output, and do you have an example you can model?
• How will you link it to wider learning opportunities?
• Will students need support with using the tool?
• How will you explain the task and limitations to the students?

Step 5: Co-creation

Students should have the opportunity to be a part of learning design where possible. When designing your new activity, think if this is a good opportunity for students to co-design or co-create outputs. This supported pathways can help with empowerment and direction of learning as well as engagement. If this is the first time your students are attempting a co-creation approach, then guidance and modelling may be appropriate to support them with the process.

• What opportunities will there be for co-creation and design, and how will this work in practice?
• How much will students be involved in the co-creation process?
• How will this activity meet the aims and requirements of the activity?
• How will you work on this activity with students and what skills are required to complete it?

Step 6: Evaluation

It’s important to evaluate and reflect upon the new activity and its impact on the learning and teaching within the session. By adding in a reflection cycle element, you will be able to analyse what did and didn’t work within the activity to enable you to change and adapt any elements for future usage.