This case aims to deliver a comprehensive toolkit of AI-based tools to support teachers in authoring meaningful learning activities. It will also identify effective pedagogical practices for teacher-AI collaboration and provide clear guidelines for designing and implementing AI tools that enhance the activity-authoring process. Together, these outcomes will offer practical resources and insights to improve both teaching practices and student learning. Methodology used: 1. Design-baseed research; 2. Participatory Design
The benefits for teachers include supporting their professional development and empowering them to take an active role in the design and development of AI tools.
Authoring meaningful learning activities is a complex task that demands a combination of pedagogical, technical, and content knowledge from educators. The quality of these activities directly influences student learning outcomes. AI-based tools, when grounded in sound pedagogical principles, have the potential to support teachers in this challenging process. Therefore, it is crucial to explore how such tools can be thoughtfully designed, what new pedagogical practices may emerge, and how teacher-AI collaboration in authoring learning activities could affect both teaching practices and student learning outcomes.
The main challenges include the pedagogical and technical skills teachers need to effectively engage in meaningful teacher-AI collaboration, as well as the design of AI tools that genuinely reflect teachers’ needs, practices, and classroom contexts.
