Video summary

CAEP Lab 02 | Designing AI Powered Learning Experiences

Main summary

Key takeaways

Educational

Main ideas / lessons

  • Purpose of the session (CAEP Lab Day 2):

    • Explore how AI can design and enhance AI-powered learning experiences for students.
    • Emphasize practical demonstrations (live examples) and gather participants’ feedback on implementing Week 1 learning objectives.

  • Core instructional methodology (design first, then choose AI):

    • Before using AI, educators should design the learning experience by clarifying:
      • Learning intentions (what students should learn)
      • Required thinking (what types of thinking you want students to practice)
      • Role of AI (how AI will support/participate)
      • Student + teacher interaction (how students will work with AI and how the teacher will guide/review)
    • Aim: create experiences that build 21st-century skills such as thinking and creativity.

  • Strategy demonstrated: adapting content for different learner levels

    • Example topic: “Does Social Media Change the English Language?”
    • Workflow:
      • Start with a single text (paragraph/article).
      • Ask AI to adapt it for different proficiency levels (e.g., secondary vs. university).
      • Generate derivative activities such as:
        • worksheets
        • quizzes
        • podcasts
        • structured inquiry questions
        • presentations

  • Emphasis on teacher review and AI limitations

    • AI outputs may include:
      • mistakes / inaccuracies
      • repetition
      • incorrect or duplicated concepts
    • Educators must critically review and revise AI-generated artifacts.
    • For research writing, the speaker argues AI can help but may:
      • be penalized by plagiarism detection systems (e.g., Turnitin-style tools)
      • produce nonsensical wording if not carefully edited
    • AI is framed as a tool to support learning and drafting—not a replacement for authentic student effort and evidence.

  • AI-enabled classroom activities and administrative support

    • Multiple tools are showcased to support:
      • lesson/worksheet generation
      • exit tickets / gamified review
      • whiteboard animations and presentations
      • writing coaching
      • generating academic content (e.g., questions from videos)
      • drafting letters of recommendation
      • scaffolding assignments and rubrics

Methodologies & instructions (detailed)

A) Designing an AI-powered learning experience (teacher workflow)

  1. Define learning objectives

    • What are the learning intentions?
    • What thinking skills should students practice?
    • What creativity/engagement outcomes are expected?

  2. Determine AI’s role

    • How will AI support the teacher and student?
    • What should AI generate vs. what should students do?

  3. Plan interaction

    • How will students interact with AI (chat, prompts, worksheets, quizzes, coaching)?
    • How will the teacher guide and review?

  4. Build experiences

    • Use AI “on top of experiences,” not as the only starting point.
    • Ensure alignment between:
      • objectives ↔ AI output ↔ classroom activity ↔ assessment

B) BriskTeaching (Brust/Brisk Teaching) example workflow: adapt one text into multiple learning tasks

Input

  • Provide a paragraph/document topic (example: social media & language change).

Prompt instruction type shown

  • “Adapt this text for Advanced Secondary Learners”

AI tasks demonstrated

  • Change language register (formal vs informal)
  • Increase conceptual complexity
  • Preserve the central argument while adjusting:
    • vocabulary
    • audience language variation
    • perspective vs descriptive views
  • Generate alternative output formats:
    • podcast scripts
    • quizzes
    • debate prompts
    • whiteboard-style materials
    • printable adapted texts

Additional step

  • Generate an inquiry dialogue
    • Teacher↔student scripted sample and/or guiding questions
    • Prompts encourage comparison across platforms (e.g., WhatsApp vs TikTok) and audience purpose

Teacher review

  • Compare original vs generated text
  • Check for quality, correctness, and suitability for the target grade level

C) Writing-coach style prompt workflow (OL / AI tutor website)

Provide

  • A student-style paragraph (freewrite/sample)
  • Audience and writing purpose (e.g., university students/faculty)

AI behavior

  • Acts like a writing coach
  • Provides feedback on:
    • tone (e.g., “C tone” / appropriate tone)
    • clarity
    • vocabulary choices
    • sentence construction

Outcome

  • Students revise their paragraph and submit improved drafts.

D) Assignment generation examples (MagicSchool AI / AI Responsible Assignments)

Core goal shown

  • Generate university-level assignments that require:
    • analysis and evidence
    • structured process components (e.g., thesis, annotated bibliography, reflections)

Three “AI-assisted but not purely AI-generated” assignment ideas discussed

  • Idea 1: Analytical essay with original data

    • Students collect original data via interviews (instructor + student)
    • Use policy/syllabus/documentation and cite scholarly sources
    • Append evidence

  • Idea 2: Embedded in-class / observation-based evidence

    • Students attend class/tutoring/library sessions
    • Take handwritten field notes
    • Collect timestamps/photos
    • Connect observation evidence to claims

  • Idea 3: Metacognitive error analysis / critique AI

    • Students ask AI for a response, then write an essay explaining why it is weaker/incorrect
    • Must identify weaknesses such as:
      • shallow reasoning
      • fabricated claims
      • missing evidence
      • poor sources
    • Then correct the work using credible sources

E) Image/video generation workflow (StoryTribe + Gemini image/video)

Story outline / storyboarding

  • Use prompts to generate storyboard shots from text.

Gemini image/video generation

  • Provide prompts (example shown: classroom scene; later, photosynthesis fundamentals)
  • Choose themes (e.g., cafes/restaurants/schools)
  • Generate images and convert to video storyboard-like outputs

Teacher evaluation

  • Review visuals for content correctness
  • Fix mistakes by regenerating with corrected prompts

Main tools/apps mentioned (by name)

  • BriskTeaching / Brust Teaching (adapt text; generate worksheets/quizzes/podcasts/inquiry Q&A)
  • OL (writing coach / tutor site; prompted paragraph → feedback and coaching)
  • toolai.free (directory of AI tools; free vs. paid; education resources)
  • Wordwall (word wall + spin-the-wheel style interactive activity)
  • StoryTribe (whiteboard animation/storyboard generator; limited free credits)
  • MagicSchool.app (worksheet generators, chatbots, tutors, writing feedback, presentations, admin-style AI tasks)
  • Canva (edit outputs / make whiteboard animation edits)
  • Gemini (images/infographics/lesson-related generation)

Also mentioned as alternatives/observations:

  • ChatGPT
  • Perplexity
  • Grok
  • Claude
  • NotebookLM (noted as “LLM type”; limitations discussed)
  • Turnitin (mentioned in the context of publication/plagiarism scoring)

Participants and speakers / sources

Speakers (on-screen / in discussion)

  • Primary facilitator/instructor (unnamed in subtitles) — leads demos and explains tools
  • Sana — participant who speaks intermittently and receives prompts/results questions
  • Rafat — referenced as someone who will take a one-on-one session (not present in subtitles)
  • Additional participant (unnamed) — briefly answers about apps/outputs
  • “Sir” (addressed speaker) — appears to be the facilitator’s role/persona

Platforms / systems referenced (not “speakers”)

  • Gemini (Google)
  • ChatGPT
  • Perplexity
  • Grok
  • Claude
  • NotebookLM
  • Turnitin
  • BriskTeaching (Brust Teaching)
  • Wordwall
  • StoryTribe
  • MagicSchool.app
  • Canva
  • toolai.free (AI tools directory site)
  • WhatsApp / Google Classroom (platforms used for sharing artifacts/links)

Original video