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6. Check that the evidence of learning cannot be produced in full without understanding or
performance.
7. Define a stop or escalation signal for when a case becomes sensitive or falls outside the

lesson.
8. Prepare the alternative to be used if the tool fails or the learner does not wish to use it.

9. Obtain institutional or parental consent where the age and the context require it.
10. Plan a short reflection question that reveals the tool’s effect on understanding, not only
on satisfaction.

↻ A ready template for your activity
My goal is for the learner to be able to [an observable verb]. They will begin with an
attempt to [short description]. They will use AI as [a defined role] to provide [a type of

support] without [a clear limit]. They will show the learning through [evidence]. I will give
feedback against [a criterion] and allow [another attempt]. The permitted use is [...] and
the required disclosure is [...]. The available alternative is [...].

? Question to consider: what survives a less polished output?

Which part of your activity would keep its educational value even if the final output were
less polished? That part is usually the heart of the learning, and it is what must be
protected.

● Remember: Section summary
• Key idea: A good activity links the objective, the attempt, the support, the evidence,

and the reflection.
• Practical decision: Run a small trial with clear indicators, then improve on the basis of
evidence.
• Mistake to avoid: Adding AI to an existing activity without defining its role or its effect
on the learning.

Chapter Conclusion:
Let AI Increase the Human Capacity to Learn
There is no automatic educational value in using an advanced technology. The same tool can
widen access, intensify practice, and speed up feedback, or it can reduce the attempt, hide

the gaps, and produce work that does not represent its author. The difference is made by
the design: a clear learning outcome, a bounded role, a genuine attempt, observable
evidence, and responsible human judgment.

A teacher does not lose importance when a tool can explain or generate questions. Their

deeper roles become clearer: choosing what is worth learning, building the relationship and
the trust, diagnosing difficulty, connecting knowledge to context, designing the experience,
protecting fairness, and taking the decisions that affect people. Nor does the learner become

less responsible; they need to be more able to question, criticize, verify, and reflect.

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