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9. What is the difference among assistance, substitution, and misrepresentation in the use
of AI?
10. Why should an AI detector not be relied upon on its own?

11. How do the principles of universal design contribute to more inclusive learning?
12. Which components must be present in an AI-supported learning activity?

13. Can the use of AI be fair for some students and unfair for others? Explain with an example
drawn from access, language, or cost.
14. When does personalization become a risk to social learning or to independence, and how

do we stop it from turning into excessive surveillance?

Practical Exercises

↻ Exercise 1: Explain a concept in three layers
Goal: Build an explanation that reveals understanding instead of replacing it.
Required: One concept your learners regularly misunderstand. Allow about 30 minutes.
Steps: Write the central idea in one sentence. Add the relationships it depends on. Give
one example and one non-example that lies close to the boundary. Then write a transfer
question that cannot be answered by repeating the definition.
Output: A central idea, an example and a non-example, and a transfer question.
Assessment criterion: The non-example lies close to the concept rather than being
obviously unrelated, and the transfer question cannot be answered from memory.

↻ Exercise 2: Check the alignment of a lesson
Goal: Test whether the assessment measures what the objective promised.

Required: One lesson you already teach. Allow about 25 minutes.
Steps: Write the learning outcome as an observable action. Write the activity the learner
performs. Write the evidence you collect. Then compare the verb in the outcome with
the verb in the evidence and propose one fix where they differ.
Output: A three-row table of outcome, activity, and evidence, with a proposed fix.
Assessment criterion: The evidence requires the same action the objective names. An
objective to analyze that is assessed by recall is not aligned.

↻ Exercise 3: Retrieval and spacing
Goal: Build practice that strengthens memory instead of rereading.
Required: A topic taught in the last two weeks. Allow about 30 minutes.
Steps: Write five questions that require recall without the material in front of the learner.

Vary their form across recognition, generation, and application. Place them at increasing
intervals across two weeks. Then decide what happens when an answer is wrong.
Output: Five retrieval questions with a two-week schedule and a response for wrong
answers.
Assessment criterion: The questions require recall, and the plan does not rely on
rereading or highlighting.

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