- Describe the topic. Enter the unit or course title and the topic, then add your learning outcomes, one per line. Outcomes make the biggest difference, because the designer decides which stages need AI and which must show students’ own thinking by working back from what students have to be able to do. “Evaluate an anticoagulation care plan against current guidelines” produces a far sharper design than “anticoagulants”.
- Say what it is. Choose Learning activity for a formative task in or around class, or Assessment task for summative, marked work. Assessment tasks get marking guidance with weighted criteria; learning activities get feedback criteria instead.
- Describe the setting. Choose the delivery mode (on campus, online live, online self-paced, blended, or placement and work-integrated learning) and the time available, from 30 minutes of class time to several weeks. Add your cohort size, the level of your students and your discipline. Online self-paced and very large cohorts change which checkpoints are realistic, so these details matter.
- Choose an activity pattern. Leave it on Let the designer choose the best fit, or pick one of six proven patterns. Find the flaw: students critique an AI answer with planted errors. Human first, AI second: students draft on their own, then get AI critique and keep a change log. Defend it: AI-assisted work followed by a short oral check. Anchor it locally: students apply AI research to something AI can’t know, such as your local guideline or their placement. Adjudicate the experts: students judge between conflicting AI answers. Simulate, then debrief: students rehearse with an AI role-play, then debrief live.
- Set the AI rules. Tick “Include a find the flaw AI output” to get a realistic AI-written answer on your topic with planted errors for students to find, plus an answer key for you (it’s always included with the Find the flaw pattern). Under “Most AI use allowed”, let the designer decide stage by stage, or set a ceiling: ideas and planning only, help to draft and refine with student critique, or extensive AI use directed and evaluated by students. If your institution has an approved tool, such as Microsoft Copilot, name it and the instructions will refer to it.
- Add more detail (optional). Under “More options”, add notes about your cohort, such as first-in-family students or limited AI experience, and any other context, such as “this replaces a take-home essay”. You can also paste source material of up to 12,000 characters: lecture notes, a guideline excerpt, or an existing task you want to redesign. The activity will be grounded in it. Don’t include student or patient personal information.
- Design the activity. Choose “Design activity”. The design usually takes 30 to 60 seconds, and the find-the-flaw output is written straight after it. You’re charged once, when the design is saved. If something goes wrong, you aren’t charged. If the find-the-flaw output can’t be written, the activity is still saved: open it and choose “Finish writing” to try again at no extra cost.
- Read the design. A strip at the top shows every stage at a glance, its lane and which earlier stage each checkpoint checks, with the total time. Each stage then sets out its AI rule (AI expected, AI permitted, AI for planning only, or no AI), its timing, the student instructions, your educator notes, and why it sits in that lane. Below the stages you’ll find the student AI-use statement, the find-the-flaw output and its answer key, checkpoint questions, the marking or feedback criteria, the integrity risks and how the design responds to them, equity, access and privacy notes, and an estimate of your marking and preparation workload.
- Share it with students. Choose “Student view” to see exactly what students will see, without your notes, the answer key or the integrity analysis. Use “Copy” on the AI-use statement and paste it into your unit outline or learning management system (LMS), so students know the AI rule for every stage and the reason for it.
- Download it. Word (educator pack) has everything, including the answer key and your notes. Word (student handout) has only what students need. Print (educator) and Print (student) open print-ready pages that you can save as a PDF.
- Build on the activity. From a finished activity you can generate a Lesson Plan for running it, an Assessment based on it, up to three Case Studies for it, a Presentation to introduce it, a Mind Map, or a Rubric. Each is priced on its own button and pre-filled from the activity. You can also start here from a finished Lesson Plan, Assessment, Case Study, Presentation, Learning Objective set or Concept Map. Every activity is saved to “My Activities” and to “Everything You’ve Generated” on your User Hub.
Every action’s credit cost is shown on its own button before you commit to it. Nothing is charged silently.