Design Session 1 Focus
Diagnose where and why your learning experience is AI-vulnerable.
Design Time
~60 minutes
This design session focuses on diagnosis and understanding the AI-vulnerability problem, not solutions. Here’s the design path we’ll follow:
Live Session Slides
Our live kickoff was held on Monday, June 15, 2026. The recording of that session is not included here, but you can view the Session 1 slides. Here’s a recap of what we covered in the live session:
- Walked through the Design Sprint process
- Modeled the AI test and four lenses
- Surfaced patterns across the cohort
Design Decisions Document
Work through the Discover section of your copy of the document to:
- Review your AI test results to diagnose whether your learning experience is AI-vulnerable
- Analyze where and why it’s vulnerable through four lenses: Learning Goals, Learning Task, Learning Process Visibility, and Learning Measurement
- Reflect on how much each lens contributes to the AI vulnerability of your learning experience.
Your Design Reflections
After running the AI-vulnerability test and considering the contribution of each of the four lenses, what primary vulnerabilities did you identify? What surprised you about how AI might be impacting your learning experience? Jot your thoughts in your Design Decisions Document.
Optional | Podcast
Want more context about this design topic? Episode 1 of the AI for Educators Design Lab podcast explores the shift from policing AI to designing for it.
Jennifer’s Design Session 1: Discover
My Design Reflections:
Like everyone who worked through the live Design Sprint, I’m working through an AI-vulnerable design challenge of my own. What follows are my design session notes and reflections that align with the same design decisions you’re working through.
Yours in learning,
Jennifer
Learning Goals
- Is there anything I want to change about the goals given the AI test? The existing goals still address skills that matter. But goal 1 sits oddly now. Locating sources is partly what AI does, but it can do it very badly when it fabricates. Therefore, the deeper aim under goal 1 is really verifying and judging, not just finding.
- Do the goals address AI literacy needs? No. That is a gap, since these students will use AI in literature work whether or not I plan for it.
- How much do the goals contribute to the vulnerability? Contributing factor. The goals are mostly sound but under-specify the thinking and ignore the reality of AI.
Learning Tasks
- If students use AI on the current task, does it support or undermine learning? Mostly undermines the learning. The task asks for a product AI can generate wholesale, so the reading and judging it is meant to represent can simply be skipped.
- Where could AI support be used without replacing the learner’s own thinking? It could surface candidate sources or a first-pass summary that the student then verifies, critiques, and connects to their question, but only if the task required that verification and connection visibly.
- How much do the tasks contribute? Significant factor.
Learning Process Visibility
- Can I see the learner’s thinking as it develops? No. It is a single submitted document. I never see whether they read the sources, how they judged them, or how their thinking changed.
- Are there checkpoints, drafts, or other moments? None. There is no selection rationale, no reading notes, no draft.
- How much does the lack of visibility contribute? Significant factor.
Learning Measurement
- How is learning measured? Entirely on the final product, graded for format, annotation quality, and relevance. What evidence would let me measure learning and verify authorship? A combination of product and process evidence is needed. Right now a polished product is all there is, and it cannot be attributed to the student.
- How much does measurement contribute? Significant factor.
Diagnosis Summary
Yikes! Issues with three significant factors (Tasks, Learning Process Visibility, and Measurement) are clustered with Goals as contributing factors to the learning experience’s AI vulnerability. The thinking I care about is never required as evidence, never made visible, and never verified.
Next: Design Session 2 | Define
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