Visible Learning Trajectories Programme AI track

AI literacy at the curriculum level

Generative AI is a permanent part of education and professional practice. Programmes therefore need to make explicit choices: what should students be able to do themselves, where do we use GenAI purposefully, and how do we safeguard validity and academic integrity?

The AI track within the Visible Learning Trajectories Programme supports degree programmes in systematically designing an AI learning trajectory or learning trajectory objectives, tailored to their needs. We start with shared vision-building: what does the future profile of our graduates require?

Bachelor’s and Master’s programmes that have participated in the Visible Learning Trajectories Programme and want to embed GenAI at curriculum level can apply for the AI advanced track within the Visible Learning Trajectories Programme.

Would you like to develop a shared vision on the role of AI with your teaching team, without taking part in the full AI track? That is also possible, please get in touch.

More information on the Visible Learning Trajectories Programme

What does the AI advanced track involve?

During the first session, the team develops a shared vision. The following interconnected questions are central:

Do we want to include GenAI-specific learning trajectory objectives?

This concerns whether, and where, GenAI knowledge and skills are explicitly embedded in the end terms, learning trajectory goals, and course learning goals of the curriculum (e.g. understanding, using, and evaluating AI output).

Do we want to alter the assessment structure in response to GenAI?

We apply a two-lane approach: some learning outcomes are assessed in AI-robust formats without GenAI support, while others deliberately integrate GenAI and assess students on their responsible, critical and transparent use of it. This ensures that core competencies are independently demonstrated and that AI-related skills are explicitly and coherently embedded in the programme.

Do we want to employ GenAI as a means to enhance learning?

This concerns whether, and how, GenAI will play a role in learning activities. The didactic added value is determined, conditions are defined, as well as how to organize consistent and responsible use of GenAI.

During the other three sessions of four hours each, these choises are translated to concrete adjustments in the curriculum, assessment and didactics. This ensures that AI-literacy and responsible GenAI use are integrated in the education at curriculum level. The sessions are guided by two expert trainers with didactic expertise expertise and AI-expertise (one trainer from the Visible Learning Trajectories Programme and one trainer from the TLC of the faculty).

AI as both tool and learning goal, for students and teachers

The AI learning pathway is designed around four quadrants. This helps us consider AI as an end (or as learning goal) and as a means (as a tool to support learning), for both students and lecturers.

This framework conceptualizes responsible AI integration as a reciprocal relationship between learning about AI and learning with AI. It positions these two dimensions —AI as end and AI as means— against the roles of students and lecturers, resulting in four interdependent quadrants. Treating GenAI both as an end and as a means, the framework aligns pedagogy, assessment, and infrastructure to ensure coherence between classroom practices and evaluation methods and defines progression pathways for both students and lecturers.

AI literacy at the curriculum level

What does the AI advanced track involve?

AI as both tool and learning goal, for students and teachers

More information

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