Everything used to run the workshop, in one place: the decks, the Padlet wall, the run of show, the One-Change Card, and the follow-up. The page is only linked from the site footer and the workbook’s Start Here page, and anyone with the address can open it.
Faculty are being asked to teach AI literacy while they’re still learning it themselves. Most AI training doesn’t deal with that, and this workshop is designed around it.
Faculty can’t effectively teach AI literacy until they’ve experienced it as learners.
Three roles, one at a time
BE the Student
Use AI as a learner
Faculty use AI on something real from their own lives, a question they don’t already know the answer to. Work topics are off limits for this part. When people are true beginners, deciding whether to trust what AI tells them is a real decision.
Leaves behind: anonymous answers to the five questions on the wall
BE the Teacher
Read it as a teacher
Faculty read their own answers back, one cluster at a time, and ask what those answers say about their students. Their own experience is what they work from.
Leaves behind: the five clusters, which the reveal names as the BE behaviors
BE the Change
Commit to one change
With the behaviors named, each person commits to one change in one course they teach, with a date.
Leaves behind: a One-Change Card: behavior, change, course, date
What holds it together
- Name the behaviors lastEach of the five questions is written to draw out one behavior. By the time the reveal names them, participants have already described all five in their own words.
- Keep the roles separateHold the line between roles. If someone starts thinking about their syllabus during the learner task, bring them back to their own question.
- Ask for one changeA list is a plan to do nothing. One change with a course and a date gives you something specific to follow up on.
- Focus on judgmentThe workshop builds habits of deciding whether to use AI, checking what it gives you, and owning the result. Those habits carry over to any tool.
| Piece | What it’s for | Open |
|---|---|---|
| Workshop deck (60 minutes) | Rules, the five questions, the hinge, the reveal, and the commitment slide | Download (PowerPoint) (opens in a new tab) |
| Five Questions wall | The sample Padlet wall: five columns, anonymous posts | Open the sample wall (opens in a new tab) Make your own copy (opens in a new tab) |
| One-Change Card | Printed exit card: behavior, change, course, date. Two per page. | Download (Word) (opens in a new tab) |
| BE the Change working session (45 minutes) | Follow-on session where faculty build their one change in the workbook. Draft. | Download (PowerPoint) (opens in a new tab) |
| BE the Change workbook | Where the one change gets built; Exercise 2 is the card, expanded | Open the workbook |
For a new session, use Make your own copy (opens in a new tab). The remake link gives each person one copy of the wall in their own Padlet account; after that, they can copy their own version for later sessions. Recheck the copy’s Share settings and open it in a private browser window before you share the link.
| Time | Segment |
|---|---|
| 0:00–0:05 | Rule-setting and think-aloud: “Today you are only a learner.” The facilitator does the learner task live for about 3 minutes, narrating what they notice. |
| 0:05–0:25 | Learner task with coaching. A real task from participants’ own lives, not work. |
| 0:25–0:35 | Wall reflection: five questions, anonymous posts |
| — | The hinge: “You leave this moment as a learner. You return as a teacher.” |
| 0:35–0:50 | Teacher-hat replay, cluster by cluster: “What does this tell us about students?” |
| 0:50–0:55 | The reveal |
| 0:55–1:03 | One-change commitment on the card |
| 1:03–1:05 | Close: “AI literacy isn’t something we teach once. It’s something we experience first, and then model.” |
The full version: two acts with lunch
The recommended OCTC format, capped at 20–25 people. Lunch is the hinge, and the facilitator curates the wall while everyone eats.
| Time | Segment |
|---|---|
| 10:30–10:35 | Rule-setting |
| 10:35–10:45 | Think-aloud and task selection |
| 10:45–11:10 | AI work time, with coaching interruptions |
| 11:10–11:25 | Wall reflection |
| 11:25–11:35 | Hard stop: “Do not process this as a teacher over lunch.” |
| 11:35–12:20 | Lunch. Facilitator eats, then curates the wall. |
| 12:20–12:45 | Teacher-hat replay |
| 12:45–12:55 | The reveal |
| 12:55–1:15 | Designer hat: one change |
| 1:15–1:25 | Exit cards and close |
Each question maps to one behavior, so the posts on the wall are already grouped by behavior. The columns show only the questions. The behavior names come at the reveal.
| # | Question on the wall | Revealed as |
|---|---|---|
| 1 | What did you share with the tool — and was there anything you deliberately held back? Why? | BE Safe: what you held back |
| 2 | If you shared this output with someone who mattered, would you mention AI’s role? Would it feel like yours? | BE Honest: whether you’d say it was AI |
| 3 | What happened between receiving the output and deciding what to do with it? Anything? | BE Critical: the pause, or the missing one |
| 4 | Why did you reach for AI for this — was it the right tool, or the nearest tool? | BE Responsible: the right tool, or the nearest tool |
| 5 | Do you understand this better now, or do you just have an answer? | BE Reflective: understanding, or an answer |
- Photograph or collect the One-Change Cards before people leave.
- About three weeks later, email each person about their own commitment: “How’s your one change going?” Link Exercise 2, where the change gets built.
Related
- The playbook and the What Students See page
- AI Literacy in OCTC Student Resources (opens in a new tab), the student version of the same language
- Padlet at OCTC (opens in a new tab), for setting up the wall