Students break down tasks, examine how AI could support them, reflect on learning impact, and create guidelines for responsible AI use.
- Group activity
- Analysis task
- Gallery Walk
- In class
- Mapping GenAI use to specific steps of a task
- All disciplines
- Advanced
- 120 min / 2-3 sessions
- ~30 students / groups of 3-5
- Devices + GenAI tools
- Material for visual artefacts
Short description
In this activity students work in small groups and explore their own use of GenAI to support complex, multi-step academic or professional tasks (e.g. writing essays, analyzing case studies, developing a business model, creating a data-driven report). They break down the task into its different steps/stages, analyze where GenAI can be used and reflect on how AI shapes the learning process. Based on this analysis, the groups formulate clear and practical recommendations for responsible and effective GenAI use. They present their insights as a visual artefact (e.g. infographic or poster) that is shared during a gallery walk. The activity helps students to develop a more intentional use of GenAI.
Competence domain of the Didactic Framework: Creative & Practical Application
By the end of this activity, students can…
- use genAI to generate, expand and refine ideas across different stages of a multi-step task. (FLAIR Didactic Framework: LO19)
- plan, monitor and evaluate personal AI use in specific contexts (e.g. for an assignment) and adjust strategies to reflect learning needs or goals. (FLAIR Didactic Framework: LO20)
- determine whether AI use is helpful for a specific step in a task or hinders important skills development.
- communicate recommendations on responsible and helpful AI use.
Instructions
Introduce a multi-step task relevant to the course (e.g. essay writing, case analysis, business model development, data-driven reports). Explain that the goal is to make the underlying workflow visible and to reflect on how GenAI can be used in different stages. Depending on the course, groups can work on the same or different tasks. Provide an example workflow to clarify expectations.
Students work in groups of 3-5. They discuss how they typically approach the task and create a structured representation of the workflow (e.g. bullet points, flow chart, list of steps). Ask them to note down skills they need for each step in the workflow.
Groups list the type(s) of GenAI tool(s) they use and assign them to the steps of the workflow. They discuss how GenAI changes or influences the process, describing benefits, limitations and risks as well as reasons why the tool meaningfully supports learning. Encourage the groups to revisit the skills they identified in Step 2 and how AI use changes, supports or replaces them. To scaffold this, you can provide guiding questions (e.g. how AI tools change the approach, affect skill requirements, and facilitate particular steps of the task) and if needed, a list of common AI uses (e.g. idea generation, drafting, editing, data exploration, summarizing, visual creation, perspective-taking).
Groups formulate 3–5 practical recommendations for responsible and effective GenAI use in this task. Encourage specific and justified recommendations (e.g. use AI for X, avoid Y). Providing examples of strong and weak recommendations can support this step.
Groups then translate their recommendations into an infographic, poster or visual chart. The artefact should be easy to share, readable at a glance and visually appealing. Templates or examples can be provided if needed.
Students present the artefacts – either in printed or in digital form. During the gallery walk, ask each student to leave two comments (on a post-it or in digital format) per artefact: one focusing on clarity/usefulness of recommendations and one on the design/communication of the visual artefact.
Facilitate a plenary discussion on how AI use affects learning and skill development, for example by asking which skills are practiced in the task, which might be less needed when using AI, and where human judgement remains essential.
Assessment
Assessment may include the visual artefact, participation in group discussions and the gallery walk (e.g. peer feedback), as well as an individual short written reflection.
The evaluation should focus on the quality of the workflow analysis, the specificity and usefulness of the recommendations, the clarity and design of the visual artefact, and the level of engagement in discussion and reflection.
Possible challenges
- Reluctance to admit AI use
- Shallow or overly generic recommendations
- Limited critical reflection
How to adress them
- Setting clear expectations for academic integrity and critical thinking when using AI.
- Clarify the purpose of the activity: It is not about whether students use AI, but about how and why
Using this resource
This resource is licensed under Creative Commons BY-NC-SA 4.0 license. Suggested citation: Flair Collaboration. (2025). FLAIR Toolkit. Teaching GenAI Competencies.
