| Activity | Square | Discipline | AI Literacy Framework Tags |
|---|
| Build a personal AI learning roadmap with goals, tools to try, methods to track success, and reflection checkpoints. | Create | STEM | Self-Knowledge, Career Competencies |
| Create a “creator’s logbook” documenting your ideation, AI tool choices, iterations, and emotional response to AI’s involvement. | Create | Arts | Content Creation, Safety |
| Compile a reflective portfolio that includes AI-assisted writing, self-analysis of process, and ethical stance on using AI in scholarly work. | Create | Humanities | Safety, Metacognition, Career Competencies |
| Students build a functioning low-code AI prototype using tools like Peltarion, Zapier, or Scratch + Teachable Machine. | Design | STEM | Hardware & Software, Problem Solving |
| Plan and create a multimedia project (e.g., music video or animation) using at least three AI tools in the workflow. | Design | Arts | Content Creation, Career Competencies |
| Develop a digital exhibit (e.g., timeline, archive, or podcast) using AI to help structure and format content. | Design | Humanities | Communication & Collaboration, Information & Data Literacy |
| Design a simple concept for an AI system that addresses a specific campus or social need (e.g., sustainability dashboard). | Assemble | STEM | Problem Solving, Career Competencies |
| Create a mixed-media AI-assisted artwork exploring the concept of “creativity vs. automation.” | Assemble | Arts | Content Creation, Communication & Collaboration |
| Students collaborate to write a speculative fiction short story about the future of AI ethics, guided by real theories. | Assemble | Humanities | Safety, Communication & Collaboration |
| Build a slide deck or infographic explaining how an AI system like ChatGPT works, using both AI and peer-reviewed info. | Generate | STEM | Hardware & Software, Communication & Collaboration |
| Curate a mini-gallery of AI-generated artworks, with accurate fact-based labels explaining medium, process, and input used. | Generate | Arts | Content Creation, Information & Data Literacy |
| Construct a timeline or zine using AI to visualize factual developments in AI’s role in society. | Generate | Humanities | Information & Data Literacy |
| Students complete an AI learning journal that includes entries reflecting on tool use, decision-making strategies, and peer feedback. | Reflect | STEM | Self-Knowledge, Problem Solving |
| Hold peer-review sessions where students give feedback on each other’s creative AI process logs and personal toolkits. | Reflect | Arts | Communication & Collaboration, Metacognition |
| Students create self-assessments reflecting on their AI-assisted research habits and evaluate changes they’d make. | Reflect | Humanities | Safety, Career Competencies |
| Analyze the differences in process and output when using two different prompt strategies for the same coding task in the same AI tool. | Judge | STEM | Problem Solving, Career Competencies |
| Evaluate how well a text-to-image AI tool followed a detailed script or storyboard, and suggest workflow improvements. | Judge | Arts | Content Creation |
| Compare and critique the output from two AI writing assistants given the same research topic, using a rubric. | Judge | Humanities | Communication & Collaboration, Information & Data Literacy |
| Debate whether deep learning should be used in high-stakes fields like medicine, using AI-generated arguments for and against. | Determine | STEM | Safety, Career Competencies |
| Students critique AI-generated works based on aesthetic theory (e.g., formalism vs. expressionism) in a group critique format. | Determine | Arts | Communication & Collaboration, Content Creation |
| Assess the fairness of AI moderation algorithms using real-world case studies (e.g., social media flagging or deletion of posts), applying conceptual ethics frameworks. | Determine | Humanities | Safety, Communication & Collaboration |
| Students critique the accuracy of an AI-generated explanation of a scientific process by cross-referencing with textbooks and databases. | Check | STEM | Problem Solving, Information & Data Literacy |
| Use an AI-generated summary of an artist’s work and identify factual inconsistencies about techniques, historical periods, or named artists. | Check | Arts | Information & Data Literacy, Problem Solving |
| Compare AI-written historical summaries with verified sources to flag misleading or omitted facts. | Check | Humanities | Problem Solving, Information & Data Literacy |
| Students keep a debugging log with AI assistant support and reflect on decision points. | Deconstruct | STEM | Problem Solving, Career Competencies |
| Analyze own AI usage patterns across tools (text, image, audio) and explain when and why they shift strategy. | Deconstruct | Arts | Hardware & Software, Career Competencies |
| Use a decision tree to analyze how personal bias might influence acceptance of AI claims in different contexts. | Deconstruct | Humanities | Safety, Problem Solving |
| Students experiment with prompt engineering to improve model output and document what worked best. | Integrate | STEM | Information & Data Literacy, Problem Solving |
| Modify input parameters for a text-to-image generator and analyze how the visual output changes. | Integrate | Arts | Content Creation, Information & Data Literacy |
| Dissect AI-supported annotation tools and compare how they affect the interpretation of historical documents. | Integrate | Humanities | Content Creation, Information & Data Literacy |
| Compare model structures (decision tree vs. neural net) by visualizing workflows and dissecting their logic. | Differentiate | STEM | Hardware & Software, Career Competencies |
| Deconstruct how different AI models interpret a prompt like "peace" or "chaos" and analyze outcomes. | Differentiate | Arts | Content Creation, Problem Solving |
| Break down AI-generated persuasive texts to determine the rhetorical strategy used. | Differentiate | Humanities | Content Creation, Communication & Collaboration |
| Given AI-generated data outputs, students identify incorrect or hallucinated data and mark discrepancies. | Select | STEM | Problem Solving, Information & Data Literacy |
| Analyze metadata from an AI-generated image and annotate potential ethical red flags (e.g., training data issues). | Select | Arts | Safety, Content Creation |
| Use multiple AI summarizers on the same article and critique which tool captures nuance best. | Select | Humanities | Information & Data Literacy, Career Competencies |
| Students create a personalized "AI Toolbox" listing tools best suited to their learning or research style and explain their rationale. | Use | STEM | Hardware & Software, Career Competencies |
| Use two different AI tools with the same prompt for a creative output in your chosen modality and document your experience, thought processes, and preferences during each stage of AI output. | Use | Arts | Content Creation, Career Competencies |
| Students journal how their critical thinking shifts when using AI for brainstorming vs. outlining. | Use | Humanities | Communication & Collaboration, Problem Solving |
| Build a basic predictive model using Google AutoML or a no-code AI tool and test it with a small data set. | Carry Out | STEM | Hardware & Software, Career Competencies |
| Follow instructor-provided guides to generate voiceovers for animations using AI, then test for clarity and tone. | Carry Out | Arts | Content Creation, Communication & Collaboration |
| Use a transcription AI tool (like Otter.ai) to convert and organize interview audio, then compare it with a human-transcribed version. | Carry Out | Humanities | Information & Data Literacy, Career Competencies |
| Given different types of AI algorithms, students match them with appropriate real-world problems and justify their choices. | Provide | STEM | Problem Solving, Career Competencies |
| Students create a collage using AI tools, basing it on a conceptual theme (e.g., “decay” or “nostalgia”). | Provide | Arts | Content Creation |
| Students create AI-generated personas for a dialogue about social justice, then reflect on the alignment of personas with known ethical theories. | Provide | Humanities | Content Creation, Safety |
| Students identify AI tools suited for specific data sets and justify their tool choice by referencing AI technical documentation. | Respond | STEM | Hardware & Software, Career Competencies |
| Use AI-generated filters in Adobe tools to re-edit an old design or image, documenting what was changed and why. | Respond | Arts | Content Creation, Information & Data Literacy |
| Students use AI to summarize articles and apply those summaries in discussion board debates. | Respond | Humanities | Communication & Collaboration, Information & Data Literacy |
| After using different AI tools, students reflect on when they felt most in control and least in control, and chart their confidence over time. | Predict | STEM | Safety, Problem Solving |
| Students track the types of prompts they tend to use across tools and reflect on how that shapes their outcomes. | Predict | Arts | Communication & Collaboration, Career Competencies |
| Students predict how their own values affect how they interpret AI-generated historical narratives, then compare predictions to actual reactions. | Predict | Humanities | Safety, Problem Solving |
| Students analyze steps taken by an AI assistant to solve a math or data science problem, then narrate those steps as a screencast. | Clarify | STEM | Problem Solving, Communication & Collaboration |
| Use AI to generate a piece of music or art, then write a reflection on the steps taken throughout the process: what prompts, edits, or instructions were given to the AI tool to create the final output? | Clarify | Arts | Content Creation, Communication & Collaboration |
| Break down how a chatbot constructs a dialogue using temperature, tone, and persona settings—then teach it to a peer. | Clarify | Humanities | Communication & Collaboration, Content Creation |
| Given several AI outputs, students work in pairs to group them based on the type of learning used (e.g., classification vs. clustering). | Classify | STEM | Information & Data Literacy, Problem Solving |
| Compare how three different AI tools interpret the same visual prompt, then chart the style differences and speculate why. | Classify | Arts | Content Creation, Information & Data Literacy |
| Students use AI to search for examples of AI metaphors in fiction or nonfiction, then present how each example frames AI conceptually. | Classify | Humanities | Communication & Collaboration, Content Creation |
| Students annotate a diagram of a machine learning workflow generated by an AI diagramming tool (like diagrams.net + ChatGPT). | Summarize | STEM | Hardware & Software, Career Competencies |
| Watch a video created by an AI video generator, then write a short explanation of how the AI created visual transitions or effects. | Summarize | Arts | Content Creation, Information & Data Literacy |
| Use ChatGPT to ask questions about how it selects sources or builds answers, then write a paragraph explaining its logic. | Summarize | Humanities | Information & Data Literacy, Problem Solving |
| Students complete a guided reflection form on past AI tools they’ve used, what worked well, what confused them, and what they want to improve. | Identify | STEM | Career Competencies, Problem Solving |
| Students fill in a digital journal after exploring 3 AI tools for creativity (e.g., Midjourney, ChatGPT, Lumen5), noting personal ease/difficulty. | Identify | Arts | Career Competencies, Hardware & Software |
| Students reflect on how their research habits have changed after using AI tools, using a Google Doc worksheet shared for peer feedback. | Identify | Humanities | Communication & Collaboration, Career Competencies |
| Students record a screen-capture tutorial using AI assistants (like GitHub Copilot or Scribehow) to demonstrate the steps of a workflow relating to their course or intended career field. | Recall | STEM | Career Competencies, Communication & Collaboration |
| Students complete a step-by-step walkthrough of uploading audio into an AI music tool (like Amper Music), then explain each step to a partner. | Recall | Arts | Hardware & Software, Communication & Collaboration |
| In a scavenger hunt, students identify procedures for detecting AI-generated content in academic writing using tools like Turnitin or ZeroGPT. | Recall | Humanities | Safety, Problem Solving |
| In small groups, students use ChatGPT to look up and compile definitions for types of machine learning (supervised, unsupervised, reinforcement) and create a mini-poster. | Recognize | STEM | Career Competencies, Communication & Collaboration |
| Students create a mind map in Canva with AI tool integrations, classifying AI tools into categories like generative, assistive, or curatorial. | Recognize | Arts | Hardware & Software, Career Competencies |
| Students use an AI chatbot to summarize and categorize different ethical theories used in AI ethics debates, then quiz each other. | Recognize | Humanities | Safety, Communication & Collaboration |
| Use an AI art platform and list all features available in the tool; then match them to their creative applications in a worksheet. | List | Arts | Hardware & Software, Content Creation |
| In a timeline-building activity, students label key developments in AI history | List | Humanities | Career Competencies, Information & Data Literacy |