Reimagining Course Materials: Interactive Syllabus & AI-Enhanced Lesson Planning

Zia Hassan, MAT, PCC

IBM

DC Teaching

Microsoft

Now

  • PhD student at Hopkins
  • ICF-Certified Life & Engagement Coach
  • Podcast producer/host
  • EdTech Consultant

I help people find meaning in the midst of change.

92% students use AI.

88% have used it for an assessment

(Freeman, 2025)

"You can't google these answers!" 🤦‍♂️

ChatGPT, did you write this? 🤔

Yes, it is highly likely that this was written by an AI.

What's your rationale?

It has complete sentences, proper grammar, and correct spelling. It is clear and concise.

Four score and seven years ago... ⚡

It is highly likely that this was written by an AI.

The essay is dead. RIP, essay. ✍️

(Kidding. Kinda.)

No one knows what to do. Time to experiment. 🥼

A central reason why students take shortcuts

(McCabe, 2021)

It's a motivation problem.

(Deci & Ryan, 1980; Miller et al., 2017)

Let's improve our syllabi using a lens

Possible Lenses

  • Rewriting sections to be more clear
  • Creating a table
  • Calculating dates (careful)

Let's talk to our syllabus

Possible lenses

  • Logistics
  • Policies
  • Planning
  • Motivation
  • Resources/Support

What are some potential prompts we could ask?

Try it out.

Let's create a group prompt.

Lesson Planning with AI Assistance

Biggest Pitfall?

Offloading excessively

Lenses

Post in the chat

What is your androgogical/pedagogical lens for lesson planning?

If you don't have one, tell your AI what you normally do, and it will tell you what theorists you're drawing upon.

The Monisha method

You try it

Curricular Alignment

"Given these course outcomes and weekly topics, identify where there might be gaps or redundancies. Suggest scaffolding strategies."

What about for students?

AIAS

Perkins, Furze, Roe & MacVaugh (2024). The Al Assessment Scale

Implementation

What are 1-3 commitments you will make after today's workshop?

Thanks

zhassan4@jh.edu

linkedin.com/in/zia-s-hassan

Slides are available at

ziahassan.com/reimagine

Handout available at

-ziahassan.com/reimagine.docx

References

  • Atchley, Paul, Hannah Pannell, Kaelyn Wofford, Michael Hopkins, and Ruth Ann Atchley. “Human and AI Collaboration in the Higher Education Environment: Opportunities and Concerns.” Cognitive Research: Principles and Implications 9, no. 1 (April 8, 2024): 20. https://doi.org/10.1186/s41235-024-00547-9.
  • Deci, Edward L., and Richard M. Ryan. “Self-Determination Theory: When Mind Mediates Behavior.” The Journal of Mind and Behavior 1, no. 1 (1980): 33–43.
  • Dweck, Carol S. Mindset: The New Psychology of Success. 1st ed. New York: Random House, 2006.
  • Freeman, Josh. “Student Generative AI Survey 2025,” n.d.
  • Kohn, Alfie. “The Case Against Grades (##).” Alfie Kohn (blog), November 2, 2011. https://www.alfiekohn.org/article/case-grades/.
  • McCabe, Donald L., Linda Klebe Trevino, and Kenneth D. Butterfield. “Cheating in Academic Institutions: A Decade of Research.” Ethics & Behavior 11, no. 3 (July 2001): 219–32. https://doi.org/10.1207/S15327019EB1103_2.
  • Miller, Angela D., Tamera B. Murdock, and Morgan M. Grotewiel. “Addressing Academic Dishonesty Among the Highest Achievers.” Theory Into Practice 56, no. 2 (April 3, 2017): 121–28. https://doi.org/10.1080/00405841.2017.1283574.
  • Rogers, Carl R. Freedom to Learn. Studies of the Person. Columbus, Ohio: Merrill, 1969.
  • Yeager, David S., Marlone D. Henderson, Sidney D’Mello, David Paunesku, Gregory M. Walton, Brian J. Spitzer, and Angela Lee Duckworth. “Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation.” Journal of Personality and Social Psychology 107, no. 4 (October 2014): 559–80. https://doi.org/10.1037/a0037637.