Skip to main content

For facilitators and community learning hosts

Teach the reasoning.
Make room for practice.

You do not need to present yourself as an AI expert. Prepare the examples, understand the evidence standards, and help learners explain and improve their work. These resources support facilitation; they do not authorize you to issue an IHA credential.

Prepare before you teach

  1. Complete the independent tasks yourself. Compare your work with the benchmark and identify a question you cannot yet answer.
  2. Rehearse a source-to-draft demonstration. Show one failure, how you noticed it, and what you changed.
  3. Check devices, reading needs, language, and access. Offer paper or spoken work with the same criteria. Do not require a paid AI account.
  4. Agree on privacy and consent. Use the provided fictional briefs; invite personal examples only when learners choose and can safely anonymize them.
  5. Arrange specialist support for questions beyond your competence. Saying “we need to verify that” models the judgment being taught.

A sample 75-minute session

This is a planning example, not a required pace. Split the session when learners need more time.

  • 0–10: Ask learners to recall a prior decision and explain the new task.
  • 10–25: Inspect a flawed output, invite observations, and demonstrate the repair.
  • 25–40: Guided practice in pairs; coach with questions rather than supplying every answer.
  • 40–60: Independent changed case. Learners produce an artifact and explain a choice.
  • 60–70: Review against criteria, make one revision, and record why.
  • 70–75: Exit question, unresolved issues, and a short recall task for tomorrow.

Make review consistent

Use three judgments: needs revision, supported in this artifact, and demonstrated on a changed task. Record the actual evidence, not a general impression. A confident explanation with incorrect facts needs revision. An uncertain learner with sound evidence deserves specific recognition.

Before reviewing a group, have two facilitators independently review the same sample. Compare criterion by criterion, discuss disagreements, and record the decision rule. Escalate unresolved judgments. The online self-review is a learner reflection, not an instructor score.

Grow delivery with evidence

Begin with a small facilitated group. Check whether people can complete the work, explain it later, and use it in a changed situation. Track access barriers and revision needs alongside satisfaction. Expand only when teaching and feedback capacity can keep pace.

Learners can keep work on their device or explicitly save a private draft to their Academy account. Account-saved drafts contribute to Academy activity reporting and are accessible to authorized staff. These guides do not enroll a group or assign a reviewer. Agree how you will review artifacts before hosting a group.

Discuss a hosted learning group

Our design draws on worked examples, retrieval, and spaced practice described by IES, and the human agency and application dimensions in UNESCO’s AI competency framework. These references do not constitute endorsement or accreditation.