AI Ready Graduates Initiative

As the lead instructional designer for this initiative, I identified critical gaps in how the AI literacy frameworks were being communicated to faculty. The original module content assumed learners would arrive with context that had never been provided, including the relationship between two distinct institutional frameworks, how AI levels are assigned at the assessment level, and what those levels mean for day-to-day teaching.

Drawing on cognitive load theory and UDL principles, I restructured the module introduction to orient faculty to the full framework before asking them to engage with any single level, reducing extraneous cognitive load and creating a clear bridge between foundational AI literacy concepts and their practical classroom application.

This work required close collaboration with the content owner to untangle overlapping terminology, establish consistent naming conventions, and translate academic framework language into plain, accessible training content designed for busy higher education professionals.