WHO IS DOING THE THINKING? — Original English narration

Reading a text fluently does not mean we have learned it. The real question is: can we explain it after closing the source? Imagine studying transport across a cell membrane. First, make a prediction. Then examine the model. Finally, without looking at the screen, explain the direction of water movement and your reasoning. A wrong answer is not the end of learning. It is the starting point for feedback. Returning to the question on another day creates a different learning opportunity from rereading it repeatedly in one sitting. Now let us add artificial intelligence. Instead of asking for a ready-made summary, we can ask for a question at first-year medical student level, ask the tool to wait before revealing the answer, and request feedback on our reasoning. But a fluent answer is not necessarily a correct answer. Check each important claim in its original source. Verify that the source exists, check its date, and see whether it actually supports the claim. Do not share patient information or personal data. Record the tool, the prompt, and the changes you made. Students take responsibility for learning. Teachers provide guidance and feedback. The institution supports access and a safe learning environment. Now choose a topic with your group. Design one learning outcome, one activity, and one piece of evidence that would show learning. Finally, ask yourselves: who is doing the thinking in this design?

Voice: HeyGen, Annie - Lifelike, synthetic narration; not a clone of a real participant. Captions follow the generated word timestamps.
Sources: https://pubmed.ncbi.nlm.nih.gov/19930508/ ; https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research ; https://www.who.int/publications/i/item/9789240084759