Teachers as designers and guardians of the task structure across all three AIRIS phases¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A strategy specifying concrete teacher actions in each phase: selecting tasks requiring genuine prior-knowledge activation, monitoring whether students critically compare AI outputs or simply accept them, and orchestrating reflection so epistemic responsibility is explicitly located with the learner. The article also recommends that "Teachers should therefore communicate transparently with their students about the epistemic demands and limitations of AI use, and with colleagues and administrators about the instructional strategies they are adopting".

Design Implications¶

Context¶

Requirements¶

• Teachers must be able to evaluate AI outputs in their domain, identify plausible errors, and design tasks that resist AI completion

Constraints¶

• Current teacher preparation programs have not yet systematically addressed these competencies

Target Learners¶

• introductory physics students, via their teachers

Target Learning Goals¶

• protecting the integrity of the learning task at every stage of AI-augmented instruction

Affordances¶

• Airis Framework Cognitively Activated Ai Augmentation

Related Strategies¶

• Three-Phase Lesson

Examples¶

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Key Sources¶

• Jochen Kuhn, Stefan Küchemann, David J. Rakestraw, & Patrik Vogt. (2026). It's Not the Tool, It's the Task: A Framework for Cognitively Activated AI Augmentation in Physics Instruction. https://arxiv.org/abs/2601.13812