The framework for learner-centred and verifiable language models (in education) published by Hans Visser  and shared in this post aligns well with one of the projects  we are currently working on: ‘Supporting Discipline-specific Teacher Digital Agency development with respect to AI-assisted Instructional Design’ that aims to develop and validate a framework that will enable educational institutions, teachers, and developers to assess the instructional added value of AI-assisted lesson planning applications beyond mere functionality, to make informed choices regarding the selection and implementation of these technologies and provide guidelines to use them effectively and ethically.

 

Designed for use in initial and in-service teacher education the related OER materials include a) and formative document to raise awareness of ways in which GenAI can support lesson planning and the role of the teacher making use of the currently available tools and platforms involved b) a quality evaluation framework to enable quick scans of affordances and limitations of GenAI-based lesson planning tools to support the tool selection process c) descriptions of the key teacher competences required to optimize the efficiency and impact of the generated teaching and learning activities (context engineering and a priori assessment of generated lesson plan and related learning activities) d) guidelines and an evaluation framework to support the development of the respective competencies involved. (more about what triggered this initiative in the blogpost Reviewing AI-powered Lesson Planning Tools

A paper about these topics is planned to be submitted to the Magazine of the Dutch national association of language teachers and the related materials mentioned are also part of TELLConsult’s #ErasmusPlus course ‘Getting better results when using AI for lesson planning and materials production’ 

2026 Course #9 Getting better results when using AI for lesson planning and materials production