I worked as the instructional designer, visual designer, and content developer from start to finish. I identified the instructional challenges, assessed educators' needs, created scripts and storyboards for the videos, and designed visual handouts.

I served as the sole instructional designer and Rise developer. I articulated the purpose, designed the learning objectives, selected interaction types, developed content, and configured the course structure, theme, and responsive layout within Rise. 

The primary audience included K–12 teachers from different subjects, grade levels, and districts across the United States who are beginning to use AI tools for lesson planning and tailoring instruction. They often have limited time, varying comfort with technology, and prefer practical, reliable strategies over abstract ideas.

The course targets K–12 educators who are experimenting with AI tools to create quizzes, lesson plans, rubrics, and other instructional materials but lack a reliable mental model for prompting.

Many educators want to use generative AI to brainstorm ideas and create classroom resources, but they find it hard to craft effective prompts, select appropriate tools, and evaluate the quality and potential biases of AI outputs. This often leads to inconsistent results, wasted planning time, and growing frustration, which can contribute to burnout instead of easing their workload.

Educators were spending excessive time wrestling with AI tools and receiving inconsistent results because they did not know how to clearly communicate their goals, context, and constraints in their prompts. This “prompt guessing” was feeding burnout and undermining the promise of AI as a supportive teaching assistant.

To understand the visual and instructional problem, I consulted with a curriculum developer and colleagues in AI for Education and reviewed existing projects. I collected survey and poll data on topics that generate high interest and preferred formats for resources. I found that teachers need materials that are easy to scan and visually organized, such as editable PDFs, decision trees, and short videos, which they can quickly interact with during planning tasks.

I began by clarifying the business and learning problem, then examined educators' needs regarding AI communication, time constraints, and PD preferences. I identified that educators needed structured vocabulary, immediately relevant examples, and low‑stakes practice to move from trial‑and‑error prompting to more intentional, repeatable techniques.

I followed a phased process: defining the visual problem, researching the audience, ideating concepts, then conceptualizing and visualizing the final direction. During ideation, I developed scripts, storyboards, and production plans that evolved from text‑heavy designs into narrative, scenario‑based visuals centered on a fictional teacher, navigating real classroom challenges.​

My goals were to help educators articulate the principles of effective prompting, select suitable AI tools for specific instructional tasks, and draft prompts that produce usable outputs on the first attempt. Success would be evident when educators could independently craft prompts that include a clear task, audience, context, and format, and accurately distinguish strong prompts from weak ones in practice activities.

I structured the course as a sequence of short lessons, each focused on a single concept aligned with the CLEAR framework and supporting objectives. I intentionally combined content blocks, interaction blocks, and knowledge checks so that learners moved repeatedly between concept explanation, visual anchors, and applied decision‑making. 

I designed the material using cognitive load theory, narrative-based learning, and dual coding, making sure each visual element had a clear instructional purpose. I used C.A.R.P. principles (Contrast, Alignment, Repetition, Proximity) and structured the content with a three-act story format, interactive hotspots, and color-coded frameworks like the SPECIF-IC prompt model to help make complex strategies easy to remember and understand.

Each lesson focused on one key skill, with short explanations and opportunities to practice. I included activities such as matching, role-relevant multiple-choice questions, and visual tables that directly relate to daily educator tasks, making the learning experience feel genuine and practice-oriented.