Abstract
This conceptual paper explores the use of the Laurillard Conversational Framework (LCF) as a learning design approach for the development of an AI literacy short course for higher education staff and students. A persona development was used to identify and prioritise which potential aspects of AI literacy were to be included in the course. These personas, which were representative of the diverse needs, motivations, and challenges of potential participants, guided the selection of course content, learning activities, and assessment strategies. The learning design was mapped to the LCF’s six ways of learning. These include learning through acquisition, inquiry, discussion, practice, production, and collaboration, ensuring that participants can engage with AI literacy through multiple, complementary modes of learning. Here, the Learning Design Tool hosted by the Open University in the United Kingdom was used. Collaborating with colleagues, we iteratively refined the course through the LCF’s discursive, adaptive, interactive, and reflective cycles, aligning pedagogical intent with needs derived from the personas. The approach to learning design highlights how persona-guided design, anchored in the LCF’s ways of learning, can produce contextually responsive, pedagogically sound, and inclusive professional learning experiences for integrating AI literacies.
Presenters
Faiq WaghidHead of Deparment, Funani Centre for Higher Education Development, Cape Peninsula University of Technology, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Digital Literacy for Future Readiness
KEYWORDS
AI literacy Laurillard Conversational Framework Ways of learning Persona development
