Abstract
The spread of AI in education raises a practical question: how can everyday teachers build their own digital literacy so that AI strengthens, rather than weakens, the design of a course? This paper shares a practice-based model from advanced English for Academic Purposes tracks at Ruppin Academic Center, Israel, where calibration was developed not in a lab but in the realities of a blended, assessment-heavy program. Calibration here meant turning AI into both a noticing and auditing tool: through routines like curriculum bridges that linked lessons, interlocked tasks and assignments across synchronous and asynchronous study, and alignment checks against objectives and rubrics. These practices trained educators to notice continuity and coherence, with AI serving as a safeguard while final authority remained with the teacher. In turn, this literacy was mirrored for students. In one asynchronous unit, for example, calibration routines guided students to compare robotic, overly rehearsed job-interview answers with more natural ones—learning to NOTICE how AI-like fluency can fail in authentic communication. This gave them discernment as a real-life skill within an action-oriented academic course. The outcome was a design where educator literacy drove coherence, and student literacy developed through guided noticing. The key message is that calibration is not technical wizardry but a practitioner’s know-how: repeatable habits that any teacher can adopt to demystify AI, safeguard pedagogy, and build future-ready learning.
Presenters
Julie BordetskySenior Instructor & Coordinator of Advanced English for Academic Purposes Tracks in Business and Social Sciences, EPIC Department, Faculty of Social & Community Sciences, Ruppin Academic Center, HaMerkaz, Israel
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Digital Literacy for Future Readiness
KEYWORDS
CALIBRATION, DIGITAL LITERACY, FUTURE-READY LEARNING, HIGHER EDUCATION, TECHNOLOGIES
