{"id":26,"date":"2026-09-25T00:39:21","date_gmt":"2026-09-25T00:39:21","guid":{"rendered":"https:\/\/nmi.cool\/ai\/?page_id=26"},"modified":"2026-09-25T15:08:37","modified_gmt":"2026-09-25T15:08:37","slug":"for-instructors","status":"publish","type":"page","link":"https:\/\/nmi.cool\/ai\/for-instructors\/","title":{"rendered":"For instructors"},"content":{"rendered":"

TEACHING WITH THIS WORKBOOK<\/strong><\/p>

This module introduces students to Codex through a small project they can build, test, and revise in about 100 minutes. It assumes no coding experience and uses the desktop app on Mac or Windows. Students leave with a browser-based planner and a record of their decisions.<\/p>

Use it when it fits your course<\/h2>

The module supports your course\u2019s AI policy; it does not replace it. Assign it when students have the foundation you want them to bring to AI work. In courses that delay AI use, make that timing explicit before sharing the activity.<\/p>

Before class, confirm that students can install the app and access Codex. Let them know whether ChatGPT Plus is encouraged or required. Claude Pro is separate and is not a substitute for Codex access in this module. Students should not discover a purchase requirement halfway through the exercise.<\/p>

Learning outcomes<\/h2>

By the end, students should be able to:<\/p>

  1. Explain how a coding agent works with project files and why its output needs review.<\/li>
  2. Write a focused brief with context, boundaries, and observable success criteria.<\/li>
  3. Open and interact with a generated project on their computer.<\/li>
  4. Report a problem clearly, test a revision, and explain one design or behavior choice.<\/li>
  5. Document AI\u2019s contribution alongside their own decisions and checks.<\/li><\/ol>

    Three ways to assign it<\/h2>
    Independent module \/ about 100 minutes<\/strong><\/summary>

    Assign Lessons 1\u20136 in order. Ask students to keep the completion evidence in Lesson 6. Plan for up to two hours, especially when students are installing the app for the first time.<\/p><\/details>

    One 75-minute class + preparation<\/strong><\/summary>

    Assign Lessons 1\u20132 before class (25 minutes). Use 10 minutes for the brief, 25 for the build, 25 for testing and revision, and 15 for a demonstration and reflection. Check access before the class meeting.<\/p><\/details>

    Two 50-minute meetings<\/strong><\/summary>

    Meeting one: orientation (10), setup (15), brief (10), and the first 15 minutes of the build. Meeting two: finish the build (10), test and revise (25), and explain the work (15).<\/p><\/details>

    Suggested completion evidence<\/h2>

    These are suggested requirements to adapt, not a program-wide grading policy. Ask for the final project file, before\/after screenshots, an initial brief and useful follow-up prompt, at least three actual test results, and a 150\u2013250 word reflection. The student-facing checklist is in Lesson 6<\/a>.<\/p>

    WHAT TO LOOK FOR<\/strong><\/p>

    Direction:<\/strong> The student\u2019s brief names an audience, a manageable scope, and a way to check success.<\/p>

    Verification:<\/strong> The test record describes actions and outcomes. It includes retesting after a change, not only Codex\u2019s claim that tests passed.<\/p>

    Judgment:<\/strong> The student can explain why a revision helped and identify a remaining limitation.<\/p>

    Understanding:<\/strong> The student can demonstrate the app and explain one behavior in their own words.<\/p>

    Disclosure:<\/strong> The student clearly identifies Codex\u2019s contribution and credits other sources or assets.<\/p><\/div>

    Adapt the activity, keep the process<\/h2>