A new planning tool may contain many useful functions, but a complete tour is rarely the best introduction. Teachers usually approach a tool with an immediate need: adapt this text, prepare language objectives or structure tomorrow's activity.

Begin with that task and show teachers how to check the result. Generated links and technical explanations may be wrong.

Onboarding should be organised by task

Provide separate short guides for common tasks so teachers can return to the relevant step. Separate basic navigation, source adaptation, lesson generation and section editing. A teacher who needs to change assessment criteria should not have to search through a general introduction first.

Local support matters as well. One colleague who has already completed a few tasks can answer small questions that would otherwise stop use. Share useful prompts and checked examples with colleagues.

Classroom example: JSON, Java and late entry

In class 4 DINF, the platform generated a three-hour B2 activity on JSON and Java with content objectives, language objectives, learning tasks, assessment and extension material. The teacher added a requirement for free Java libraries and divided the work into JSON basics followed by a small programming project.

Francesco Casinini joined the pilot later than colleagues who had followed the project from the beginning. He received a 20-minute tutorial covering the whole tool. He found it comprehensive but difficult to absorb and recommended shorter videos for navigation, generation and editing.

During later work on AI types and ethics, several generated multimedia links looked plausible but opened inactive pages. They had to be replaced. The issue provided a clear implementation lesson: a suggested resource is not a verified resource.

Build verification into normal planning

Link checking should not be treated as an advanced technical audit. Open every external page, confirm that it contains what the activity claims and make sure it is accessible on school devices. Check technical statements against a trusted source or the teacher's subject knowledge.

The same routine applies to adapted texts. Compare them with the source for missing qualifications. Test synthetic pronunciation of specialist terms. Review the age, timing and group instructions. Check the draft against its sources and the needs of the class before using it.

A workable school introduction

  • Choose one first task that solves a current planning need.
  • Provide a five-minute guide for that task.
  • Identify one colleague for practical support.
  • Share two or three checked examples and prompts.
  • Require links, technical claims and adapted meaning to be checked before use.
  • Collect specific feedback and revise the guidance after the first month.