At the heart of the SAILeR project lies the ambition to rethink how educators design and deliver learning in the AI era. The project follows a human-centred and design thinking approach, structured through four thematic work packages (WPs) that redefine the relationship between learning design, artificial intelligence, and digital ecosystems.

WP2 – Vision of Learning Design

Led by the University of Oulu and co-led by Goethe University Frankfurt, this work package helps educators articulate their vision for a course or programme through storytelling and narrative-based learning design. The approach encourages teachers to express their pedagogical ideas as a coherent story — starting from the “why” of learning and moving toward the “how”.

Using storytelling, educators create a narrative of the learner’s journey — defining key moments of engagement, challenges, and achievements — which helps shape meaningful learning experiences. A new collaborative environment will be developed within the Balanced Design Planning (BDP) tool, enabling educators to visualise and communicate their ideas creatively before engaging in detailed planning.

WP3 – AI Assistant for Learning Design

Led by the University of Zagreb (FOI) and co-led by the University of Groningen, this WP develops and tests an AI assistant integrated into the BDP tool. The assistant will guide educators in formulating learning outcomes, ensuring constructive alignment, and interpreting design analytics, while supporting multiple European languages.

WP4 – Learning Design and Course Delivery Ecosystem

Led by Goethe University Frankfurt and co-led by the University of Groningen, this WP connects the learning design process with learning management systems (LMSs) and learning analytics. It will develop AI functionalities for content creation and delivery, allowing educators to generate course materials, activities, and feedback directly from their design plans.

WP5 – Study Program Learning Design

Led by Universitat Oberta de Catalunya and co-led by University of Zagreb (FOI), this WP extends learning design from individual courses to entire study programmes. It includes case studies, training materials, and a policy framework for integrating AI and learning analytics into curriculum design and quality assurance.

Together, these results will form a foundation for AI-enhanced, ethically informed, and human-centred learning design in European higher education.