In this post, I will share some common pitfalls you may encounter when creating a visual syllabus with AI tools, along with examples from this case study.
1. Be Mindful of AI-Generated Text
AI often adds new text or automatically paraphrases the source content. This can subtly change the original meaning, introduce assumptions, or stray from the original intent. In some cases, this could be misleading to students. For specific components of the syllabus such as course learning objectives and university-wide course policies, it is especially important to preserve the exact wording and terminology. Always review AI-generated text and compare it with the original syllabus content before finalizing your design.
2. Don’t Underestimate the Impact of Design Themes and Styles
Design themes and styles can have a greater impact than you might expect. Simply specifying elements such as colour palette, fonts, and visual style—for example, academic, professional, playful, animated, or illustrative—can significantly improve the design and help it align with your course context and goals. Some AI tools, such as Gemini Notebook, also provide built-in style options that allow you to experiment with different visual approaches with just a few clicks.
Below are two designs generated using the same AI tool and source content. They demonstrate how different style and theme choices can produce significantly different results.
3. Consider UDL and WCAG
It is easy to be impressed by how quickly AI tools can generate polished visual designs. However, it is not always easy to determine whether these designs align with accessibility and inclusive design principles. While AI-generated graphics and visual elements can be engaging, it is important to consider whether they are appropriate and meaningful for the intended content and audience.
Universal Design for Learning (UDL) and Web Content Accessibility Guidelines (WCAG) provide useful frameworks for evaluating and refining AI-generated designs. Consider accessibility from the beginning rather than treating it as a final step.
The sample prompts provided in the other posts include specific UDL- and WCAG-focused instructions to help guide the design process. For more information, see the following resources:
Key Takeaways
The focus should be on the intention, not the tools. AI is simply one of many tools that can help bring your ideas to life; it should not be the end goal. The important questions are not whether you use AI, but why you are using it and how it can support your instructional goals.
Start by identifying why you want to create a visual syllabus. Is it simply because it looks more appealing, or is there a specific purpose related to student learning and engagement? Which sections of the syllabus would benefit from being presented in a more visual or interactive format? Why would this change be meaningful for you and your students?
Having a clear purpose and intention—rather than focusing primarily on the tools—can help guide your design decisions and lead to a visual syllabus that genuinely meets your instructional needs and supports student learning.