🏗️ The Architect’s Blueprint

In the heart of the Islands of Innovation, you uncover an ancient architect’s table. As you unroll its parchment, the lines shimmer and rearrange themselves—revealing not just structures, but pathways for minds to explore. This is no ordinary blueprint; it’s a living guide to designing learning journeys.

Why this tool transforms teaching:

📐 Structure complex modules into intuitive sections
🧩 Scaffold knowledge with clear signposts
🎯 Focus attention on what matters most

"Great design is invisible—it feels inevitable. Like the best learning paths."

Your Design Mission

🛠️ Task: Build AI-Generated Module Blueprints

Prompt AI with:
"Design a Canvas LMS module blueprint for [topic] with 4 sections: Overview, Weekly Topics, Assessments, and Resources. Use #1a6a8b as the primary color. Include: headings, subheadings, and placeholder text for each section."
Implement the HTML (or refine AI’s output)
Test the flow: Ask colleagues if the structure feels intuitive

💡

Pro Tip: Use the tabbed example below as a template for layered content.

Briefing
Supporting Resources
AI Statement

Title: The role of physiotherapists in Promoting Health through Physical Activity

Due: Fri 25th Apr, 2025

Words: 2500 - 50% of module load

Sections:

The principles of Health Promotion - definitions of HP, key issues in HP, Planning models, evaluation of…etc
Physical Activity Guidelines for Health - a review of the epidemiological evidence on benefits of activity and
The role of physiotherapists in promoting good health - demonstrate engagement with professional standards, recommendations and wider behaviour change principles relevant to physio practice

Learning Outcomes Assessed:

1. Demonstrate a broad understanding in the theory of therapeutic exercise and physical activity and the role of physiotherapists in such field.

4. Identify the principles and concepts of health promotion and improvement.

Teaching and learning resources available to support this task

Notes to support this work:

Info: The content offered below is only a guide. Don't feel you have to include all of it in each section.

Increase your Grade: The best work will have concise, well-referenced descriptive content but will also have critical analysis throughout.

1. The Principles of Health Promotion

See content on this page Health Promotion: An Overview
Potential content:
- What is Health Promotion? definitions, examples, different types of HP intervention, settings approach (e.g. schools, hospitals), behavioural approach (eg smoking, drinking)
- Acknowledge the range of socioecological/wider determinants of health
- How has Health Promotion changed over the years? Examples of practice, reasons for change, current values/practices, medical v community approaches
- The ethics of health promotion: e.g. personal agency v central control, voluntary change versus coercion (see Nuffield ladder), social inequalities and inequities (does everyone get the same opportunity to change? Does our intervention benefit those who need it the most or those who are easiest to reach?)
- Current Health Promotion challenges - e.g. countering misinformation, globalisation and the challenges of working across nations (e.g. laws only apply in one country), globalised marketplace (e.g. the purchase of drugs online)
See Scriven, A. (2017). Promoting Health: A Practical Guide (7th Ed.). Elsevier Health Sciences. [Ch 2: What is Health Promotion?]

2. Physical Activity Guidelines for Health

See content on this page Physical Activity Guidelines
Potential content:
- Briefly explain the link between physical (in)activity and (poor) health.
- Explain what the National Physical Activity Guidelines are; be brief when outlining the detail, explain their purpose/scope/context etc
- Cover some of the key epidemiological evidence linking activity levels with health; e.g. CVD, bone health, mental health, diabetes, cancer, etc
- Include some critical analysis (along the way). See the potential for critical analysis on this page in the first section https://www.benjanefitness.com/news-1/PAguidelines (e.g. can one do too much exercise, issues around HIIT exercise, active v sedentary, frequency versus volume, importance of strength exercise, changes in messaging across the lifespan)

3. The role of physiotherapists in promoting good health

See content on page Health Promotion and Physiotherapy
Potential content:
- Explain why and how physiotherapists are well placed to make a positive impact on good health of the wider public.
- Acknowledge the various frameworks and guidance related to physiotherapy practice that support the wider role of physiotherapists in the UK and beyond.
  - e.g. Allied Health Professions Public Health Strategic Framework 2019-2024
  - e.g. RSPH, MECC, Social Prescribing, NHS Improvement, Clinical Champions programme etc
- Give examples of how these factors should impact upon practice.

Other resources to help learning

Note-taking & Information Management

How to Critique Research/Literature

Finding Sources of Information

How to Demonstrate Critical Analysis

"Critical analysis" is often hard to achieve but the following recommendations are offered as examples that might help inspire you to produce work that achieves higher grades. You don't need to include all of them, they are just prompts for thinking. There are also more ways of demonstrating critical analysis. Critical analysis is more than "what's good and what's bad about something", or "suggesting that one research publication is to be ignored because it was published more than ten years ago". Have a read and be inspired.

Contextualise information: Place ideas within their broader historical, cultural, or theoretical framework.
Evaluate evidence: Assess the quality, relevance, and reliability of sources and data used to support arguments.
Consider multiple perspectives: Explore different viewpoints and interpretations of the subject matter.
Examine common assumptions: Don't accept information at face value; examine the underlying beliefs and premises.
Identify strengths and weaknesses: Analyze both the merits and limitations of arguments or theories.
Analyse relationships: Identify connections, patterns, or contradictions between different concepts or arguments.
Apply theoretical frameworks: Use relevant theories or models to interpret and evaluate information.
Recognise bias: Identify potential prejudices or preconceptions in sources and if appropriate, in your own thinking.
Propose alternatives: Describe different approaches or solutions based on the evidence and if appropriate, your own analysis of the subject matter.
Draw reasoned conclusions: Synthesise your analysis to form well-supported, logical judgments about the topic.

NB: All of this should be attempted in the third person, academic voice and while making use of underpinning citations and references.

Be Inspired: Visit the Academic Phrasebank page, "Being Critical", and see if you can find inspiration and even specific phrases that you can adapt for your own writing - https://www.phrasebank.manchester.ac.uk/being-critical/

AI Statement for this Assessment

The use of Generative AI (GenAI) apps (e.g. ChatGPT, Google Gemini, Perplexity.ai) presents many opportunities for studying in Higher Education. Still, it also comes with some risks to the quality of your coursework and assessments as it has not been sat in class with you and submission of word-for-word GenAI content as your own words is not acceptable. There is more extensive advice on its appropriate use and you are encouraged to engage with that advice.

For this Assessment, Acceptable Use of Generative AI would be:

Use of writing tools supported by the University: e.g. Grammarly or Studiosity are available for help with spelling and grammar issues.
Use of Gen AI to clarify key areas within a topic: if you are feeling lost within any given topic, ask an AI app to outline the key areas that are usually associated with a topic
Use it to assess knowledge: ask it to produce review questions or multiple-choice questions on a particular topic if you think it might help you work out what you do and don't have a good grasp of.
Use AI to better understand/clarify a difficult piece of text so you can work towards your own understanding. Used as an educational tool, it can help you to make sense of difficult text.
Use it as a starting point for the assessment task: to brainstorm, to give you an indication of what’s required, to help you understand the essay question, to clarify concepts that you are having difficulty understanding.
Use it to help you create a plan for your work: Ask it for an outline to this task
Use it as starting point to identify gaps in research and areas to investigate further (being mindful of bias, assumptions etc).
Ask AI to check the referencing for you and identify consistently incorrect practices that could be improved.
Use it for feedback on your work. ask it where your work could be improved.

For this Assessment, Inappropriate Use of Generative AI would be:

Take multiple sections of text directly from AI and use it without editing and adapting it - Gen AI-generated text can have notable identifying features that make it stand out as being AI-generated. The less you know about a topic, the greater risk that the GenAI text you use does not make sense to the knowledgeable reader.
Copy and paste a paragraph from a source and ask AI to paraphrase it directly for you and then use that text directly.
Copy references used in an AI-generated text without verifying their credibility and reading the original source.

If in doubt...

Talk to your tutors about your use of GenAI. During the module sessions, and weeks before the assessment is due, ask about ways in which GenAI can help, especially if you are unsure if your intended use is acceptable or crosses the line to inappropriate
Keep developing versions of your assessment work as it progresses.
- If tutors are marking your work and they have any questions, it is great to be able to show how your work progressed with and without the use of GenAI.
- Label them logically and keep your files and folders well organised (e.g. have a sub-folder for old versions).
- This is good practice anyway as you may need to go back to a previous iteration of your work.
- Once you have moved on to the next semester and you have your grades back you can tidy up your folders and delete the draft versions.

↑ Go to the top of this page

</> HTML for this page

<div class="enhanceable_content tabs">
<ul>
<li>
<h4><span style="background-color: #ecf0f1;"><a style="background-color: #ecf0f1;" href="#tab-1">Briefing</a></span></h4>
</li>
<li>
<h4><span style="background-color: #ecf0f1;"><a style="background-color: #ecf0f1;" href="#tab-2">Supporting Resources</a></span></h4>
</li>
<li>
<h4><span style="background-color: #ecf0f1;"><a style="background-color: #ecf0f1;" href="#tab-3">AI Statement</a></span></h4>
</li>
</ul>
<div id="tab-1">
<h3><strong>Title: The role of physiotherapists in Promoting Health through Physical Activity</strong></h3>
<p><strong>Due:<span> <span style="color: #e03e2d;">Fri 25th Apr, 2025</span></span></strong></p>
<p><strong>Words: 2500 - 50% of module load</strong></p>
<p><strong>Sections: </strong></p>
<ol>
<li><strong>The principles of Health Promotion<span> </span></strong><span>- definitions of HP, key issues in HP, Planning models, evaluation of…etc</span></li>
<li><strong>Physical Activity Guidelines for Health<span> </span></strong><span> - a review of the epidemiological evidence on benefits of activity and </span></li>
<li><strong>The role of physiotherapists in promoting good health - </strong><span> </span>demonstrate engagement with professional standards, recommendations and wider behaviour change principles relevant to physio practice
<hr />
</li>
</ol>
<p><strong>Learning Outcomes Assessed</strong>: </p>
<p>1. Demonstrate a broad understanding in the <strong>theory of therapeutic exercise and physical activity</strong> and the <strong>role of physiotherapists</strong> in such field.</p>
<p>4. Identify the <strong>principles and concepts of health promotion</strong> and improvement.</p>
<p style="text-align: center;"> </p>
<p> </p>
</div>
<div id="tab-2">
<h3>Teaching and learning resources available to support this task</h3>
<p><strong>Notes to support this work:</strong></p>
<ul>
<li>Treat these 3 mini-essays as separate pieces of writing so that each has an intro, main section and ending. (No need for an intro or ending for the whole piece.)</li>
<li>Reference lists can be at the end of each piece of writing OR in one section at the very end. Whatever is easiest for you. </li>
<li>Word count is for the total writing however it is sensible to have an even spread of words across each. </li>
<li>For more help with writing try these resources <a class="inline_disabled" href="https://www.benjanefitness.com/studyskills/writing" target="_blank" rel="noopener">Writing</a>, <a class="inline_disabled" href="https://www.benjanefitness.com/studyskills/paragraph" target="_blank" rel="noopener">Writing Better Paragraphs</a>, <a class="inline_disabled" href="https://www.benjanefitness.com/studyskills/reportingverbs" target="_blank" rel="noopener">Reporting Verbs</a></li>
</ul>
<p> </p>
<div class="ic-flash-info">
<div class="ic-flash__icon" aria-hidden="true"><i class="icon-info"><span class="dp-icon-content" style="display: none;"> </span></i></div>
<strong>Info</strong>: The content offered below is only a guide. Don't feel you have to include all of it in each section.
</div>
<p> </p>
<div class="ic-flash-success">
<div class="ic-flash__icon" aria-hidden="true"><i class="icon-check"><span class="dp-icon-content" style="display: none;"> </span></i></div>
<strong>Increase your Grade</strong>: The best work will have concise, well-referenced descriptive content but will also have critical analysis throughout.
</div>
<p>1. <strong>The Principles of Health Promotion<span> </span></strong></p>
<ul>
<li>See content on this page <a title="Health Promotion: An Overview" href="https://marjon.instructure.com/courses/5229/pages/health-promotion-an-overview?wrap=1" data-api-endpoint="https://marjon.instructure.com/api/v1/courses/5229/pages/health-promotion-an-overview" data-api-returntype="Page">Health Promotion: An Overview</a></li>
<li><em>Potential </em>content:
<ul>
<li>What is Health Promotion? definitions, examples, different types of HP intervention, settings approach (e.g. schools, hospitals), behavioural approach (eg smoking, drinking)</li>
<li>Acknowledge the range of socioecological/wider determinants of health</li>
<li>How has Health Promotion changed over the years? Examples of practice, reasons for change, current values/practices, medical v community approaches</li>
<li>The ethics of health promotion: e.g. personal agency v central control, voluntary change versus coercion (see Nuffield ladder), social inequalities and inequities (does everyone get the same opportunity to change? Does our intervention benefit those who need it the most or those who are easiest to reach?)</li>
<li>Current Health Promotion challenges - e.g. countering misinformation, globalisation and the challenges of working across nations (e.g. laws only apply in one country), globalised marketplace (e.g. the purchase of drugs online)</li>
</ul>
</li>
<li>See Scriven, A. (2017). Promoting Health: A Practical Guide (7th Ed.). Elsevier Health Sciences. [<a href="https://booksite.elsevier.com/samplechapters/9780702044564/Promoting%20Health%20-%20Sample%20Chapter.pdf" target="_blank" rel="noopener">Ch 2: What is Health Promotion?</a>]</li>
</ul>
<p> </p>
<p><strong>2. Physical Activity Guidelines for Health</strong></p>
<ul>
<li>See content on this page <a title="Physical Activity Guidelines" href="https://marjon.instructure.com/courses/5229/pages/physical-activity-guidelines?wrap=1" data-api-endpoint="https://marjon.instructure.com/api/v1/courses/5229/pages/physical-activity-guidelines" data-api-returntype="Page">Physical Activity Guidelines</a></li>
<li><em>Potential </em>content:
<ul>
<li>Briefly explain the link between physical (in)activity and (poor) health.</li>
<li>Explain what the National Physical Activity Guidelines are; be brief when outlining the detail, explain their purpose/scope/context etc</li>
<li>Cover some of the key epidemiological evidence linking activity levels with health; e.g. CVD, bone health, mental health, diabetes, cancer, etc</li>
<li>Include some critical analysis (along the way). See the potential for critical analysis on this page in the first section <a href="https://www.benjanefitness.com/news-1/PAguidelines" target="_blank" rel="noopener">https://www.benjanefitness.com/news-1/PAguidelines</a> (e.g. can one do too much exercise, issues around HIIT exercise, active v sedentary, frequency versus volume, importance of strength exercise, changes in messaging across the lifespan)<strong></strong></li>
</ul>
</li>
</ul>
<p> </p>
<p><strong>3. The role of physiotherapists in promoting good health</strong></p>
<ul>
<li>See content on page <a title="Health Promotion and Physiotherapy" href="https://marjon.instructure.com/courses/5229/pages/health-promotion-and-physiotherapy?wrap=1" data-api-endpoint="https://marjon.instructure.com/api/v1/courses/5229/pages/health-promotion-and-physiotherapy" data-api-returntype="Page">Health Promotion and Physiotherapy</a></li>
<li><em>Potential </em>content:
<ul>
<li>Explain why and how physiotherapists are well placed to make a positive impact on good health of the wider public.</li>
<li>Acknowledge the various frameworks and guidance related to physiotherapy practice that support the wider role of physiotherapists in the UK and beyond.  
<ul>
<li>e.g. Allied Health Professions Public Health Strategic Framework 2019-2024</li>
<li>e.g. RSPH, MECC, Social Prescribing, NHS Improvement, Clinical Champions programme etc</li>
</ul>
</li>
<li>Give examples of how these factors should impact upon practice.</li>
</ul>
</li>
</ul>
<p>Other resources to help learning</p>
<p><span style="color: #34495e;"><a title="Note-taking & Information Management" href="https://marjon.instructure.com/courses/5229/pages/note-taking-and-information-management" data-course-type="wikiPages" data-published="true" data-api-endpoint="https://marjon.instructure.com/api/v1/courses/5229/pages/note-taking-and-information-management" data-api-returntype="Page">Note-taking & Information Management</a></span></p>
<p><span style="color: #34495e;"><a title="How to Critique Research/Literature" href="https://marjon.instructure.com/courses/5229/pages/how-to-critique-research-slash-literature" data-course-type="wikiPages" data-published="true" data-api-endpoint="https://marjon.instructure.com/api/v1/courses/5229/pages/how-to-critique-research-slash-literature" data-api-returntype="Page">How to Critique Research/Literature</a></span></p>
<p><a title="Finding Sources of Information" href="https://marjon.instructure.com/courses/5229/pages/finding-sources-of-information-2" data-course-type="wikiPages" data-published="true" data-api-endpoint="https://marjon.instructure.com/api/v1/courses/5229/pages/finding-sources-of-information-2" data-api-returntype="Page">Finding Sources of Information</a></p>
<p> </p>
<div style="margin: 50px 15% 50px 15%; background-color: #003d4f;">
<h4 style="position: relative; top: -20px; left: -20px; padding: 20px; background: #fff; border: 2px solid #003d4f;"><strong>How to Demonstrate Critical Analysis</strong></h4>
<div style="position: relative; top: -20px; left: -20px; padding: 20px; background: #fff; border: 2px solid #003d4f;">
<p><span class=""><span class="">"Critical analysis" is often hard to achieve but the following recommendations are offered as examples that might help inspire you to produce work that achieves higher grades. You don't need to include all of them, they are just prompts for thinking. There are also more ways of demonstrating critical analysis. Critical analysis is more than "what's good and what's bad about something", or "suggesting that one research publication is to be ignored because it was published more than ten years ago". Have a read and be inspired. </span></span></p>
<ol class="marker:text-textOff list-decimal pl-8">
<li><span class=""><span class=""><strong>Contextualise information</strong>: Place ideas within their broader historical, cultural, or theoretical framework.</span></span></li>
<li><span class=""><strong>Evaluate evidence</strong>: Assess the quality, relevance, and reliability of sources and data used to support arguments.</span></li>
<li><span class=""><strong>Consider multiple perspectives</strong>: Explore different viewpoints and interpretations of the subject matter.</span></li>
<li><span class=""><strong>Examine common assumptions</strong>: Don't accept information at face value; examine the underlying beliefs and premises.</span></li>
<li><span class=""><strong>Identify strengths and weaknesses</strong>: Analyze both the merits and limitations of arguments or theories.</span></li>
<li><span class=""><span class=""><strong>Analyse relationships</strong>: Identify connections, patterns, or contradictions between different concepts or arguments.</span></span></li>
<li><span class=""><span class=""><strong>Apply theoretical frameworks</strong>: Use relevant theories or models to interpret and evaluate information.</span></span></li>
<li><span class=""><span class=""><strong>Recognise bias</strong>: Identify potential prejudices or preconceptions in sources and if appropriate, in your own thinking.</span></span></li>
<li><span class=""><span class=""><strong>Propose alternatives</strong>: Describe different approaches or solutions based on the evidence and if appropriate, your own analysis of the subject matter.</span></span></li>
<li><span class=""><strong>Draw reasoned conclusions</strong>: Synthesise your analysis to form well-supported, logical judgments about the topic.</span></li>
</ol>
<p><span class=""><strong>NB</strong>: All of this should be attempted in the third person, academic voice and while making use of underpinning citations and references. </span></p>
<p><span class=""><strong>Be Inspired</strong>: Visit the Academic Phrasebank page, "Being Critical", and see if you can find inspiration and even specific phrases that you can adapt for your own writing - <a href="https://www.phrasebank.manchester.ac.uk/being-critical/" target="_blank" rel="noopener">https://www.phrasebank.manchester.ac.uk/being-critical/</a> </span></p>
</div>
</div>
<p> </p>
</div>
<div id="tab-3">
<h2>AI Statement for this Assessment</h2>
<p>The use of Generative AI (GenAI) apps (e.g. ChatGPT, Google Gemini, Perplexity.ai) presents many opportunities for studying in Higher Education. Still, it also comes with some risks to the quality of your coursework and assessments as it has not been sat in class with you and submission of word-for-word GenAI content as your own words is not acceptable. There is more extensive advice on its appropriate use and you are encouraged to engage with that advice. </p>
<h4>For this Assessment,<span> </span><span style="color: #169179;"><strong>Acceptable Use of Generative AI </strong></span>would be: </h4>
<ul>
<li><strong>Use of writing tools supported by the University: </strong>e.g. Grammarly or Studiosity are available for help with spelling and grammar issues.</li>
<li><strong>Use of Gen AI to clarify key areas within a topic</strong>: if you are feeling lost within any given topic, ask an AI app to outline the key areas that are usually associated with a topic</li>
<li><strong>Use it to assess knowledge</strong>: ask it to produce review questions or multiple-choice questions on a particular topic if you think it might help you work out what you do and don't have a good grasp of.</li>
<li><strong>Use AI to better understand/clarify a difficult piece of text</strong><span> </span>so you can work towards your own understanding. Used as an educational tool, it can help you to make sense of difficult text.</li>
<li><strong>Use it as a starting point for the assessment task</strong>: to brainstorm, to give you an indication of what’s required, to help you understand the essay question, to clarify concepts that you are having difficulty understanding.</li>
<li><strong>Use it to help you create a plan for your work: </strong>Ask it for an outline to this task</li>
<li>Use it as starting point to<span> </span><strong>identify gaps in research</strong><span> </span>and areas to investigate further (being mindful of bias, assumptions etc).</li>
<li><strong>Ask AI to check the referencing for you</strong><span> </span>and identify consistently incorrect practices that could be improved.</li>
<li><strong>Use it for feedback on your work</strong>. ask it where your work could be improved.</li>
</ul>
<h4>For this Assessment,<span> </span><span><strong><span style="color: #e03e2d;">Inappropriate Use of Generative AI</span> </strong></span>would be: </h4>
<ul>
<li><strong>Take multiple sections of text directly from AI and use it without editing and adapting it</strong> -<strong> </strong>Gen AI-generated text can have notable identifying features that make it stand out as being AI-generated. The less you know about a topic, the greater risk that the GenAI text you use does not make sense to the knowledgeable reader.</li>
<li><strong>Copy and paste a paragraph from a source and ask AI to paraphrase it directly for you</strong><span> </span>and then use that text directly.</li>
<li><strong>Copy references used in an AI-generated text without verifying their credibility</strong><span> </span>and reading the original source.</li>
</ul>
<h4>If in doubt...</h4>
<ul>
<li><strong>Talk to your tutors</strong> about your use of GenAI. During the module sessions, and weeks before the assessment is due, ask about ways in which GenAI can help, especially if you are unsure if your intended use is acceptable or crosses the line to inappropriate</li>
<li><strong>Keep developing versions</strong><span> </span>of your assessment work as it progresses.
<ul>
<li>If tutors are marking your work and they have any questions, it is great to be able to show how your work progressed with and without the use of GenAI.</li>
<li>Label them logically and keep your files and folders well organised (e.g. have a sub-folder for old versions).</li>
<li>This is good practice anyway as you may need to go back to a previous iteration of your work.</li>
<li>Once you have moved on to the next semester and you have your grades back you can tidy up your folders and delete the draft versions.</li>
</ul>
</li>
</ul>
<p> </p>
</div>
</div>
<p> </p>
<p style="text-align: center;"><a style="font-size: 18pt; color: #ffffff; background-color: #003d50; padding: 10px 20px; text-decoration: none; border-radius: 5px;" role="button" href="#top" aria-label="Go to the top of this page"> ↑ <span style="font-size: 14pt;">Go to the top of this page</span> </a></p>
<p> </p>

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