Making Learning CLEAR: Empowering Students Meta-Learning
This session revisits Making Learning CLEAR: Empowering Students’ Meta-Learning, a classroom-grounded approach to ethical and reflective AI use first presented at an international AI in education conference in Chongqing. Drawing on action research conducted in a Grade 10 MYP English context, the session introduces the CLEAR framework (Cite, Log, Explain, Analyze, Reflect) as a practical structure for supporting transparency, student agency, and academic integrity in AI-rich learning environments. Participants will examine key findings from the pilot implementation, including patterns in student reflection, challenges with documenting AI use, and emerging ethical awareness. The session then extends beyond a single subject to explore how CLEAR can be applied across disciplines and interdisciplinary units, positioning AI not as a tool to be managed, but as a postdigital condition that reshapes professional judgment, assessment, and learning design. Attendees will leave with concrete examples, discussion prompts, and adaptable strategies for use in their own school contexts.
Facilitated By
Sean Miller
Assistant Principal, Stamford American School Of Hong Kong
Sean Miller is a secondary school leader based in Hong Kong and currently serves as Assistant Principal (Academic) at Stamford American School. He has over 20 years of experience in secondary education as a teacher, curriculum leader, and instructional coach. Sean holds a Master’s degree in Educational Technology from the University of British Columbia, where his research focused on ethical AI, algorithmic literacy, and postdigital approaches to teaching and learning. His recent conference presentations, including Making Learning CLEAR: Empowering Students’ Meta-Learning, draw on classroom-based action research exploring transparency, student agency, and academic integrity in AI-rich learning environments. He is currently pursuing a Doctor of Education at the University of Hong Kong, where his proposed research examines how postdigital literacy is enacted in secondary schools through educators’ professional judgment, leadership practices, and ethical responses to AI.
