Large classes make guest lectures simultaneously attractive and fragile: they can add authenticity and professional visibility, yet access, interaction, and post-lecture consolidation are difficult to sustain at scale. This paper reports a guest lecture design embedded in a 12-week postgraduate project management module enrolling 284 business school students. Four practitioner sessions (2 hours, including moderated Q&A) were delivered as Zoom-enabled events: one speaker joined remotely; three were delivered on campus while live-streamed and recorded. Recordings were posted to the virtual learning environment with AI-generated transcripts and summary notes, lightly edited to correct obvious errors, and students completed a low-stakes end-of-module reflection where guest-lecture insights could be integrated. A post-series survey indicates strong uptake of recordings and substantial perceived value of AI artefacts for review and reflection, alongside a consistent social presence trade-off for remote delivery. Design implications are offered for inclusive, sustainable guest-lecture pedagogy in large classes.