Abstract
This paper considers how we can adapt HE design pedagogies in response to the emergence of generative AI (GenAI) tools. We focus on the authors’ own HE institution and describe our work through the first half of 2023 to understand the impact of these tools on how our students approach their work, and to adapt our design pedagogies in response. This paper includes accounts of student attitudes to these tools, and the outcomes of our own experimentation with contemporary GenAI tools (ChatGPT4, MidJourney5). We identify 12 challenges for design pedagogy that span assessment, student learning and teaching deliver which our design pedagogy and foreground the unique ways GenAI tools could disrupt the learning that takes place in a student design project. We respond with adaptations adopted by our institution for 2023, and speculate about how future pedagogic design projects could be structured to best support student learning augmented by GenAI.
Keywords
pedagogy; ai; teaching
DOI
https://doi.org/10.21606/drs.2024.953
Citation
Whitham, R., Jacobs, N., Coulton, P., Stockton, G., and Lindley, J. (2024) Re-imagining and reaffirming design pedagogy in response to generative AI tools, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.953
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Re-imagining and reaffirming design pedagogy in response to generative AI tools
This paper considers how we can adapt HE design pedagogies in response to the emergence of generative AI (GenAI) tools. We focus on the authors’ own HE institution and describe our work through the first half of 2023 to understand the impact of these tools on how our students approach their work, and to adapt our design pedagogies in response. This paper includes accounts of student attitudes to these tools, and the outcomes of our own experimentation with contemporary GenAI tools (ChatGPT4, MidJourney5). We identify 12 challenges for design pedagogy that span assessment, student learning and teaching deliver which our design pedagogy and foreground the unique ways GenAI tools could disrupt the learning that takes place in a student design project. We respond with adaptations adopted by our institution for 2023, and speculate about how future pedagogic design projects could be structured to best support student learning augmented by GenAI.