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Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - Re-imagining and Reaffirming Design Pedagogy
AU - Whitham, Roger
AU - Jacobs, Naomi
AU - Coulton, Paul
AU - Stockton, Glynn
AU - Lindley, Joseph
PY - 2024/6/23
Y1 - 2024/6/23
N2 - This paper considers how we can adapt higher education (HE) design pedagogies in response to the emergence of generative artificial intelligence (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 and MidJourney v5). We identify 10 challenges for design pedagogy that span assessment, student learning and teaching delivery, foregrounding the unique ways GenAI tools could disrupt the learning that takes place in a student design project. In response we present the adaptations adopted by our institution for the coming year, and speculate about how future pedagogic design projects could be structured to best support student learning augmented by GenAI.
AB - This paper considers how we can adapt higher education (HE) design pedagogies in response to the emergence of generative artificial intelligence (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 and MidJourney v5). We identify 10 challenges for design pedagogy that span assessment, student learning and teaching delivery, foregrounding the unique ways GenAI tools could disrupt the learning that takes place in a student design project. In response we present the adaptations adopted by our institution for the coming year, and speculate about how future pedagogic design projects could be structured to best support student learning augmented by GenAI.
U2 - 10.21606/drs.2024.953
DO - 10.21606/drs.2024.953
M3 - Conference contribution/Paper
T3 - DRS2024 Boston: Design Research Society Conference 2024
BT - DRS 2024: Research Papers
A2 - Gray, Colin M.
A2 - Ciliotta, Estefania Chehade
A2 - Hekkert, Paul
A2 - Forlano, Laura
A2 - Cuiccarelli, Paolo
A2 - Lloyd, Peter
PB - Design Research Society
CY - Boston
T2 - Design Research Society 2024: Resistance, Recovery, Reflection, Reimagination
Y2 - 24 June 2024 through 28 June 2024
ER -