Implications of Generative AI on Higher Education Assessment and Design Research

I have been participating in a working group at Lancaster University exploring our response to the rapid adoption of various generative AI technologies. We have been collectively trying to explore the potential risk for students and the institution alike. We presented some preliminary results in this short paper, which was presented at the DIS conference’s workshop titled Towards a Design (Research) Framework with Generative AI.

Alongside the implications for teaching, in the paper we discuss some of the parallels between design-oriented teaching/assessment and design-oriented research approaches.

You can download the paper here.

Written by

Dr Joseph Lindley

Joe leads Design Research Works and is a Senior Research Fellow at Lancaster University. He is passionate about the value of Design Research, in particular in applying that value to the challenges associated with emerging technologies, rapid societal change, and living sustainably. Probably best described as a 'generalist' his research practice usually involves material engagements with possible futures.