Article about using ChatGPT as a virtual colleague for post-graduate course development
Summary of an article about exploring the use of ChatGPT as a virtual colleague within design education course development
This article presents an exploration of artificial intelligence (AI), particularly ChatGPT, within design education course development. It begins by acknowledging the distinct nature of design as an educational discipline and the challenges it has faced from the digital revolution, including the democratisation of design and the rise of in-house design teams. Tools like ChatGPT have also prompted discussions on the ethical use of AI in academia and its influence on traditional educational practices. The study examines how ChatGPT has been perceived and utilised in educational settings, highlighting potential benefits and risks. The discussion section delves into the practical application of ChatGPT in designing course materials for design education. The authors reflect on their experience, noting ChatGPT’s efficiency in creating structured templates and potentially aiding in brainstorming and editing, but also its severe limitations in relation to human educators, as well as in understanding context and diversity in design disciplines. The article emphasises the need for experienced human educators to achieve accurate and relevant outcomes. In conclusion, the article acknowledges ChatGPT’s potential for organising design learning content and its possible time-saving benefits. However, it also raises concerns about the homogeneity of AI-generated educational materials and the ethical and practical considerations of using such content in designing curricula for future design professionals. The authors suggest that while ChatGPT may be a valuable tool, its use in educational design requires careful consideration of its limitations and impacts on the creative and analytical development of students. The article advocates for further research.