Abstract
By leveraging generative AI, first-year students in web and multimedia programs are asked to collaborate on transdisciplinary topics to recreate learning content, thereby fostering creativity, innovation, and intercultural understanding. The purpose of this study was to explore the integration of generative AI technology into first-year web and multimedia curricula. Academics from different faculties participated in this study as subject matter experts, and sent in classroom presentations which they felt could be revamped and improved using generative AI. In realistic and ill-structured activity-based learning settings, this action research followed three iterative cycles of co-creation to (1) evaluate the impact of generative AI on student learning outcomes,autonomous learning, communication skills, creativity, and intercultural competence development; (2) provide support and training for students to effectively utilize generative AI tools in recreating learning content; and (3) foster a culture of inclusivity, diversity, and equity through collaborative and creative learning experiences. The implications of this study foster a Learning Design Framework that emphasizes collaborative, experiential, and technology-enhanced learning approaches comprising of Co-Creation Pedagogy, Multidisciplinary Project-Based Learning, Experiential Learning Activities, Technology-Enhanced Learning Environment, Peer Collaboration and Feedback, Reflective Practice and Meta-Cognition, Inclusive and Intercultural Learning and the Assessment for Learning and Growth.
Presenters
Sandhya GunnessSenior Lecturer, Centre for Innovative and Lifelong Learning, University of Mauritius, Quatre Bornes, Mauritius
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Co-Creation, Transdisciplinary Competences, Graduate Skills, Inner Development Goals, Action Research
