PROMPT ENGINEERING ON THE ENGINEERING DESIGN PROCESS
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Valentine, Rod
Series: E&PDE
Institution: University of Bath, United Kingdom
Page(s): 449 - 454
DOI number: 10.35199/EPDE.2024.76
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
The aim of this paper is to consider the impact of AI in engineering design teaching in traditional MEng undergraduate courses. AI is presently making headlines, so it would be interesting to use and see what it produces for existing design coursework. The coursework is in the first year and is intended to give students experience of the design process in which they also apply engineering drawing practice from semester 1. The students enrol onto our programmes with good analytical skills from their high grades in maths, and similar, so design and the teaching of it needs to pitched at a level which they can engage in and not be overwhelmed. Equally, because coursework is “open” assessment they will and should be able to research any resource for knowledge and inspiration especially in the concept phase. So, does it matter if students use AI? After all, they ought to be technologically aware. Here, the author will explore AI (software) by focusing on two existing design assessments and review the findings. One assessment is worked on in groups of six or seven and each student must contribute and concept drawing. Students have often commented that after generating three concepts, it is difficult to think of different ones. Maybe AI is helpful here as ideas generator and one can take a relaxed view of its usage. Conversely, it might provide images with poor functionality. Either way, it will be useful as an educationalist to know more about AI and this will be of benefit to the author. As mentioned, students are new to design and need support to increase their appreciation of mechanisms and design elements, and to that end, the learning materials are chosen carefully to help them step through the process. If AI can short circuit that process, then the danger is that they “cut and paste” with little design learning. There is a thin here, as students can use the web, so how much further does AI really help in completing the assignment’s deliverables…
Keywords: coursework assessment, design teaching