Evolving Practice
From Dissertation to Digital Channel: A Novel Assessment Framework for Enhancing Digital Marketing Education in UK Higher Education
Paper Presentation in a Themed Session Angela Green
There have been numerous calls to integrate digital technologies into teaching and learning practices in Higher Education (Robbins, 2023). New technologies provide fresh opportunities for learning and transformative pedagogy. This paper explores the development and implementation of a “dissertation alternative” module, where students conduct research that culminates in the creation of an Instagram channel, rather than a traditional written dissertation. The study highlights the value of "Active Pedagogy" and demonstrates how the diverse teaching strategies employed in this non-traditional module enabled students to actively engage in real-world, personally meaningful work. It showcases how students became digital content creators, producing static images, long- and short-form video content, as well as audio podcast materials. The process required students to engage with digital tools used in the digital marketing industry, conduct research, and engage in reflection. Alongside lecture-based content, students learned how to become digital marketing influencers in a field of their choice. As a key focus of this research is how the module designer incorporated the principles of The Gold Standard Project-Based Learning Model (Buck Institute for Education, 2019) to foster creativity, critical thinking, and collaboration. The paper also addresses some of the challenges encountered in developing this innovative approach to teaching and assessment.
Integrated Internship Programs in Architectural Education: A Collaborative Model for Critical Thinking and Interdisciplinary Learning
Paper Presentation in a Themed Session I Hsuan Wang
This research explores the integrated internship program within the architecture curriculum at National Cheng Kung University (NCKU) Department of Architecture, highlighting its potential as a collaborative model for interdisciplinary education. Architecture, by nature, emphasizes coordination and collaboration, making its pedagogical approaches particularly relevant in addressing contemporary challenges like AI integration and sustainability. The program connects the design studio—focused on critical thinking and problem-solving frameworks—with the internship process, where students actively reflect on their learning and critically observe industry practices. Pre-internship preparation equips students with targeted skills and sets learning objectives that align with academic and professional expectations. During their internships, students engage in experiential learning by applying their knowledge to real-world spatial and social challenges. Post-internship, students return to the classroom with a broader perspective, enriching their final-year thesis work with insights gained through reflective practice. In the era of AI and sustainability, the internship process becomes an exchange: students bring fresh perspectives to industry projects, while simultaneously gaining firsthand knowledge of the complexities of professional practice. Feedback from industry partners underscores the value of this dynamic, where businesses also learn from students’ critical observations and adaptive approaches. This study positions architectural education as a framework for fostering critical thinking and interdisciplinary collaboration, inviting exploration of how its models can inspire other disciplines. By sharing insights from this curriculum design, the research contributes to broader discussions on how education can prepare students to navigate and shape an increasingly complex world.
Featured AI as Co-trainer: Exploring the Boundaries of Human-AI Pedagogical Collaborations
Paper Presentation in a Themed Session Francisca Onaolapo Oladipo
The rise of artificial intelligence (AI) in education presents unprecedented opportunities for transforming teaching and learning processes. As AI shifts from a tool to a collaborator, its potential to co-form, guide, and enhance educational experiences raises essential questions about its role in pedagogy. This paper examines the boundaries of human-AI pedagogical collaborations, discussing how AI can support human educators, adapt to diverse learner needs, and redefine the essence of teaching and mentorship. Case studies and frameworks are presented to highlight the opportunities and challenges in integrating AI as a co-formator in education. The paper answers the following questions: (1) How can AI act as a co-formator in education? (2) What boundaries exist in human-AI pedagogical collaborations? (3) How do we preserve the essence of human mentorship in an AI-enhanced system?
