2024 AESOP special session on Generative Artificial Intelligence in Planning Education
Please consider submitting an abstract to the AESOP special session on Generative Artificial Intelligence in Planning Education. The special session is hosted within Track 10 Education.
Deadline: 31st January 2024
Conference dates: 8-12 July 2024.
Organisers:
Deadline: 31st January 2024
Conference dates: 8-12 July 2024.
Organisers:
Juliana Martins, The Bartlett School of Planning, UCL,
Bahar Durmaz-Drinkwater, UCL and London Southbank University,
Elena Besussi, The Bartlett School of Planning, UCL
Full details and abstract submission link: https://aesop-planning.
Keywords: Planning education, artificial intelligence, planning practice, epistemic frame
The accessibility and capabilities of recent Generative Artificial Intelligence (AI) tools, namely large language models such as ChatGPT, had a profound impact in the education sector. In particular, it sparked intense debates around assessment design, and how to guarantee the integrity of typical forms of assessment. Increasingly, the discussion has broadened to look at ways in which AI should be integrated in education, how to prepare students to work with AI in the future, and how to use it in teaching and learning.
In this session, we aim to critically discuss the impact, challenges and potential of AI in Planning Education. We aim to contribute to identify key lines of enquiry in this emergent field of research and teaching practice, as well as approaches being developed. We will approach scholarly journals for the publications of a selection of submitted papers.
We would like to invite papers which explore, but are not limited to:
The impact of AI in critical skills development Integrating AI in teaching, learning and/or assessment The potential of AI for enhancing planning education The impact of AI in planning practice and new skills required for planners The ethical challenges of AI Inclusive education and AI Critical analysis of AI knowledge models
Keywords: Planning education, artificial intelligence, planning practice, epistemic frame
The accessibility and capabilities of recent Generative Artificial Intelligence (AI) tools, namely large language models such as ChatGPT, had a profound impact in the education sector. In particular, it sparked intense debates around assessment design, and how to guarantee the integrity of typical forms of assessment. Increasingly, the discussion has broadened to look at ways in which AI should be integrated in education, how to prepare students to work with AI in the future, and how to use it in teaching and learning.
In this session, we aim to critically discuss the impact, challenges and potential of AI in Planning Education. We aim to contribute to identify key lines of enquiry in this emergent field of research and teaching practice, as well as approaches being developed. We will approach scholarly journals for the publications of a selection of submitted papers.
We would like to invite papers which explore, but are not limited to:
The impact of AI in critical skills development Integrating AI in teaching, learning and/or assessment The potential of AI for enhancing planning education The impact of AI in planning practice and new skills required for planners The ethical challenges of AI Inclusive education and AI Critical analysis of AI knowledge models
