This study presents a pedagogical experiment on the integration of AI into the project studio in the early stages of design education. The motivation of the study is to support creative encounters in design studios by promoting student-design representation, student-student, and student-artificial intelligence (AI) interaction. In the scope of this study, a short-term studio project is used as a case study to examine these creative encounters. The experiment covers five stages that enable a recursive analysis-synthesis action. The stages include (i) precedent analysis of a given set of building façades images, (ii) feature extraction, (iii) composing new façade representations through employing previously generated features, (iv) training an AI by the use of styleGAN2-ADA with the outcomes of stage 3, (v) Use of synthetically generated façade images as a design driver. The pedagogical experiment is evaluated through the lenses of novelty, style, surprisingness, and complexity concepts. The challenges and potentials are introduced, as well as elaborations on the future directions of the interplay between AI-oriented making and first-year student making.

No abstract

No abstract

No abstract

This article discusses the idea of otherness in design education and introduces a new approach that merges the potentials of collaborative and individual design. The aim is for each individual student to discover how others design to criticise and derive their own ways of designing. Therefore, the discussion here focuses on the process of becoming aware of other designers and the importance of being with others while designing. I call this state the Field of Otherness. It is something that cannot be described or taught; it is a relative and indeterminate zone based on the existence of others. It is a set of potentials in which designers oscillate and their design aspects merge into a multiplicity. In this article I argue that by discovering others, designers encounter each other in the Field of Otherness and this enables them to design diversely. To broaden the discussion within this context, an experimental one‐day project called the Factory is explored. The main idea of the project was to introduce students to the Field of Otherness, in which they would design by continual ‘as ifs’ and oscillations to meet the other; who is precisely unfamiliar, unexpected, unknown and inexperienced. Interviews with students three months after the project are used to investigate the effects. These interviews can also be seen as fragments of the otherness experience of the students.