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Design with Artificial Intelligence


Name of the Course:    Design with Artificial Intelligence
Department/Faculty:    Communication Design BA Course
Faculty of Architecture and Design
Year:    2023/2024
Instructor:    Volkan Mengi
Office Hours:    To ensure effective communication and academic support, students are required to schedule appointments via email for in-person or online consultations. Appointments must be made at least 24 hours in advance. Office hours are not intended for general inquiries or announcements. Failure to adhere to this policy may result in rescheduling.


Currıculum map of design with artificial intelligence course    
Course overview/description:    
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Course Materials    
Weekly Course Schedule for 14 Weeks:    
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The danger of artificial intelligence destroying creativity   
Addressing biases and ethical Issues In AI design.    
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Keeping up with the quick development of design integration and AI.    
Managing the technical difficulties posed by AI tools.    
Balancing artistic exploration with AI tools' limitations.    
Encouraging Inter-disciplinary communication and comprehension.    
Future of the course:    


Many communication design departments conduct design education using a multidisciplinary approach, giving students a broad skill set and an in-depth knowledge of the concepts and methods of visual communication. Numerous courses that include topics such as graphic design, typography, branding, user experience (UX) design, and interaction design are taken by students. The program places a strong emphasis on combining academic knowledge with practical experience, which helps students improve their critical thinking and creative problem-solving skills.
Students learn to create, iterate, and implement design solutions that successfully express messages and engage target audiences through studio-based projects, workshops, and critiques. The societal and historical facets of design are also understood within the context of research techniques, design history, and visual culture courses. In order to prepare students for a variety of job pathways in the dynamic and ever-evolving field of communication design, design education in these programs aims to encourage students' aesthetic expression, technical ability, and strategic thinking.

Additionally, communication design programs should be aware of the significance of providing students with the abilities and information needed to successfully navigate this ever-changing environment as the discipline of design continues to develop. To prepare students for the future of communication design, the universities should incorporate the study of artificial intelligence (AI) into their curriculum. Students learn about the societal and historical facets of design as well as the transformative impact of AI on design techniques and outcomes by introducing AI into the educational framework. The students should study how AI evolved from rule-based systems to more sophisticated machine learning and deep learning algorithms, allowing designers to automate jobs, improve decision-making processes, and collaborate with intelligent design tools. With AI being incorporated into design education, students are better equipped to realize the promise of AI-driven technologies, adapt to the dynamic nature of the design business, and provide innovative solutions through efficient human-machine collaboration.
The field of design has been profoundly impacted by artificial intelligence, which has transformed conventional methods and created new opportunities. The development of AI over time has had a transformative effect on the methods and results of design. Rule-based systems were the primary emphasis of AI at first, helping designers automate tedious activities and increase productivity. But because to developments in machine learning and deep learning, AI is now able to come up with original ideas, support decision-making, and even collaborate on designs. Intelligent design tools have emerged as a result of the symbiotic link between AI and design, allowing designers to explore unexplored territory, gain knowledge from enormous databases, and develop novel solutions. As AI develops, its incorporation into the design industry has the potential to transform workflows, empower designers, and pave the way for a time when collaboration between humans and machines yields effective design results.

It is clear that artificial intelligence offers distinct advantages and the ability to alter design as compared to the traditional design techniques of the past. Traditional design techniques focused on human imagination, wisdom, and intuition; these methods frequently entailed lengthy procedures and little investigation of potential design solutions. AI, on the other hand, brings computing power and data-driven methods to the table, allowing designers to quickly produce and evaluate a variety of design alternatives while also analyzing massive amounts of information. Moreover, designers may produce customized and adaptive designs thanks to AI's capacity to learn from patterns and user feedback. AI-driven solutions can also automate monotonous operations, freeing up designers' time for more strategic and important work. AI expands design possibilities by enhancing human abilities, enabling creativity, effectiveness, and the investigation of fresh solutions that were previously impractical using only conventional techniques.



The purpose of this course is to give students the knowledge and abilities they need to investigate and comprehend how artificial intelligence technologies are used in design and production processes. Students will use artificial intelligence tools in practical applications across a variety of design disciplines throughout the semester to experience the possibilities of these processes. Students will learn how to use artificial intelligence to design and production processes over the 14-week course. Students will have the chance to use real-world AI tool applications as each week's focus will be on a distinct design area or field. The creation of logos, book/magazine covers, children's books, illustrations for posters and other materials, web design, packaging design, character and environment design, comic and graphic novel design, mobile application design, user interface and user experience design, screenwriting, and music production are just a few examples of these applications.
A general introduction to the use of artificial intelligence (AI) in production and various AI tools will be given throughout the course. In order to understand how AI tools can be applied at different phases of design, students will investigate the possibilities of AI in design processes and look at various use cases. During the course, a different design discipline will be the emphasis of each week, giving students the chance to use real-world AI tool applications. Students will learn how to incorporate AI into their work and how it may benefit the design process through these practical exercises. This course intends to teach students design thinking and critical analysis abilities in addition to showing them how artificial intelligence technology may be applied in design and production processes. Students will gain knowledge on how to use AI tools to produce original and creative designs, as well as how to successfully use AI to enhance design workflows.
Students will understand how to integrate AI technologies in design and production processes by the end of the course, be able to use AI tools successfully, and complete original design projects. Students will also be urged to understand the promise and constraints of AI, develop responsibly and ethically, and assess the societal impact of AI technology. Students who complete this course will be well-equipped to use AI technologies in the design industry and will be ready to become designers in the future.


•    Designing using Artificial Intelligence: Understanding the Basics:
o    The use of artificial intelligence in design will be introduced to the students.
o    They will gain knowledge of the development of AI throughout history, from rule-based systems to machine learning and deep learning, as well as how AI has altered conventional design methodologies.
•    Acquiring Useful AI Tools for Design:
o    Different AI technologies that can be used in various design disciplines will be demonstrated to students in real-world settings.
o    Students will learn how to make the most of these technologies in order to produce original ideas, automate tedious tasks, and enhance decision-making procedures.
•    Using AI to Explore Various Design Disciplines: 
o    Each week, a different design discipline—such as graphic design, web design, or user experience design—is the focal point.
o    Students will investigate the use of AI technologies in many fields and gain experience through actual applications.
•    Learning to use AI's processing power and data-driven methodologies. 
o    It is to explore new design possibilities can help students develop their creativity and innovation.
o    They will be motivated to think creatively and create novel solutions that might not have been achievable using conventional design techniques.
•    Understanding the Ethical and Societal Impacts of AI in Design: 
o    Students will be made aware of the moral issues and societal effects associated with employing AI in design.
o    The responsible use of AI, potential biases, and the significance of taking the larger effects of design decisions into account will all be topics of discussion.
•    Using AI to Increase Workflow Efficiency:
o    Students can observe how automating repetitive processes using AI may streamline the design process and free up time for more strategic and creative work.
o    They will also discover how to incorporate AI tools and approaches to improve workflows.
•    Adapting and Customizing Designs Using:
o    Students will discover how AI can develop adaptive designs based on user feedback and pattern recognition.
o    They will learn how to use AI to design goods and experiences that are uniquely theirs.
•    Problem-Solving and Critical Thinking Capabilities:
o    The analysis and management of design difficulties with the aid of AI will help students develop their critical thinking and problem-solving abilities through practical exercises and projects.
•    Getting Ready for the Future of Design
o    This course aims to give students the information and abilities required in an AI-integrated environment in order to prepare them for a career in design.
o    As AI technology advances, students will be urged to constantly adapt and learn.


Undergraduate students pursuing degrees in disciplines like Communication Design, Graphic Design, Media Studies, or related fields are the target audience for this course. Students who have taken foundational courses in design ideas and methods may find it particularly useful. The course is intended for individuals who want to develop their innovative problem-solving abilities in the context of developing technologies and who are curious about the convergence of artificial intelligence and design. This course will be useful for students who have a strong preference for new design methods and wish to integrate AI tools into their creative processes.


•    Understand the core ideas behind artificial intelligence and how to incorporate them into design procedures.
Students will finish this course with a thorough understanding of artificial intelligence's core ideas and how they apply to design. They will discover how these ideas can be successfully implemented into various stages of the design process as they examine topics like machine learning, neural networks, and algorithms. Students will get a solid understanding of AI principles and its potential to improve design outputs through lectures, case studies, and practical exercises.
•    Utilize AI techniques to produce original content in a range of media and formats.
Students will get the chance to use AI tools to create original content across a variety of mediums and formats during the semester. They will learn how to use AI-powered tools and algorithms to automate processes, produce visual components, and improve the creative process as a whole. Students will learn how to successfully use the capabilities of AI tools to create original and compelling ideas through practical projects and experimentation.
•    Utilize AI tools to come up with new solutions and original designs.
Giving students the skills to use AI tools for problem-solving and the creation of creative solutions is one of the course's main goals. Students will gain knowledge of how to evaluate original problems, spot possibilities for integrating AI, and employ AI algorithms to produce original solutions. In order to push the boundaries of experimentation and design thinking and produce novel and unique design concepts, they will investigate the potential of AI in this area.
•    Learn about the ethical and sustainable application of AI techniques.
Integrating AI tools into the design process requires careful consideration of issues of ethics and sustainability. Students will learn about the moral issues and potential repercussions related to the usage of AI in design throughout the course. They will look at things like algorithmic prejudice, data privacy, and the environmental effects of AI-powered processes. Students will be able to use AI technologies in their design work responsibly and sustainably by grasping these concepts and making educated judgments.
•    Evaluate AI-related design and production procedures critically.
This course places a strong emphasis on the development of analytical abilities for analyzing design and production procedures that use AI. Students will have the ability to evaluate the benefits and drawbacks of AI technologies, assess how they affect design outcomes, and pinpoint opportunities for development. They will participate in conversations and debates about the moral, societal, and cultural effects of AI in design. Students will be prepared to make informed decisions and contribute to the appropriate use of AI in the field of design by developing a critical mentality.
•    Learn how to use AI technologies to create and carry out students’ own projects.
Giving students the ability to independently plan and carry out their own projects utilizing AI tools is a key goal of this course. Students will receive hands-on experience using AI approaches to realize their original ideas through exercises, projects, and other academic activities. They will get the chance to experiment with AI algorithms, explore their original design ideas, and develop novel outcomes that demonstrate their skill at incorporating AI into the design process.





Design with artificial intelligence course, expected to be taken as an elective in the 3rd year, will be offered after the completion of the following courses in the first 2 years:

IDE 101 Principles of Design: This course offers a comprehensive understanding of fundamental design elements and principles, guiding students in shaping their ideas into tangible forms. It fosters proficiency in essential design concepts, cultivates visual thinking, and explores design materials, while nurturing compositional skills through formal and spatial components. The course aims to expand students’ cognitive, visual, and technical capacities, while encouraging innovative problem-solving approaches.
IDE 103 Design Visualization I: Covering the nuances of drawing concepts, including perception, line, proportion, and composition, this course delves into fundamental geometric forms, product geometry, and spatial arrangement. It encompasses various drawing techniques such as perspective, orthographic views, and multi-view sketching, facilitating the development of two-dimensional and three-dimensional cognitive abilities. The curriculum encompasses isometric perspectives, shading, complex form delineation, and graphical layout, advancing students' visualization skills.
COD 101 Introduction to Communication Design: This course introduces students to the foundational principles and practices of communication design. It explores the historical evolution of communication design, dynamics of diverse technological platforms, principles of interactive media, creative ideation, and strategies for effective problem-solving. Emphasis is placed on transforming ideas into compelling visual forms, integrating imagery and text for impactful communication, and mastering spatial communication techniques.
COD 103 Graphic Design Tools: Designed to foster computer literacy, this course imparts essential knowledge and skills in computer graphics, with a focus on image processing software. Students delve into theoretical and practical aspects of computer graphics, gaining proficiency in both vector and raster-based software. Through hands-on exercises and assignments, students become adept at utilizing these tools, enhancing their ability to manipulate and create digital visuals.

COD 102 Communicative Practice: This course equips students with the capability to conceptualize and translate ideas into visual language, effectively communicating concepts derived from various media forms, including moving to static and textual to visual contexts. Students gain proficiency in methods, tools, and technologies essential for the impactful presentation of developed projects, with a focus on mediums such as film, literature, advertising, and slogans.
COD 108 Rendering for Design: Integrating traditional and digital techniques, this course acquaints students with diverse sketching and rendering methods, enabling them to vividly illustrate and convey design concepts. Through exploration of the interplay between form and content, students enhance their creativity and grasp of design communication. This course empowers students to experiment with a range of techniques and media, amplifying their visual storytelling abilities.
COD 104 Photography: This course facilitates an in-depth comprehension of photographic language, techniques, and methods. Students gain proficiency in fundamental photographic concepts, camera operation, lighting principles, and digital photo processing. The course empowers students to harness photographic image-processing skills, bolstering their capacity for visually impactful design work.

COD 201 Design Studio I: Focused on applied learning, this course immerses students in communication design through research, concept development, form creation, creativity, and effective visual communication. Students engage in studio-based exercises and discussions, equipping them with methodologies and techniques crucial for navigating the design process. The course enhances students' ability to translate intricate ideas and messages into coherent visual narratives.
COD 203 Video Production: Exploring the foundational grammar of filmic language, this course enables students to undertake meaningful exploration of visual media. Topics encompass mise-en-scene, cinematography, production dynamics, sound-image relationships, and narrative structures including documentary and experimental forms. The course imparts digital video techniques, software proficiency, and moving image principles, empowering students to harness video production methods and image-processing techniques for design applications.
COD 205 Typographic Communication: Centered on typographic principles, this course lays the groundwork for understanding typography's creative potential as a tool for communication. Students delve into the anatomy of letterforms, type history, classification systems, composition, page layout, and the expressive attributes of type. Alongside acquiring essential typographic skills for both print and digital contexts, students hone their creative problem-solving abilities, employing typography in innovative ways for communication design solutions.

COD 202 Design Studio II: Addressing pre- and post-digital visual information and design practices, this course engages students with design theory, critique, and practical application for print and screen media. By examining the interplay of image-text and content, students explore emblem and logotype design, corporate identity systems, visual information systems, and graphic design for various mediums, including books, catalogs, CD-Rom, and web platforms.
COD 204 Visual Media Animated: This course introduces students to 2-Dimensional animation techniques for digital media. Students become adept at employing pixel-based and vector-based programs in animation, mastering techniques for file transmission between these platforms, and engaging in storyboard planning and design. The culmination of the course involves the creation of a 2-Dimensional animation project, showcasing students' proficiency in digital animation and design.





The classes taken in the first two years of the communication design course provide a solid foundation that prepares students for the "Design with Artificial Intelligence " course in their third year. These foundational courses include principles of design (IDE 101), design visualization (IDE 103), introduction to communication design (COD 101), graphic design tools (COD 103), communicative practice (COD 102), rendering for design (COD 108), photography (COD 104), design studio (COD 201, COD 202), video production (COD 203), typographic communication (COD 205), and visual media animation (COD 204).
Analyzing the 14-week course schedule of the "Artificial Intelligence and Design" course, we can see how the knowledge and skills gained from the first two years of courses will contribute to the students' preparedness for each week:
Week 1: Introduction to Production with AI
Students who have taken COD 101 and COD 103 will have a strong understanding of the historical background of communication design and the fundamentals of computer graphics. This background will help them contextualize the role of AI in production and its connection to design.
Week 2: Logo Design and Illustration Preparation
The principles of design and composition learned in IDE 101 and design visualization skills from IDE 103 will aid students in collaborating with AI for logo design and illustration. The typographic skills developed in COD 205 will also support their exploration of AI-generated logo ideas.
Week 3: Book/Magazine Cover Design
Having studied principles of design and communication design approaches in their earlier courses, students will be well-equipped to integrate AI suggestions into book and magazine cover designs effectively.
Week 4: Creating Children's Books
The skills acquired from design visualization (IDE 103) and photography (COD 104) will enhance students' ability to collaborate with AI in creating engaging content for children's books.
Week 5: Character and Environment Design for Computer Games
Students who have learned about 2D and 3D thinking skills in design visualization (IDE 103) will excel in designing characters and environments with the assistance of AI for computer games.
Week 6: Comic / Graphic Novel and Poster Design
The knowledge of graphical layout (COD 103) and typographic communication (COD 205) will enable students to leverage AI for comic and graphic novel design as well as poster design.
Week 7: Web Design and Packaging Design
Students' understanding of user interface and user experience design from IDE 103 and the principles of interactive media from COD 101 will contribute to their effective utilization of AI in web and packaging design.
Week 8: Screenwriting and Music Production
Creative thinking and problem-solving strategies gained from COD 101 will empower students to collaborate with AI for screenwriting and music production. Their visual media animation skills (COD 204) will also be beneficial.
Week 9: Mobile Application and User Interface and User Experience Design
Students' proficiency in user interface and user experience design from IDE 103, coupled with their understanding of interactive media and communication design principles, will support their exploration of AI-enhanced mobile app design.
Weeks 10-14: Final Project Evaluation
The culmination of knowledge from their earlier courses, particularly design studio (COD 201, COD 202), will be evident in their final projects. There are many different studies on the field of design in studio classes, and these 2 studio classes will make significant contributions to the 9 weeks before this week. Their ability to research, develop concepts, and effectively communicate ideas visually will be informed by the skills acquired over the first two years.
Students who have completed the first two years of courses in the communication design program will be well-prepared for the "Design with Artificial Intelligence" course. The principles, skills, and techniques gained from their foundational courses will serve as a strong foundation upon which they can build their understanding and application of AI in various design contexts.


The course materials for this course could include a combination of textbooks, online resources, software tools, and practical examples. Here are some examples:
Textbooks and eBooks:
o    Deutsch, Owen L.. “Artificial intelligence design challenge - Background, analysis, andrelative performance of algorithms.” Journal of Guidance Control and Dynamics 11 (1988): 386-393. 
o    Nilsson, Nils J.. “Artificial Intelligence.” IFIP Congress (1974).
o    He, Wanyu and Xiaodi Yang. “Artificial Intelligence Design, from Research to Practice.” Proceedings of the 2019 DigitalFUTURES (2019)
o    Amarel, Saul. “Artificial intelligence and design.” Proceedings of the 5th Jerusalem Conference on Information Technology, 1990. 'Next Decade in Information Technology' (1990): 315-333.
o    Stahovich, Thomas F.. “Artificial intelligence for design.” (2001).
o    Lee, Jung Sun. “A Study on the Characteristics of Artificial Intelligence Design Cases.” Institute of Art & Design Research (2022): n. pag.
o    Pham, Duc Truong. “Artificial Intelligence in Design.” (1991).

Online Resources:
o    Research papers, articles, and case studies on applications of AI in various areas of design, available through databases like JSTOR, IEEE Xplore, or Google Scholar
o    Online tutorials and courses on platforms such as Coursera, Udacity, or LinkedIn Learning that cover both AI and design topics
o    AI-related resources and blogs from reputable tech companies like Google AI, Microsoft AI, or IBM AI
o    Websites like Medium, Behance, or Dribble for creative inspiration and design trends

Software and Tools:
o    Graphic design software like Adobe Creative Suite (Illustrator, Photoshop, InDesign, XD) or Sketch for design tasks
o    AI-enhanced design tools like Midjourney, Leonardo AI, Runway ML, chatbots such as ChatGPT


The 14-week course schedule is as follows:
1.    Introduction to Production with Artificial Intelligence and Various AI Tools: This week, students will be introduced to the concept of production with artificial intelligence and various AI tools. Students will examine several use cases of AI tools and seek to understand the connection between AI and design.
2.    Logo Design and Illustration Preparation: In this session, we will explore the role of AI in logo design. Students will learn how AI can expedite the logo design process, help generate unique logo ideas, and even predict logo trends based on data analysis. Students will also explore AI tools that can assist in creating complex illustrations, automate certain parts of the design process, and provide data-based suggestions for effective visual communication.
3.    Book/Magazine Cover Design: Students will understand the use of AI in creating compelling and visually appealing book and magazine covers. AI tools can offer data-driven design suggestions, automate repetitive tasks, and provide a platform for quick iterations.
4.    Creating Children's Books: The focus will shift to creating children's books, where students will learn how AI can help in story plot generation, character creation, and illustration. They will get to understand how AI can be leveraged to tailor content based on a child's reading level and preferences.
5.    Character and Environment Design for Computer Games: This week will explore the use of AI in designing unique characters and immersive environments for computer games. AI can automate parts of the design process, help in creating adaptive gaming experiences, and improve player engagement through data analysis.
6.    Comic / Graphic Novel and Poster Design: Students will learn how AI can aid in comic and graphic novel design, from generating story plots and dialogues, to designing characters and environments, and even automating the inking and coloring process. Students will also understand the application of AI in poster design, including how AI can generate creative concepts, help in layout design, and assist in selecting color schemes and typography based on data-driven insights.
7.    Web Design and Packaging Design: This session will delve into how AI can enhance web design by creating adaptive layouts, improving user experience based on user data, and facilitating the design of aesthetically pleasing and functional interfaces. Students will also learn how AI can assist in packaging design by offering innovative design suggestions, simulating how designs would look in real-world scenarios, and helping predict market trends.
8.    Screenwriting and Music Production: The focus this week will be on how AI can assist in screenwriting by generating unique plot ideas, developing characters, and even providing suggestions for dialogue based on data analysis. Students will also explore how AI can transform music production by creating unique compositions, assisting in sound design, and offering data-based suggestions for improving music production.
9.    Mobile Application and User Interface and User Experience Design: This session will cover how AI can improve mobile application design by enhancing user interface and user experience, personalizing user interactions based on user data, and assisting in rapid prototyping and testing. Students will also understand how AI can optimize user interface and user experience design by analyzing user data, predicting user behavior, and creating adaptive and personalized user experiences.
10.    Final Project Evaluation: Kickoff for Final Project

1.    Students will receive an orientation on the specifications and expectations for the final project during the first week of the final project phase.
2.    Within the first nine weeks' worth of content, pupils will either choose an area of study or, with the instructor's consent, suggest an area of interest.
3.    Following the discovery of a problem or opportunity within the selected area, they will create a project plan defining their objectives, procedures, and deadlines.
4.    Students should also begin gathering materials for their projects and conducting preliminary research.
11.    Final Project Evaluation: Project Development and Preliminary Designs
1.    Students will work on creating their rough sketches and prototypes in week 11.
2.    Students will make use of AI tools to help with idea generation, task automation, and obtaining data-driven insights.
3.    Students are advised at this point to consider various design options rather than committing to one idea right away.
4.    To aid in future review and reference, they should also keep a log or journal of their design procedures.
12.    Final Project Evaluation: Refinement and User Testing
1.    Students will concentrate on improving their designs during the third week of the final project phase based on observations and comments.
2.    Students should undertake user testing for projects requiring user interfaces to get input on usability and user experience.
3.    In order to improve their designs, they need also make use of AI tools for analytics and insights.
4.    Students should constantly record changes and the justification for them.
13.    Final Project Evaluation: Finalization and Documentation
1.    Students will polish and integrate all of the project's components as they finalize their designs.
2.    They should create an in-depth record that details the project's goals, methodology, design process, used AI technologies, obstacles they encountered, and solutions they came up with.
3.    Additionally, visual assets like screenshots, sketches, and finished designs should be included in the documentation.
14.    Final Project Evaluation: Presentation and Evaluation
1.    Students will present their projects to the class and the lecturer during the final week of the final project phase.
2.    The presentation needs to follow the documentation's outline and include every important aspect of the project.
3.    Students' usage of AI tools, the level of quality and originality of their concepts, and the scope and precision of their presentations and documentations will all be taken into consideration while judging them.
4.    Following presentations, students are expected to turn in their final project paperwork and any other deliverables that the instructor may demand.

As artificial intelligence tools are constantly evolving and new ones are coming out, it will be necessary to change the weekly schedules every semester. This course is to be taught within the communication design department, and as such, the weekly program incorporates subjects that are integral to the curriculum of communication design. In addition to these topics, the curriculum could be supplemented with subjects such as animation facilitated by artificial intelligence, virtual reality (VR) and augmented reality (AR) experiences powered by AI, the generation of hyper-realistic imagery (or photography), the production of films or short films, social media content creation, advertising, brand design and strategy, advertising design and campaigns, data visualization, digital marketing and SEO, or content generation.


Students will be engaged in a broad range of topics across the course's 14 weeks, with each topic building on the one before it. The final project, which serves as the conclusion of the course, calls for students to synthesize and use their newly acquired information and abilities. An explanation and thorough framework for the final project are provided below:


o    For their final project, students should choose a main topic or a combination of topics from the nine weeks of study. The chosen topic(s) must spark the student's interest and pique their curiosity.
o    The scope, objectives, methodology, and potential relevance of each student's project will be described in a project proposal that will be turned in.
o    The instructor will examine the proposal and offer comments or approval.


o    In-depth research will be done by the students to back up their projects. They ought to research case studies, relevant research, and industry standards.
o    They ought to create the primary concepts for their initiatives. Those that are interested in AI-enhanced design, for instance, can sketch up designs and consider how AI can streamline the process.


o    Students should use AI technologies when necessary to produce a prototype or mock-up of their idea. Professionals on AI-supported the website designs, for instance, might improve layouts using AI techniques.
o    They should put the prototype to the test to find any possible shortcomings.
o    At this point, input from instructors as well as fellow pupils can be extremely helpful.


o    The feedback collected should be used to improve the prototypes the students have created.
o    They should also make sure that the AI components are properly included into their project. For instance, if someone is utilizing AI to create a logo, they should examine how the AI influenced the creativity and impact of the design.


o    Final projects will be presented to the class by students. The presentation ought to be comprehensive, outlining the idea behind their endeavor as well as the steps used to produce it.
o    The final project report is another requirement for students. The research undertaken, the AI tools used, the development process, and a reflection on the learning results and experiences should all be detailed in this record.
o    It is crucial for the students to demonstrate not only the finished result but also the path and the way of thinking that got them there.
As a culminating assignment, the final project will demonstrate the student's ability to use AI in creative pursuits as well as their critical thinking, problem-solving, and innovative abilities.


In a course where artificial intelligence-based applications such as text-to-image, text-to-video, and text-to-sound are utilized, the instructor's grading process should focus on evaluating the student's creativity, problem-solving abilities, and technical skills. Yes, the final products may be generated by artificial intelligence, but it is important for the student to know how and when to use these tools and understand how to express their own creative vision through them. It is true that artificial intelligence tools cannot generate visual or audio outputs perfectly. In the final stage of the project, the student is responsible for every phase, starting from the decision-making stage to the delivery of the project. In this course, students can use artificial intelligence tools at every stage of the project. Chatbots can be used for idea generation, and visual creation tools can be utilized to convert the generated idea into a visual representation. However, as mentioned, the fact that artificial intelligence tools do not provide perfect results means that the student is required to correct any errors. Grading should be based on how well these errors are rectified.


•    Creativity: Considers how the student uses tools of artificial intelligence to address a particular issue or accomplish a certain objective. The student's creative vision and ideas, as well as how they use and manage artificial intelligence tools, should all be evaluated.
•    Technical skill: Measures how well a student uses tools of artificial intelligence. This entails assessing the student's proficiency with the tools, the results they produce with the tools, and the manner in which they assess those results.
•    Problem-Solving: Assesses how the student applies artificial intelligence techniques to address a particular issue or accomplish a particular objective. This entails evaluating the student's approaches to addressing problems as well as their efficacy and the way that they affect the outcomes.
•    Project management: It is evaluated in order to determine how well the student handles the project. This entails assessing the student's capacity for time management as well as their ability to develop and achieve project goals.
•    Presentation and communication: This section assesses how well the student communicates the project's goals and outcomes as well as how they are presented.


•    Creative projects: Students should develop original works of art centered on a particular theme or subject. These assignments ought to demonstrate the student's problem-solving, technical, and creative ability.
•    Technical projects: Students should apply AI techniques to address a particular technical issue. These assignments ought to show the student's technical proficiency and capacity for problem-solving.
•    Research projects: Students should conduct independent study on a particular aspect of AI and design, and then present their findings in a report or presentation. These assignments should demonstrate the student's aptitude for research and depth of subject understanding.
•    Final project: Using artificial intelligence techniques, students are expected to produce a final project at the end of the course that synthesizes all they have learnt thus far. This project should show the student's aptitude at using AI tools to produce original artwork.



The evaluation of student projects in this course will take into consideration the utilization of AI tools in the design process. While AI tools have the potential to produce visually impressive outcomes, create captivating content, and contribute to innovative design solutions, it is important to recognize that they are not yet flawless. AI tools may encounter errors, limitations, or difficulties in fully understanding and visualizing the intended outcome or given prompt. Additionally, there might be instances where the generated idea by the AI tool does not align with the project scope or falls short in meeting the desired objectives.
In light of these considerations, the grading of the course will be conducted comprehensively, taking into account multiple factors. The assessment will not solely focus on the final result, but also on the students' critical thinking, problem-solving skills, and their ability to effectively integrate AI tools within the design process. The evaluation will consider the students' capacity to use AI tools as creative aids while maintaining their own artistic vision and originality. Furthermore, the instructors will assess the students' understanding of the potential limitations and biases of AI in design, as well as their awareness of ethical considerations and responsible use of AI tools.
It is important to note that the grading process will emphasize a holistic approach, acknowledging the efforts and innovative ideas presented by the students, rather than solely basing the evaluation on the AI-generated output. By considering both the process and the final outcome, students will have the opportunity to demonstrate their understanding of design principles, their ability to adapt and iterate, and their strategic decision-making in utilizing AI tools. The grading criteria will be transparently communicated to the students, ensuring clarity and fairness in the assessment process.


By enabling students to complete particular activities more quickly and effectively, artificial intelligence-based tools may help students improve their creative abilities and skills. A "text to image" tool, for instance, can help students quickly translate text into visual representations, accelerating their creative process and giving them more time and energy to produce new creative ideas and creations.
However, the use of such tools can also place restrictions on each student's unique creative thinking and approach. A "text to image" tool, for instance, can portray material in a prescribed way, which would hinder pupils' own creative patterns and ways of thinking. Students risk becoming dependent on how the program visualizes the text rather than using their own creative processes and habits of thought to do so. As a result, this dependence may prevent them from developing their own creative talents. It is essential for students to protect and promote their own creative processes and modes of thinking while utilizing these tools in order to address these difficulties. These tools can be used by students as assistance, but they shouldn't become their exclusive source of support. While using these tools, they should keep using their own original ideas and ways of thinking while attempting to understand their limitations and potential biases. During the teaching process, instructors should expose students to the use of these tools, explaining how they work and informing them of their limitations and potential biases. Teachers must stress the value of encouraging pupils to continue using their own creative methods and ways of thinking while utilizing these resources.
As well as encouraging students to use these tools to improve their own creative processes and ways of thinking, instructors should inform them about the drawbacks and dangers of these technologies. If a "text to image" tool is used, for instance, teachers should explain how it works, what restrictions it has, and how students might use their own creative thinking to visualize the text in a different way. Things that can be done to prevent the limitation of creativity can be listed as follows:
•    Using Artificial Intelligence as a Tool: Students should be taught that artificial intelligence is just a tool and that there are many different tools they can use to express their creativity.
•    Assigning Creative Tasks: Giving students creative tasks that artificial intelligence cannot solve or assist with. This encourages students to use their own creative processes and ways of thinking.
•    Encouraging Creativity: Creating a learning environment that promotes creativity. This provides students with opportunities to develop creative thinking and problem-solving skills.
•    Understanding the Limitations of AI Tools: Explaining students the limitations and potential pitfalls of artificial intelligence tools. This enables students to understand when and how to use these tools most effectively.
•    Teaching Creative Thinking and Problem-Solving Skills: Teaching students creative thinking and problem-solving skills. This helps students enhance their own creative processes and ways of thinking.
It is possible for a student using artificial intelligence tools to become lazy. These tools can create dependence in students and lead to the suppression of their own creativity. Of course, depending on the advancement of artificial intelligence tools, the necessity of human creativity can be questioned, and the need for human creativity may decrease due to the excelling of these tools. To prevent artificial intelligence tools from causing dependence in students, the following measures can be taken:
•    Restricting the Use of Artificial Intelligence: Limiting the usage of artificial intelligence and provide guidance to students on when and how to utilize these tools.
•    Teaching Problem-Solving Skills: Teaching students problem-solving skills without relying on artificial intelligence tools.
•    Understanding the Limitations of AI Tools: Educating students about the limitations and potential biases of artificial intelligence tools. This equips students with the ability to discern when and how to effectively utilize these tools.
•    Monitoring the Use of AI: Monitoring the use of artificial intelligence and provide guidance to students on when and how to utilize these tools.
•    Teaching Alternative Tools: Instructing students on alternative tools and techniques that can be used apart from artificial intelligence tools. This helps diversify students' problem-solving and creative thinking skills.
In addition to these, measuring creativity is a challenging task, whether with or without the use of artificial intelligence tools. Measuring creativity can be a challenging in designs made with artificial intelligence tools because:
•    Lack of Consensus Criteria: Since creativity is a very individualized term, there is no agreed-upon way to assess it. When examining the same work, two people could see different amounts of inventiveness.
•    Artificial intelligence aid: Students can access pre-made templates and ideas from artificial intelligence technologies. Consequently, it might be challenging to tell which elements of a design are the result of student innovation and which are AI recommendations.
•    Technical skill and creativity can be confused: Students may have excellent technical skills but lack creativity, or vice versa. It might be difficult to tell creativity from technical ability.
It is possible to take the following actions in order to overcome these difficulties in measuring creativity:
•    Establishing a definition for the criteria for measuring creativity: For instance, originality, invention, the capacity to solve problems, and aesthetic worth.
•    Encouraging student engagement: Tell students to start with the AI recommendations and then add their own thoughts.
•    Using reflective reporting by having students write succinct reflections on their usage of AI tools and creative processes: This can help understand students' creative thought processes
•    Using portfolios: Encouraging students to build their portfolios all semester long. Portfolios can be used to monitor a student's creative process and growth.
•    External evaluation: Enlisting the aid of outside professionals to evaluate students’ innovation. This may provide a more impartial assessment of student work.


Another major obstacle is the ethical implications of using AI in design. Biases existing in training data can be inherited by AI algorithms, raising the possibility of problems with fairness, inclusivity, and representation in design outcomes. Students need to be made aware of these moral issues and cultivate a critical knowledge of bias and how it affects design choices. Discussions and activities in the class should promote ethical reflection, an understanding of bias reduction techniques, and a responsible, inclusive approach to AI-driven design.


Determining the appropriate semester for offering this course to students at Özyeğin University, specifically in the Communication Design department, requires careful consideration of their academic progression and the relevance of the course content to their overall curriculum. In the early stages of their education, students are exposed to foundational design concepts through courses like Introduction to Communication Design, Principles of Design, or Design Studio I. These initial years provide them with a solid understanding of the fundamental principles and theories in design. It is during this period that they build a strong conceptual framework and develop essential technical skills.
However, the integration of artificial intelligence (AI) tools in design introduces a new dimension to their learning experience. While AI tools offer the potential to enhance creativity and productivity, their limitations in accurately executing design and adhering to general design principles need to be assessed. Consequently, it would be most beneficial for students to enroll in this course starting from their third year at the university. By the third year, students have acquired a solid foundation in design principles and have gained experience in applying their knowledge to various design projects. They possess the necessary skills and critical thinking abilities to explore the intersection of AI and design, evaluate the appropriateness of AI tools in relation to established design standards, and effectively incorporate these tools into their creative processes.
Pathway Overview:
1.    Acquisition of Fundamental Knowledge and Skills: In the initial years, students should be provided with instruction on fundamental design principles, techniques, and tools. This establishes the foundation of the design process for students and prepares them for more advanced topics.
2.    Integration of Artificial Intelligence and Design: In the 3rd year, students should be taught how artificial intelligence and design can be combined. This equips students with the ability to create their own designs using AI tools.
3.    Creation of Personal Projects: At the end of the course, students should develop their own AI-assisted design projects. This provides students with an opportunity to apply what they have learned and demonstrate their creative abilities.


This course is primarily intended for students in the Communication Design program at Özyeğin University or those pursuing a similar field of study. It is specifically designed to build upon the foundational knowledge of design principles and techniques that students acquire in introductory courses such as Introduction to Communication Design. Therefore, students who have completed the initial two years of their education and have a solid understanding of the fundamentals of design would be well-suited for this course.
It's vital to keep in mind that this course expects prior knowledge and expertise in the subject of communication design, even though students from other disciplines, such as engineering, may be interested in studying the connection between artificial intelligence and design. It digs into complex subjects and calls for a certain level of knowledge and experience with design processes and principles. As a result, it could be harder for students without design expertise to fully interact with the course material and achieve the learning objectives.
However, it is important to note that interdisciplinary partnerships and the sharing of ideas across disciplines can be beneficial and enriching. On a case-by-case basis, for example, engineering students who have a sincere interest in learning about the use of AI in design and have a solid grasp of design principles may be given consideration for enrollment in this course, taking into account their drive, readiness, and capacity to complete the course requirements.


The requirement to stay current with the rapid developments in artificial intelligence and its application to design is one of the course's possible problems. New tools and techniques are frequently developed, and AI algorithms and technologies advance quickly. Students must actively participate in lifelong learning and keep up with the most recent advances in AI and its uses in design. The curriculum for the course should be updated frequently to address this issue, and students should be urged to look into alternative sources and take part in pertinent workshops or seminars to broaden their knowledge.


To use AI tools effectively in design projects, one must have a particular level of technical expertise and they can be complicated. Understanding and navigating the complexities of AI algorithms, software interfaces, and data processing techniques may be difficult for students. It is crucial that the course offer thorough instruction and practical exercises to acquaint students with the technical facets of AI tools. Additionally, giving students access to support materials like tutorials, documentation, and AI specialists can help them get over technical obstacles and develop their confidence while using AI technologies.


While AI technologies present intriguing opportunities for creative experimentation, they also have some drawbacks and restrictions. Students looking for creative solutions may find it difficult to design within the constraints and capabilities of AI systems. The training must strike a balance between promoting original thought and offering helpful advice on how to operate within the constraints of AI tools. In order to push the boundaries of AI-driven design, students should be encouraged to explore, think critically, and do so while also being aware of the limitations and opportunities presented by AI technology.


Designers may need to work with specialists from disciplines like computer science, data analytics, or human-computer interaction because AI and design sometimes require interdisciplinary cooperation. It might be difficult but very useful to promote multidisciplinary contacts and a collaborative learning environment. The course should provide opportunity for students to collaborate across disciplines, have interdisciplinary conversations, and gain knowledge of other specialties. This will equip them for situations in the real world where cooperation between designers and AI experts is necessary to produce successful and significant design outcomes.


Incorporating AI technologies into all courses might be more advantageous and transformational than dedicating a single, distinct course to study the field of artificial intelligence (AI) at universities. By learning and demonstrating their proficiency with AI technologies, academic faculty would be able to enhance their conventional teaching strategies with this cutting-edge technology. It would develop an environment that combines conventional academic wisdom with contemporary technological advancements, encouraging a multidisciplinary and comprehensive understanding of the subject matter.
However, it should be mentioned that, at least in the context of the existing educational paradigm, expecting every educator to joyfully embrace new technology may not be realistic. It takes more than simply an understanding of the technology—adoption and evolution of conventional teaching strategies are also required—for AI tools to be accepted and integrated into educational practices. This might entail training for educators to become comfortable with AI technologies, ongoing knowledge updates to stay up with the speedy pace of technology innovation, and curriculum reorganization to make room for these cutting-edge tools.
The quick development of AI tools has the potential to fundamentally alter not only the future of a single course but also that of a whole academic department. This could lead to an educational environment where the lines separating disciplines become increasingly permeable, with AI acting as the common thread tying together different courses. A richer learning environment where students can comprehend the significant consequences and applications of AI in both their particular field of study and, more widely, in society at large, may result from such integration. It also emphasizes how crucial it is for educational institutions to promote a culture of ongoing learning and adaptability as they manage the rapid breakthroughs in AI and other emerging technologies.

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