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The paper looks at generative AI as an issue of media education. It is based on a university seminar held in the study programme of engineering pedagogy, a teacher training study program to graduate vocational school teachers. It presents a didactic concept of a university scenario which is a setting for learning to analyse and reflect on AI systems for writing scientific papers integrating text and other media. Since the generation of text and media formats, such as, such as virtual worlds, animations, robotic objects which constitute our digital media environments. The use of AI tools has become common and widespread, university teaching, learning and training processes are challenged. What impact do those tools have on the learning processes and what kind of tasks do they facilitate? What are the challenges and opportunities opening up and which skills are required to use these tools reasonably and creatively, in engineering pedagogy study programs? In the seminar scenario applied, the didactic concept is a practice-based and shaping-oriented research approach to learning: The students are asked to undertake a research topic and test an AI tool (such as ChatGPT or other) to pursue the scientific topic. Rather than simply prompting, a writing collaboration between student and machine is realised. How to prompt the tasks to the system, so that the machine writes scientific articles of quality related to the topic selected is just one part of the task. The seminar is understood as a research environment connecting learners and machines as collaborative partners for experiential tests, for writing texts and shaping and analysing the media such as images and graphics related to it. The teaching methodology is based on a mix of theoretical Inputs related to the concepts of intelligence and creativity, the (wrong) implications linked to it as well as the practical experimentation with AI software. AI is used as a didactic tool to support those writing processes, based on the concept of activity-oriented learning. In conclusion, the paper looks at future aspects of artificial media in learning in university settings, using AI creatively to support the learning processes.

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Media Education as AI Education—An Experiential Approach to Integrate Generative AI in Engineering Pedagogy at University

  • 章节

  • 发表日期：

    2026年

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  • Daniela Reimann

摘要

The paper looks at generative AI as an issue of media education. It is based on a university seminar held in the study programme of engineering pedagogy, a teacher training study program to graduate vocational school teachers. It presents a didactic concept of a university scenario which is a setting for learning to analyse and reflect on AI systems for writing scientific papers integrating text and other media. Since the generation of text and media formats, such as, such as virtual worlds, animations, robotic objects which constitute our digital media environments. The use of AI tools has become common and widespread, university teaching, learning and training processes are challenged. What impact do those tools have on the learning processes and what kind of tasks do they facilitate? What are the challenges and opportunities opening up and which skills are required to use these tools reasonably and creatively, in engineering pedagogy study programs? In the seminar scenario applied, the didactic concept is a practice-based and shaping-oriented research approach to learning: The students are asked to undertake a research topic and test an AI tool (such as ChatGPT or other) to pursue the scientific topic. Rather than simply prompting, a writing collaboration between student and machine is realised. How to prompt the tasks to the system, so that the machine writes scientific articles of quality related to the topic selected is just one part of the task. The seminar is understood as a research environment connecting learners and machines as collaborative partners for experiential tests, for writing texts and shaping and analysing the media such as images and graphics related to it. The teaching methodology is based on a mix of theoretical Inputs related to the concepts of intelligence and creativity, the (wrong) implications linked to it as well as the practical experimentation with AI software. AI is used as a didactic tool to support those writing processes, based on the concept of activity-oriented learning. In conclusion, the paper looks at future aspects of artificial media in learning in university settings, using AI creatively to support the learning processes.