VIRTUAL Prague Research & Teaching Conference

Abstract

Integrated assessment is a critical component of digital media pedagogy, aiming to promote synergies between the acquisition of theoretical and historical knowledge with the development of technical proficiency in software such as the Adobe Creative Cloud suite. The emergence of Large Language Models for generative AI, such as Adobe Firefly, is transforming digital media workflows. In adopting generative AI Adobe and other software providers increasingly rely on text-based interfaces where users instruct the system rather than interact with an intricate tool set. As these models improve, foundational technical skills traditionally emphasized in digital media curricula are becoming less central to students’ perceived needs. This shift challenges existing assessment frameworks, such as those in CQUniversity’s Visual Design Fundamentals unit, which historically integrate technical skill development with cultural and historical contexts. Scholarship in this area often focuses on how LLMs disrupt skills-based learning; however, this presentation explores novel assessment opportunities that leverage the embedded historical and contextual “knowledge” within LLMs. By reconceptualizing LLMs like Firefly as exploratory objects rather than mere tools, educators can use them as experimental sites for exploring historical design tropes and contexts. This approach parallels traditional assessment exercises while enriching students’ understanding of design’s cultural and historical dimensions. Through the analysis of a model assessment task, this presentation demonstrates how such methodologies can enhance integrated assessment design. By situating LLMs as a space for exploration, educators can better align assessment practices with the evolving nature of digital media production, ensuring both relevance and depth in student learning outcomes.