Generative Dialogues: Design Iterations in Professional Development Courses for Faculty Members to address the Challenges of GAI in Teaching

Abstract

This study analyses the design and implementation process of two courses developed by the Centre for Innovation in Technology and Pedagogy (Citep) of the University of Buenos Aires, focused on the integration of Generative Artificial Intelligence (GenAI) into teaching and assessment practices in higher education. The iterative process of design and implementation of these courses is systematised and documented through the Design-Based Research methodology. The results underscore the importance of a flexible, dialogic and multidimensional approach that fosters critical reflection on the integration of GenAI into teaching. Key design dimensions such as participatory co-design, pedagogical isomorphism, tutor moderation and the opportunity to experiment and create are identified. The conclusions suggest there is a need to prioritise continuous teachers’ professional development programs centred on the design of new teaching strategies and opportunities for critical reflection on the academic and ethical challenges posed by GenAI in higher education.