Attendance is expected at scheduled activities including labs/tutorials/studios to complete components of the course.

Learning activities including (seminars/tutorials/labs/studios) will not be available as recordings (with a few possible exceptions).

The course will not include live online events including group discussions/tutorials.

The activities for the course are scheduled as a standard weekly timetable.

Teaching and learning in this course is studio-based and research-led, combining short inputs with sustained making, testing, and reflection.

• Skills workshops (contact sessions): brief framing followed by guided exercises and tool demonstrations where needed. Students apply methods immediately in-class through short, structured tasks rather than passive watching.
• Seminar-style discussion of set readings: students engage with key texts through online annotation and then develop shared understanding in roundtable discussion, linking ideas directly to the design work and the ethics of AI practice.
• Iterative design development with critique: students progress through cycles of proposing, testing, revising, and re-testing. Feedback is given through structured desk crits and peer exchange, focusing on evidence, decision-making, and clarity of intent.
• Independent, practice-based learning: substantial time is allocated for self-directed experimentation, troubleshooting, and skill development with new tools and workflows. Students are expected to test alternatives, document outcomes, and manage their own iterative process.
• Reflective learning through journaling and provenance: students maintain a weekly development journal that records intentions, methods, results (including failures), and next steps, supported by a transparent record of how AI and other tools were used.

Relational learning underpins this course through an intentionally social, studio-seminar format that values dialogue, critique, and shared problem-solving. Weekly sessions are designed around roundtable discussion, workshops, and desk crits that require students to articulate their reasoning, listen carefully, and respond constructively to alternative interpretations and approaches. Peer-to-peer exchange is treated as a core learning mechanism: students learn not only from their own experiments with AI-augmented workflows, but also from seeing how others test, fail, revise, and justify design decisions using evidence. Small-group activities - particularly in early technical upskilling - support collaborative troubleshooting and reduce barriers to experimentation, while the seminar environment establishes expectations of respectful engagement, intellectual generosity, and accountability to the collective learning culture. These relational dynamics help students develop the professional habits needed to operate in complex, technology-mediated design contexts where judgement is strengthened through critique, collaboration, and shared standards of evidence.

In alignment with principles of Assessment for Learning, this course uses assessment to support ongoing development rather than treating it only as an end-point judgement. Assessment tasks are authentic and aligned with the intended learning outcomes, emphasising iterative design thinking, evidence-led testing, and reflective judgement. A weekly development journal is a core assessment method, requiring students to document intentions, decisions, tests, outcomes (including failures), and next steps, supported by a transparent provenance trail of AI-assisted processes. The design case study portfolio provides an authentic context in which students apply and evaluate AI-augmented workflows through spatial development, performance- and privacy-informed strategies, and clear communication using contemporary media. Across the semester, workshops and structured critique function as continuous feedback loops that help students refine both their design proposals and the quality of their reasoning.

This course uses Technology-Enhanced Learning (TEL) to build students’ critical and practical capability with AI-augmented architectural workflows. A blended approach combines directed self-study (including selected tutorials and reference material) with face-to-face seminars structured around workshops, roundtable discussion, and iterative critique. Students repeatedly move between conceptual framing (through readings), tool-based experimentation (through comparative tests and prototyping), and reflective evaluation (through weekly journalling and transparent provenance of methods and outputs).

Digital and AI-assisted media are used to explore and communicate design intent and inhabitation, while computational methods support the development and testing of responsive non-structural architectural elements. The emphasis is on architectural judgement: understanding what these tools can and cannot credibly demonstrate, and using evidence - rather than visual persuasion alone - to guide design decisions.

Collectively, these teaching and learning methods foster an educational environment deeply rooted in relational trust and collaborative inquiry, informed by ongoing formative assessment and enhanced through strategic integration of digital technologies. By thoughtfully aligning these practices with the University of Auckland’s signature pedagogies, this course aims to cultivate graduates who are reflective, adaptive, ethically engaged, and professionally skilled, capable of effectively navigating and contributing to the evolving fields of AI and advanced technology within architectural practice.

Marking Rubrics: rubrics draw on the SOLO taxonomy (Structure of Observed Learning Outcome) to describe levels of performance from surface to deep learning. Rather than using vague qualifiers (e.g. “good” or “excellent”), the rubrics provide specific, actionable criteria at each achievement level, following Orrell’s rubric design guidelines. This approach gives students transparent standards and feedback on how to improve. Each incremental level introduces qualitatively new capabilities, not merely “more of the same”, making distinctions between performance levels meaningful.

Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.

Because the weekly seminars are primarily interactive—combining roundtable discussion, desk crits, workshops, and student presentations—sessions will not be recorded. These activities depend on live dialogue, participation, and in-the-moment feedback, and recording would compromise both the format and the learning environment.

If you are unable to attend a session, you are responsible for catching up. Please consult Canvas for any posted materials and instructions, check in with your peers to understand what was covered, and contact the course coordinator to confirm you have the correct information, expectations, and next steps.

The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license. You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.

This course requires a significant proportion of the workload to be conducted at a computer terminal (desktop/laptop) whether at home or within the department.

There are some basic but important tips for managing your posture and reducing the likelihood of long-term effects or injury:

Make your equipment work for you

• If your chair does not have lumbar (lower back) support, try placing a small cushion, rolled sweatshirt, or rolled up towel behind you.
• If you are right-handed, try using the mouse with your left hand so you don’t have to stretch your arm to use it. To make it easier, switch your primary button, so you click with your index finger.
• If your desk is too low, you can use a monitor arm, laptop stand, books, or a box to make sure that your screen is at a comfortable height.
• If your desk is too tall but you can’t adjust it, start by adjusting your chair to make sure that your arms and shoulders are relaxed. If your feet do not reach the ground in this position, you can use a footrest, a cushion, a box, or even a book to rest your feet.

Take breaks often

• Take all your breaks away from your workstation and screens. Stand up and walk if you have been sitting.
• Take a 5-minute break every hour that you are continuously using your mouse and keyboard. You can do different work tasks or just move and stretch.
• Make micropauses a part of your work pattern. Every 3–5 minutes, take your fingers off the keyboard and mouse, and relax your wrists and shoulders. Using a padded wrist support in front of your keyboard or mouse can encourage you to take micropauses while you work.

Take care of your eyes

• Avoid working with sunlight directly on your screen, a window reflection on your screen, or a bright window right behind it. Use blinds to control light and position your screen to avoid sunlight and reflection.
• Adjust your screen brightness depending on your environment. If you are working in a brightly lit room, increase your screen brightness.
• Blink and rest your eyes. For every 20 minutes that you focus on the screen, look away for 20 seconds at something in the distance.

Change positions and move around

• Change your working position at least once an hour. Your body is made to move, and you will get sore if you hold a position for a long time.
• If possible, switch between standing and sitting positions. Avoid standing for more than 45 minutes at a time.
• Your arm position should be similar whether you are sitting or standing. Adjust the height of your desk so that your shoulders are relaxed, and your elbows are at the same height as your wrists when you are typing or using the mouse.
• If you do not have a standing desk, you can use an adjustable ironing board or a box on top of a table. Place your monitor so that the top of it is at the same level as your eyes. You can use a monitor stand, books, or a box to reach the desired height.
• Remember to stretch your neck, torso/back, and arms to prevent pain. Do more targeted stretches if you feel uncomfortable.

For more information, see Worksafe.govt.nz

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

To pass the course, students must achieve an overall mark of at least 50%.

In addition, students must achieve at least 50% in each of the following assessment components to pass the course overall:

• Critical Reading & Discussion Participation (15% of course)
• Development Journal (36% of course)
• Design Case Study Project (43% of course)

This is permitted as a “minimum level of achievement on specific assessment tasks” in order to pass the course.*

*(the remaining 6% of the course is a groupwork assignment - this is excused from the condition above)

All assessment components must be attempted (i.e., a non-submission may result in not meeting course requirements even if the overall percentage is otherwise high).

Extensions / disrupted performance: Students may request an extension where completion of an assessment has been disrupted by illness or other unexpected circumstances outside the student’s control. Students should notify the Course Director/Coordinator as soon as practicable and preferably before the due date; requests made after the due date may still be considered where reasonably possible. Notifications should outline the circumstances and may include supporting evidence where available.

Process: To request an extension, submit the Extension of Time form (available on Canvas under Files) to the Course Director/Coordinator, together with any supporting information you are able to provide.

Late penalties (no approved extension): Work submitted after the deadline without an approved extension will incur a late penalty of 10% per 24hrs after the original deadline.

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Similarly, research students must meet the University’s expectations of good research practice. This requires:

• Honesty - in all aspects of research work
• Accountability - in the conduct of research
• Professional courtesy and fairness – in working with others
• Good stewardship – on behalf of others
• Transparency – of research process and presentation of results
• Clarity - communication to be understandable, explainable and accessible

For more information on the University’s expectations of academic integrity, please see the Academic Conduct section of the University policy hub.

Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.

Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

To pass the course, students must achieve an overall mark of at least 50%.

In addition, students must achieve at least 50% in each of the following assessment components to pass the course overall:

• Critical Reading & Discussion Participation (15%)
• Development Journal (36%)
• Design Case Study Project (43%)
• (This is permitted as a “minimum level of achievement on specific assessment tasks” in order to pass the course.)

All assessment components must be attempted (i.e., a non-submission may result in not meeting course requirements even if the overall percentage is otherwise high).

Extensions / disrupted performance: Students may request an extension where completion of an assessment has been disrupted by illness or other unexpected circumstances outside the student’s control. Students should notify the Course Director/Coordinator as soon as practicable and preferably before the due date; requests made after the due date may still be considered where reasonably possible. Notifications should outline the circumstances and may include supporting evidence where available.

Process: To request an extension, submit the Extension of Time form (available on Canvas under Files) to the Course Director/Coordinator, together with any supporting information you are able to provide.

Late penalties (no approved extension): Work submitted after the deadline without an approved extension will incur a late penalty of 10% per 24hrs after the original deadline.

The School provides access to computer laboratories equipped with current educational licences for the core software used in this course (including Rhino and Grasshopper). Students are also welcome to use their own laptops or desktop computers if they prefer.

Where software licences are not available for installation on personal devices, students may either purchase a licence (optional) or access University software remotely via a University virtual machine using the FlexIT application. There is no requirement or expectation that students purchase any software that the University already provides on campus machines.

Later in the course, some optional or supplementary AI applications may be introduced that are subscription-based and not currently licensed by the University (for example, cloud-based image generation or workflow tools). If these tools are required for a particular activity, students should expect an approximate cost of NZ$40 per month. Any subscription is the student’s responsibility to start, manage, and cancel.

This cost is indicative only and may change between the time this outline is prepared and the delivery of the course. For current guidance on tool requirements and likely costs, please contact the course coordinator.

Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

This is a new course (2026) and any subsequent changes to the course will be developed in response to formal feedback (via SET course evaluations) and informal discussion with students across the course of the semester.

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at Tuakana Learning Communities.

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor. Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website.

We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the Support Services page for information on support services in the University and the wider community.

If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page. This should be done as soon as possible and no later than seven days after the affected test or exam date.

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter.

Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the Student Policies and Guidelines section of the Policy Hub.