Learning by Making with Generative AI: A Faculty Development Design Case

Abstract

This design case presents a series of exploratory faculty development workshops created in response to institutional uncertainty about how to meaningfully engage with generative AI. Developed at a teaching-focused university in the United States, the workshops were grounded in constructionist pedagogy and emphasized playful prompting, peer interaction, and the creation of contextually relevant artifacts. Rather than offering training or technical guidance, the design aimed to cultivate GenAI literacy through hands-on experimentation and reflection. Participants surfaced misconceptions, tested tool limitations, and adapted outputs to their pedagogical needs. Some found the open format empowering; others desired more conceptual grounding. This tension underscores broader challenges in applying constructionist methods to faculty learning. The case traces the pedagogical commitments and design logic behind the workshop series, while reflecting on key facilitation choices and unexpected outcomes.