LLM-Informed mapping of emerging student practice communities for adaptive design curricula

Abstract

This paper presents an LLM-informed methodology for mapping student practice communities to enable adaptive design curricula. Using Claude 3.5 Sonnet within a curriculum-informed semantic framework, this paper analyses keyword data from BA Graphic Communication Design students (2024/25) collected through constellation mapping workshops. The methodology employs four integrated phases: curriculum framework analysis (5 GCD Practices and 5 GCD Platforms), LLM-based semantic analysis of 40 handbook-derived keywords, network visualisation using D3.js force-directed graphs, and community identification validated with teaching teams. Analysis reveals 83.3% cross-platform connectivity, suggesting hybrid practices that integrate technical skills with conceptual approaches. Unexpected alignments emerged: Strategy & Identity students engaging with immersive spatial practices typically associated with Experience & Environment, and Information & Systems students bridging computational methods with speculative design approaches. Teaching team validation (October 2024) confirmed that these patterns aligned with observed student project development. The methodology informs immediate curriculum adaptations including targeted reading lists, strategic industry connections, and guest lectures aligned with naturally emerging communities, demonstrating how computational tools can surface authentic practice development.