Traditionally, design learning in the architecture studio has taken place through a combination of individual work and joint projects. The introduction of code-based design practices in the design studio has altered this balance, introducing new models of joint authorship and new ways for individuals to contribute to co-authored projects. This paper presents a case study describing four design studios in a higher education setting that used code as a tool for generating architectural geometry. The format of the studios encouraged the students to reflect critically on their role as authors and to creatively address the multiple opportunities for shared authorship available with code-based production. The research question addressed in this study involved the role of code-based practices in altering the model of architectural education in the design studio, in particular the role of visual representations of a code-based design process in the production of shared knowledge.