Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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In this paper, we present the concept of AI Readiness, along with a framework for developing AI Readiness training. ‘AI Readiness ’ can be framed as a contextualised way of helping people to understand AI , in particular, data-driven AI. The nature of AI Readiness training is not the same as merely learning about AI. Rather, AI Readiness recognises the diversity of the professions, workplaces and sectors for whom AI has a potential impact. For example, AI Readiness for lawyers may be based on the same principles as AI Readiness for Educators. However, the details will be contextualised differently. AI Readiness recognises that such contextualisation is not an option: it is essential...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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While Artificial Intelligence in Education (AIED) research has at its core the desire to support student learning, experience from other AI domains suggest that such ethical intentions are not by themselves sufficient. There is also the need to consider explicitly issues such as fairness, accountability, transparency, bias, autonomy, agency, and inclusion. At a more general level, there is also a need to differentiate between doing ethical things and doing things ethically, to understand and to make pedagogical choices that are ethical, and to account for the ever-present possibility of unintended consequences. However, addressing these and related questions is far from trivial. As a first...

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Tipo: guía

Temas: inteligencia artificial

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Marco de referencia de la UNESCO que define los conocimientos, las destrezas y los valores que el profesorado necesita para trabajar con inteligencia artificial.

Establece quince competencias agrupadas en cinco dimensiones —mentalidad centrada en las personas, ética de la IA, fundamentos y aplicaciones de la IA, pedagogía con IA e IA para el desarrollo profesional docente—, cada una con tres niveles de progresión: adquirir, profundizar y crear. Está concebido como guía para las políticas de formación docente y para el diseño curricular.

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