Tipo: artículo de blog

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Sue Beckingham y Peter Hartley sostienen que las universidades deben formar a estudiantes y personal en una alfabetización crítica en IA que reconozca los costes de la IA generativa más allá de los económicos, los «nuevos elefantes en la habitación». Los agrupan en cuatro categorías: los efectos sobre las personas (pereza metacognitiva, deuda cognitiva), las consecuencias ambientales (energía, agua, residuos), los daños al conocimiento (erosión de la pericia, sesgos, desinformación) y los efectos sobre el empleo.

Contraponen estos costes al discurso de la industria, que presenta cada nueva versión como un paso hacia la inteligencia artificial general, y concluyen que las instituciones deben abrir espacios de diálogo sobre un uso responsable de la IA en lugar de promover su...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Higher education institutions, educators, and students continue to grapple with the wide-ranging implications of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI). The ability of advanced GenAI models to complete educational assessments continues to be one of the most pressing issues for academia. In early 2024, we published the AI Assessment Scale (AIAS), which describes a practical framework for addressing GenAI use in educational assessment. The AIAS was well received and has been implemented in hundreds of institutions worldwide and translated into 30 languages. Building on our experience using the AIAS and drawing on feedback and critiques received...

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Tipo: capítulo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

AI studies creative staff development in international higher education. Innovative faculty and staff training strategies are needed as colleges expand globally. Traditional professional development seldom satisfies teacher and institution goals. This chapter discusses how AI can customise, scale, and succeed worldwide education staff development. AI is essential for staff development because it can analyse large databases, detect training needs, and tailor learning. Intelligent tutoring, adaptive learning systems, and data analytics can help schools enhance instructor development, professional learning paths, and regionally distributed teamwork. This study found that AI technologies may make training programs more engaging, that AI deployment ethics are crucial, and that successful case studies show how AI enhances instructor...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Generative artificial intelligence (AI) has rapidly increased capacity for producing textual, visual and auditory outputs, yet there are ongoing concerns regarding the quality of those outputs. There is an urgent need to develop students’ evaluative judgement – the capability to judge the quality of work of self and others – in recognition of this new reality. In this conceptual paper, we describe the intersection between evaluative judgement and generative AI with a view to articulating how assessment practices can help students learn to work productively with generative AI. We propose three foci: (1) developing evaluative judgement of generative AI outputs; (2) developing evaluative...

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Tipo: capítulo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The rapid rise in use of generative AI (GenAI) systems has sparked debate in educational settings, resulting in reactionary bans to mitigate concerns about academic dishonesty and learning outcomes. Such bans fail to address the underlying challenges AI presents while overlooking its potential benefits. This paper examines the limitations of outright bans and proposes that the successful integration of AI in education requires alignment of tasks, systems and metrics. By analyzing existing studies and real world examples, we demonstrate how thoughtfully designed AI systems can enhance learning and reduce inequalities. The paper concludes with actionable recommendations for educators and...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Generative AI (GenAI) challenges assessment validity by enabling students to complete tasks without demonstrating genuine capability. In response to this challenge, institutions have developed and implemented various approaches that aim to communicate permissible AI use to students. Familiar examples include the ‘traffic light’ approach now commonly found within institutional policy. While well-intentioned, these approaches share a common limitation: They focus primarily on communicating rules rather than redesigning assessment mechanics. To clarify why such approaches fail, and to guide more effective responses, this paper introduces a novel conceptual distinction between discursive changes...

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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: libro

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Ensayo sobre el lugar que pueden ocupar la inteligencia artificial, la robótica y los datos masivos en el trabajo docente. Neil Selwyn repasa los desarrollos que alimentan la idea de sustituir al profesor —robots de aula, sistemas de tutoría inteligente, analítica del aprendizaje y toma de decisiones automatizada— y examina hasta qué punto pueden reproducir las cualidades sociales, emocionales y cognitivas de la enseñanza humana.

Su tesis es que la cuestión no es técnica sino de valores, juicios y política: la incorporación de cualquier tecnología a la educación es una decisión, y como tal debe discutirse. Un libro breve y accesible, pensado para docentes y para cualquier interesado en el futuro de la educación y del trabajo en tiempos de automatización.

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Editorial de un número de Learning, Media and Technology escrito al calor del lanzamiento de ChatGPT. Los autores repasan las reacciones que despertó —entre el entusiasmo y la alarma por la integridad académica, las referencias inventadas y la desinformación— y proponen situar la polémica en la tradición de la investigación crítica sobre la IA, la automatización y la datificación en la educación.

Presentan los artículos del número en torno a varios ejes: la política de la automatización (la IA educativa no es neutral y tiene genealogías históricas, alianzas público-privadas y conexiones coloniales), la dependencia de...

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Tipo: libro

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

This volume addresses the gap in knowledge around generative AI and its applications in education. It draws on the recent history of technological innovation and digital pedagogies, locating generative AI in the contemporary discourse around education futures. It argues that a new hybrid model of education is emerging, requiring educational institutions to embed generative AI into course and programme design, delivery and assessment. It also proposes a shift from a focus on learning as output to learning as a process, and explores what that shift might look like. Grounded in educational theory, it offers actionable pedagogy-informed guidance on how to position AI as a collaborator in the construction of learning in a manner that is congruent with the values and aims of education. The book also explores the wider context informing this...

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