Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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The rapid adoption of generative artificial intelligence (GenAI) technologies in higher education has raised concerns about academic integrity, assessment practices and student learning. Banning or blocking GenAI tools has proven ineffective, and punitive approaches ignore the potential benefits of these technologies. As a result, assessment reform has become a pressing topic in the GenAI era. This paper presents the findings of a pilot study conducted at British University Vietnam exploring the implementation of the Artificial Intelligence Assessment Scale (AIAS), a flexible framework for incorporating GenAI into educational assessments. The AIAS consists of five levels, ranging from “no AI” to “...

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Tipo: guía

Temas: inteligencia artificial

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Publicly available generative AI (GenAI) tools are rapidly emerging, and the release of iterative versions is outpacing the adaptation of national regulatory frameworks. The absence of national regulations on GenAI in most countries leaves the data privacy of users unprotected and educational institutions largely unprepared to validate the tools. UNESCO's first global guidance on GenAI in education aims to support countries to implement immediate actions, plan long-term policies and develop human capacity to ensure a human-centred vision of these new technologies. The guidance presents an assessment of...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Recent advances in generative pre-trained transformer large language models have emphasised the potential risks of unfair use of artificial intelligence (AI) generated content in an academic environment and intensified efforts in searching for solutions to detect such content. The paper examines the general functionality of detection tools for AI-generated text and evaluates them based on accuracy and error type analysis. Specifically, the study seeks to answer research questions about whether existing detection tools can reliably differentiate between human-written text and ChatGPT-generated text, and whether machine translation and content obfuscation techniques affect the...

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Tipo: guía

Temas: inteligencia artificial

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Declaración con la que las universidades británicas del Russell Group fijaron en 2023 su posición común sobre la IA generativa en la enseñanza. Parte de que estas herramientas pueden mejorar la docencia y la experiencia de aprendizaje, siempre dentro de un marco ético, y enuncia cinco principios:

• Las universidades ayudarán a estudiantes y personal a adquirir una alfabetización en IA.
• El profesorado debe estar preparado para ayudar al alumnado a usar la IA generativa de forma eficaz y adecuada.
• Las universidades adaptarán la docencia y la evaluación para incorporar un uso ético de la IA generativa y garantizar la igualdad de acceso.
• Las universidades velarán por el rigor y la integridad académica.
• Las...

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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

Resumen:

In recent years, no other technology has revolutionised our life as Generative Artificial Intelligence (GenAI). GenAI has gained the attention of a myriad of users in almost every profession. Its advancement has had an intense impact on education, significantly disrupting the assessment design and evaluation methodologies. Despite the potential benefits and possibilities of GenAI in the education sector, there are several concerns primarily centred around academic integrity, authenticity, equity of access, assessment evaluation methodology, and feedback. Consequently, academia is encountering challenges in assessment design that are essential to retaining academic integrity in the age of GenAI. In this article, we discuss the challenges, and opportunities that need to be addressed for the assessment design and evaluation. The article...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

Artículo de posición que pide a las universidades desactivar los detectores de texto generado por IA. Los autores reúnen los argumentos en contra: su falta de fiabilidad, el sesgo contra quienes escriben en inglés como segunda lengua (que a menudo usan correctores como Grammarly y ven su trabajo marcado como IA), la carrera perdida frente a las herramientas pensadas para burlarlos, la desconfianza que generan entre estudiantes y profesores y la contradicción de prohibir en la universidad unas herramientas que ya forman parte del trabajo cotidiano.

Recuerdan que varias universidades británicas, irlandesas y estadounidenses ya han renunciado a la detección, y proponen en su lugar integrar la IA en el aprendizaje: tareas en las que el alumnado parta de borradores generados para...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Generative artificial intelligence (GenAI) has created significant assessment challenges in higher education. Universities and teachers have responded to these in various ways, including by way of new policies, revised assessment formats, and technological safeguards. These responses are typically predicated on an assumption that AI in assessment is a problem that can be solved if only the right approach can be found. However, in this paper we argue that GenAI may not be that kind of problem at all. Drawing on interviews with 20 teachers responsible for assessment design within a large Australian University, this paper applies Rittel and Webber framework of wicked problems to analyse educators...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Generative AI has seen rapid development and adoption in educational settings, presenting both benefits and challenges for universities. This paper examines the response of UK universities, particularly the Russell Group of research-led universities, in developing policies and guidance on the use of generative AI. The analysis covers the implementation of the Russell Group's principles across member institutions, addressing areas such as academic integrity, assessment practices, student use, and guidance for staff. It also explores the varying levels of policy development at non-Russell Group universities, finding that some institutions may struggle to find resources for this issue. The paper...

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Tipo: libro

Temas: aprendizaje autónomo

Resumen:

Volumen colectivo sobre la autonomía en el aprendizaje de lenguas. Reúne los artículos breves publicados entre 2006 y 2010 en Independence, el boletín del Learner Autonomy Special Interest Group de IATEFL, dentro de un proyecto que comparaba el concepto de autonomía con una «lata de gusanos»: diez «gusanos» —diez aspectos del concepto— se lanzaron a la comunidad académica y cada uno dio lugar a una serie de contribuciones.

Los diez ejes que organizan el libro son la evaluación, la investigación en el aula, el asesoramiento, la cultura, la formación del aprendiz, la motivación, el autoaprendizaje (centros de autoacceso), la autonomía del profesor, la formación...

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