Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

Resumen:

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The use of artificial intelligence in academia is a hot topic in the education field. ChatGPT is an AI tool that offers a range of benefits, including increased student engagement, collaboration, and accessibility. However, is also raises concerns regarding academic honesty and plagiarism. This paper examines the opportunities and challenges of using ChatGPT in higher education, and discusses the potential risks and rewards of these tools. The paper also considers the difficulties of detecting and preventing academic dishonesty, and suggests strategies that universities can adopt to ensure ethical and responsible use of these tools. These strategies include developing policies and procedures,...

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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

Resumen:

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Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistinguishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, this article brings together 43 contributions from experts in fields such as computer science, marketing, information systems, education, policy, hospitality and tourism, management, publishing, and nursing. The contributors acknowledge ChatGPT...

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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

Resumen:

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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: libro

Metodología: propuesta didáctica

Temas: inteligencia artificial

Resumen:

In these days of an ever-expanding internet, generative AI, and term paper mills, students may find it too easy and tempting to cheat, and teachers may think they can't keep up. What's needed, and what Tricia Bertram Gallant and David A. Rettinger offer in this timely book, is a new approach—one that works with the realities of the twenty-first century, not just to protect academic integrity but also to maximize opportunities for students to learn. The Opposite of Cheating presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era, both in cyberspace and on campus. Accordingly, the book outlines workable measures teachers can use to better understand why students cheat and to prevent cheating while aiming to enhance learning and integrity. Bertram Gallant and Rettinger...

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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

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: 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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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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