Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The rapid integration of generative AI (GenAI) systems into educational settings necessitates a reevaluation of how learners reason, construct, and assume responsibility for knowledge. Existing learning theories like constructivism, sociocultural theory, and connectivism presume human-centered epistemic agency and fail to account for the ways GenAI simulates reasoning, reframes arguments, and co-constructs meaning. This paper introduces the Epistemic Entanglement Framework, a theory-informed model that captures how learners engage with AI systems. Drawing on distributed cognition, sociomaterialism, and posthumanist theory, the framework proposes epistemic co-agency as a reflexive stance...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: colocaciones

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Es habitual que el estudio de la gramática y del léxico se observen como dos ramas lingüísticas diferentes. No obstante, las investigaciones sobre los bloques léxicos y, en especial, las colocaciones muestran que la gramática y el léxico no deben verse como elementos completamente separados. Entender esta unión entre la gramática y el léxico es crucial para el profesorado y los creadores de materiales de español como L2, que pueden encontrar en la enseñanza de colocaciones un apoyo rentable para que el alumnado alcance una competencia lingüística y una fluidez elevadas. Al considerar las colocaciones como unidades complejas que, sin embargo, cognitivamente se tratan como palabras únicas,...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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Grounded in the learning sciences, Generative Learning (GL), is a learning method or process that encourages students to actively generate information and make connections between new and existing knowledge. This active participation in the learning process promotes a deeper understanding of the instructional material, fosters long-term retention of knowledge, and cultivates critical thinking skills and problem-solving abilities. The magic lies in the “generation” process, where learners actively make sense of the material rather than passively receiving information. In this paper, we argue that Generative Artificial Intelligence (GenAI) can be used as a Mindtool (knowledge representation...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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With machine learning becoming more and more prevalent in society, it also becomes a topic that is relevant for general K12 education. At the same time, modern machine learning is relying heavily on mathematics, requiring novel approaches to teaching it in settings where a full coverage is not possible. In this context the study presented here investigates the conceptions that students have about the workings of a particular type of machine learning system before and after a short workshop. Students (N = 57) gave open ended answers that were analyzed qualitatively, following the approach of phenomenography. The resulting model was then validated with semi-structured interviews with...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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With the development of computing and information processing techniques, artificial intelligence (AI) has been extensively applied in education. Artificial intelligence in education (AIEd) opens new opportunities, potentials, and challenges in educational practices. In its short history, AIEd has been undergoing several paradigmatic shifts, which are characterized into three paradigms in this position paper: AI-directed, learner-as-recipient, AI-supported, learner-as-collaborator, and AI-empowered, learner-as-leader. In three paradigms, AI techniques are used to address educational and learning issues in varied ways. AI is used to represent knowledge models and direct cognitive learning...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study explores how generative AI (GenAI) technologies are reshaping research and teaching practices at the university level. Drawing on Cultural-Historical Activity Theory (CHAT) (Engeström, 1987), we examine the interrelated activity systems of teaching and research through the lens of GenAI as a “runaway object”, a concept describing technologies that evolve unpredictably, disrupt boundaries, and reconfigure roles, tools, and epistemic norms. Based on qualitative data from ten academics in a mathematics department at a Swedish university, the analysis identifies five dominant themes that characterize emerging changes across both activity systems: boundary fluidity, shifting objects,...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza/aprendizaje de vocabulario

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Este artículo presenta una breve revisión de tres teorías que tratan de dar cuenta del aprendizaje incidental de vocabulario y estudiar su efectividad. Encontrar el enfoque más efectivo para el aprendizaje y enseñanza del vocabulario en lengua extranjera (LE) ha sido una tarea que ha ocupado a los investigadores de manera intensa a lo largo de las últimas décadas. Tres hipótesis principales han intentado explicar el fenómeno del aprendizaje incidental de vocabulario y dar con las actividades más efectivas, que maximicen el esfuerzo de los aprendices en el proceso de adquisición del léxico. Así, la hipótesis del input defiende que la exposición a input comprensible es suficiente para...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The ability to develop new skills and competencies is a central concept of lifelong learning. Research to date has largely focused on the processes and support individuals require to engage in upskilling, re-learning or training. However, there has been limited attention examining the types of support that are necessary to assist a learner's transition from “old” workplace contexts to “new”. Professionals often undergo significant restructuring of their knowledge, skills, and identities as they transition between career roles, industries, and sectors. Domains such as learning analytics (LA) have the potential to support learners as they use the analysis of fine-grained data collected from...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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The Community of Inquiry (CoI) framework is widely used to guide and explain learning in online and blended environments. However, generative artificial intelligence (GenAI) challenges a key assumption in CoI research and practice: that indicators of presence can be attributed primarily to human learners, instructors, and their interactions. GenAI can produce fluent discourse that resembles strong cognitive, social, or teaching presence. Yet such discourse may not reflect learners' thinking, relationships, or regulatory intentions. To date, research often frames GenAI as a tool, a dialogic partner, or a possible fourth presence. These views, however, do not fully capture GenAI's pervasive...

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Tipo: artículo

Metodología: trabajo teórico

Temas: MCER

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En este artículo se reflexiona acerca de algunos de los retos que rodean la validación de criterios para la evaluación de la complejidad lingüística en exámenes certificativos multinivel. Igualmente, se realizan algunas propuestas para abordar dichos retos a partir de los principios en los que se sustenta el marco teórico que ofrecen la Teoría de la Complejidad (CT) y la Teoría de los Sistemas Dinámicos (DST).

This report is intended to point out some of the problems that affect the validation of criteria to assess the linguistic complexity of the productions of L2 students in multilevel proficiency assessment tests. Furthermore, I will make a proposal to deal with those challenges...

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