Podemos ver ChatGPT como el último golpe a nuestros sistemas educativos o como la chispa que cambiará la educación para mejor. Creo que tanto los humanos como la tecnología darían la misma respuesta a esta pregunta.
Observatorio IA - educación
As a linguist who studies the effects of technology on how people read, write and think, I believe there are other, equally pressing concerns besides cheating. These include whether AI, more generally, threatens student writing skills, the value of writing as a process, and the importance of seeing writing as a vehicle for thinking.
The use of ChatGPT as a search engine has made the need for critical thinking more pressing than ever, writes Enrique Dans.
How can we effectively communicate to education professionals that generative AI will enhance their work rather than replace them?
Rania Abdelghani, Yen-Hsiang Wang, Xingdi Yuan, Tong Wang, Pauline Lucas, Hélène Sauzéon, Pierre-Yves Oudeyer
arXiv
(01/05/2023)
In order to train children's ability to ask curiosity-driven questions, previous research has explored designing specific exercises relying on providing semantic and linguistic cues to help formulate such questions. But despite showing pedagogical efficiency, this method is still limited as it relies on generating the said cues by hand, which can be a very costly process. In this context, we propose to leverage advances in the natural language processing field (NLP) and investigate the efficiency of using a large language model (LLM) for automating the production of the pedagogical content of a curious question-asking (QA) training. We study generating the said content using the "prompt-based" method that consists of explaining the task to the LLM in natural text. We evaluate the output using human experts annotations and comparisons with hand-generated content. Results suggested indeed the relevance and usefulness of this content. We also conduct a field study in primary school (75 children aged 9-10), where we evaluate children's QA performance when having this training. We compare 3 types of content : 1) hand-generated content that proposes "closed" cues leading to predefined questions; 2) GPT-3-generated content that proposes the same type of cues; 3) GPT-3-generated content that proposes "open" cues leading to several possible questions. We see a similar QA performance between the two "closed" trainings (showing the scalability of the approach using GPT-3), and a better one for participants with the "open" training. These results suggest the efficiency of using LLMs to support children in generating more curious questions, using a natural language prompting approach that affords usability by teachers and other users not specialists of AI techniques. Furthermore, results also show that open-ended content may be more suitable for training curious question-asking skills.
ChatGPT might overtime become a universal knowledge engine, but the unique aspects of learning through interaction with content and engagement with peers will provide nuance in developing (tuning) models.
This week I spent a few days at the ASU/GSV conference and ran into 7,000 educators, entrepreneurs, and corporate training people who had gone CRAZY for AI.
The narrative around cheating students doesn’t tell the whole story. Meet the teachers who think generative AI could actually make learning better.
The connection between humanism and technology will require people and institutions with a breadth of vision and a commitment to interests that transcend their field.
We're all somewhat grappling with questions about the unique human attributes that remain untouched by the growing incursions of AI. I've positioned this partially as a move from "epistemology to ontology" (knowing to being).
Pages
Tipo
-
aplicación (4)
-
artículo (83)
-
artículo científico (12)
-
boletín (3)
-
curso (1)
-
libro (2)
-
podcast (1)
-
presentación (6)
-
revista (1)
-
sitio web (11)
-
tuit (26)
-
vídeo (6)
Temas
-
aplicaciones (30)
-
aprendizaje (8)
-
Australia (1)
-
Bard (4)
-
bibliografía (1)
-
big data (1)
-
Bing (3)
-
brecha digital (1)
-
chatbots (8)
-
chatGPT (43)
-
código abierto (1)
-
cognición (1)
-
cómo citar (2)
-
comparación (3)
-
consejos de uso (2)
-
curso (1)
-
cursos (1)
-
DALLE2 (1)
-
deep learning (2)
-
deepfakes (1)
-
desafíos (1)
-
detección de uso (6)
-
diseño educativo (1)
-
disrupción (1)
-
docentes (1)
-
e-learning (1)
-
economía (1)
-
educación (46)
-
educación superior (10)
-
educadores (1)
-
embeddings (1)
-
encuesta (2)
-
enseñanza (3)
-
enseñanza de IA (1)
-
entrevista (2)
-
escritura (2)
-
evaluación (4)
-
experimentación (1)
-
futuro de la IA (1)
-
futuro laboral (1)
-
Google (2)
-
Google Docs (1)
-
guía (1)
-
guía de uso (5)
-
historia (1)
-
IA generativa (3)
-
IA vs. humanos (1)
-
ideas (1)
-
ideas de uso (7)
-
impacto social (1)
-
información (1)
-
investigación (5)
-
Kahoot (1)
-
LLM (2)
-
machine learning (2)
-
mapas (1)
-
medicina (1)
-
Microsoft (1)
-
Midjourney (1)
-
mundo laboral (1)
-
música (1)
-
niños (1)
-
noticias (1)
-
OpenAI (1)
-
opinión (4)
-
orígenes (1)
-
pedagogía (1)
-
plagio (3)
-
plugins (2)
-
presentación (1)
-
problemas (2)
-
programación (1)
-
prompts (1)
-
recomendaciones (1)
-
recopilación (15)
-
recursos (1)
-
regulación (2)
-
revista (1)
-
riesgos (5)
-
robots (1)
-
sesgos (3)
-
trabajo (3)
-
traducción (2)
-
turismo (1)
-
tutorbots (1)
-
tutores de IA (2)
-
tutoriales (3)
-
uso de la lengua (1)
-
uso del español (1)
-
uso en educación (6)
-
usos (4)
-
valoración (1)
-
viajes (1)
Autores
-
A. Lockett (1)
-
AI Foreground (1)
-
Alejandro Tinoco (1)
-
Alfaiz Ali (1)
-
Anna Mills (1)
-
Antonio Byrd (1)
-
Barnard College (1)
-
Barsee (1)
-
Ben Dickson (1)
-
Brian Basgen (1)
-
Brian Roemmele (1)
-
Brian X. Chen (4)
-
Carmen Rodríguez (1)
-
Carrie Spector (1)
-
Ceren Ocak (1)
-
Ceylan Yeginsu (1)
-
Charles Hodges (1)
-
Csaba Kissi (1)
-
David Álvarez (1)
-
David Green (1)
-
DeepLearning.AI (1)
-
Dennis Pierce (1)
-
Dimitri Kanaris (1)
-
Eli Collins (1)
-
Emily Bender (1)
-
Enrique Dans (3)
-
Eric M. Anderman (1)
-
Eric W. Dolan (1)
-
Eric Wu (1)
-
Ethan Mollick (1)
-
Eva M. González (1)
-
Francis Y (3)
-
Gary Marcus (1)
-
George Siemens (3)
-
Gonzalo Abio (1)
-
Google (3)
-
Gorka Garate (1)
-
Greg Brockman (1)
-
Guillaume Bardet (1)
-
Hasan Toor (4)
-
Hassan Khosravi (1)
-
Helen Beetham (1)
-
Helena Matute (1)
-
Hélène Sauzéon (1)
-
Holly Hassel (1)
-
Ian Roberts (1)
-
James Zou (1)
-
Jas Singh (3)
-
Javier Pastor (1)
-
Jeffrey Watumull (1)
-
Jenay Robert (1)
-
Johanna C. (1)
-
Johannes Wachs (1)
-
Josh Bersin (1)
-
Juan Cuccarese (1)
-
Julian Estevez (1)
-
Kalley Huang (1)
-
Karie Willyerd (1)
-
Kevin Roose (1)
-
Kui Xie (1)
-
Lance Eaton (1)
-
Leonardo Flores (1)
-
Lijia Chen (1)
-
Lorna Waddington (1)
-
Lucía Vicente (1)
-
Manuel Graña (1)
-
Mark McCormack (1)
-
Marko Kolanovic (1)
-
Melissa Heikkilä (1)
-
Mert Yuksekgonul (1)
-
Microsoft (1)
-
MLA Style Center (1)
-
Muzzammil (1)
-
Nada Lavrač (1)
-
Naomi S. Baron (1)
-
Natasha Singer (2)
-
Nathan Lands (1)
-
Nicole Muscanell (1)
-
Nikki Siapno (1)
-
NLLB Team (1)
-
Noam Chomsky (1)
-
Nuria Oliver (1)
-
Oliver Whang (1)
-
Olumide Popoola (1)
-
OpenAI (1)
-
Paul Couvert (5)
-
Paula Escobar (1)
-
Pauline Lucas (1)
-
Petr Šigut (1)
-
Philippa Hardman (18)
-
Pingping Chen (1)
-
Pratham (1)
-
Rafael Ruiz (1)
-
Rania Abdelghani (1)
-
Rebecca Marrone (1)
-
Rishit Patel (1)
-
Rowan Cheung (2)
-
Russell Group (1)
-
Sal Khan (1)
-
Samuel A. Pilar (1)
-
Samuel Fowler (1)
-
Sarah Z. Johnson (1)
-
Sepp Hochreiter (1)
-
Serge Belongie (1)
-
Shazia Sadiq (1)
-
Sihem Amer-Yahia (1)
-
Sonja Bjelobaba (1)
-
Stan Waddell (1)
-
Stella Tan (1)
-
Stephen Marche (1)
-
Steve Lohr (1)
-
Tiffany Hsu (1)
-
Tim Leberecht (1)
-
Timothy McAdoo (1)
-
Tom Graham (1)
-
Tom Warren (1)
-
Tomáš Foltýnek (1)
-
Tong Wang (1)
-
Tulsi Soni (2)
-
Vicki Boykis. (1)
-
Víctor Millán (1)
-
Weixin Liang (1)
-
Xingdi Yuan (1)
-
Yejin Choi (1)
-
Yen-Hsiang Wang (1)
-
Yining Mao (1)
-
Yurii Nykon (1)
-
Zhijian Lin (1)
Fuentes
-
APA Style (1)
-
arXiv (4)
-
E-aprendizaje.es (1)
-
EDUCAUSE (6)
-
Educaweb (1)
-
El País (1)
-
ElDiario.es (3)
-
Enrique Dans (1)
-
eSchool News (1)
-
Formación ELE (1)
-
Generación EZ (1)
-
GP Strategies (1)
-
HigherEdJobs (1)
-
IE Insights (1)
-
IEEE Access (2)
-
Intellias (1)
-
J.P.Morgan (1)
-
Joshbersin.com (1)
-
Kahoot! (1)
-
La Tercera (1)
-
Learning Letters (2)
-
Medium (1)
-
Meta AI (1)
-
Meta Research (1)
-
MLA (1)
-
Multiplex (1)
-
New York Times (14)
-
Open AI (1)
-
OpenAI (2)
-
PsyPost (1)
-
RTVE (1)
-
Russell Group (1)
-
TED (5)
-
TEDx (1)
-
The Atlantic (1)
-
The Conversation (4)
-
The Rundown (1)
-
The Verge (1)
-
ThinkBig (1)
-
Twitter (26)
-
Xataca (1)
-
Youtube (5)