Observatorio IA - artículo

Artificial intelligence (AI) is progressing rapidly, and companies are shifting their focus to developing generalist AI systems that can autonomously act and pursue goals. Increases in capabilities and autonomy may soon massively amplify AI’s impact, with risks that include large-scale social harms, malicious uses, and an irreversible loss of human control over autonomous AI systems. Although researchers have warned of extreme risks from AI (1), there is a lack of consensus about how to manage them. Society’s response, despite promising first steps, is incommensurate with the possibility of rapid, transformative progress that is expected by many experts. AI safety research is lagging. Present governance initiatives lack the mechanisms and institutions to prevent misuse and recklessness and barely address autonomous systems. Drawing on lessons learned from other safety-critical technologies, we outline a comprehensive plan that combines technical research and development (R&D) with proactive, adaptive governance mechanisms for a more commensurate preparation.
Este recurso educativo está centrado en la aplicación de la Inteligencia Artificial en los contextos educativos, especialmente de primaria y secundaria. En una era caracterizada por avances tecnológicos constantes, el sector educativo se enfrenta a la necesidad de adaptación e innovación. Aspira a servir como una guía que habilite a los docentes para integrar las tecnologías de Inteligencia Artificial en su práctica pedagógica. Se abordarán una serie de temáticas esenciales, comenzando con una introducción a la naturaleza de la Inteligencia Artificial, seguida de un análisis sobre los aspectos éticos y limitaciones inherentes a su uso. Se proporcionarán también pautas y recursos para el desarrollo de material didáctico, haciendo uso de IA generativa. En secciones subsiguientes, se tratará el arte de la interacción con sistemas de IA generativa, incluyendo técnicas para la formulación precisa de preguntas e instrucciones. Además, se tratarán métodos para la creación de contenido educativo asistido por IA, cubriendo aspectos como la evaluación y retroalimentación, el seguimiento del progreso académico y la gestión del aula. También se presentará una compilación de herramientas y recursos tecnológicos diseñados para asistir a los docentes en la implementación práctica de la IA en los entornos educativos.
Comenzamos el artículo con la pregunta que le da título: ¿la Inteligencia Artificial sustituirá a los docentes?. Seguro que todos nos los hemos planteado alguna vez, especialmente en este último año y pico. Y es una pregunta que se hacen numerosos colectivos profesionales. ¿Hasta qué punto nuestros puestos de trabajo están en riesgo por la Inteligencia Artificial?
A.I. tools like ChatGPT did not boost the frequency of cheating in high schools, Stanford researchers say. According to new research from Stanford University, the popularization of A.I. chatbots has not boosted overall cheating rates in schools. In surveys this year of more than 40 U.S. high schools, some 60 to 70 percent of students said they had recently engaged in cheating — about the same percent as in previous years, Stanford education researchers said.
Eric W. Dolan PsyPost (15/12/2023)
Artificial intelligence chatbots exhibits similar biases to humans, according to new research published in Proceedings of the National Academy of Sciences of the United States of America (PNAS). The study suggests that AI tends to favor certain types of information over others, reflecting patterns seen in human communication. The motivation behind this research lies in the burgeoning influence of large language models like ChatGPT-3 in various fields. With the wide application of these AI systems, understanding how they might replicate human biases becomes crucial.
Stanford education scholars Victor Lee and Denise Pope discuss ongoing research into why and how often students cheat. The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.  
The use of generative AI tools on campus is an excellent opportunity for technology and other leaders to provide guidance to students, faculty, and staff about how to navigate these new technological waters. In April 2023, we were involved in a panel with students at College Unbound. The conversation —"Generative AI and Higher Education: Disruption, Opportunities, and Challenges"— offered many different highlights, and the students brought rich thoughts, provocative considerations, and smart ideas, reinforcing the fact that discussions around what to do about generative AI (or about anything else, for that matter) are enhanced when students are involved. Toward the end of the panel conversation, Stan asked the students what they thought could be done to help faculty, students, and staff navigate the rise of AI. Essentially, he was curious to hear about the roles that technology and other leaders could fulfill. After thinking about their answers and engaging in further reflection, we came up with ten suggestions for how to step up and in to the generative AI discussion in higher education.