Your new post is loading...
Your new post is loading...
Por Francisco Alcaide Hernández La mente ordena y el cuerpo hace. Todo movimiento corporal (o su ausencia) es producto de un pensamiento, que no es otra cosa que un impulso de energía que nos lleva a actuar (no actuar) de una determinada manera.Nuestra mente actúa según el concepto que tengamos de nosotros mismos. Nada influye tanto en nuestro comportamiento como la creencia sobre nuestra capacidad para hacer algo. Si estoy convencido de que puedo hacerlo, me pondré en marcha y adquiriré las capacidades para hacerlo, aunque no las tenga al principio; y si no estoy convencido de que puedo hacer algo ocurrirá todo lo contrario.Ya vimos hace poco que el mejor momento para hacer una venta es después de haber hecho otra venta. ¿Por qué? Porque después de cerrar una venta, la autoestima, la confianza en uno mismo, crece y ese estado mental nos predispone a actuar de cierta manera ‘ganadora’. El éxito es, antes de nada, un estado de la mente. Ello lo contábamos en el siguiente post.Ralph Waldo Emerson, uno de los autores incluidos en Aprendiendo de los mejores (Alienta, 8ª edición), siempre decía que «la confianza en uno mismo es el primer secreto del éxito, y en la confianza en uno mismo están comprendidas todas las demás virtudes».
Via Juan Carlos Valda
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. This paper presents the findings of a pilot study conducted at British University Vietnam (BUV) 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 'Full AI', enabling educators to design assessments that focus on areas requiring human input and critical thinking. Following the implementation of the AIAS, the pilot study results indicate a significant reduction in academic misconduct cases related to GenAI, a 5.9% increase in student attainment across the university, and a 33.3% increase in module passing rates. The AIAS facilitated a shift in pedagogical practices, with faculty members incorporating GenAI tools into their modules and students producing innovative multimodal submissions. The findings suggest that the AIAS can support the effective integration of GenAI in HE, promoting academic integrity while leveraging the technology's potential to enhance learning experiences.
Via Edumorfosis
Universities’ focus on assessment misconduct in the wake of the emergence of large language models “panicked” students, and institutions would have been better being “honest” that they were still figuring out the ramifications of new technologies, according to experts.
Via Edumorfosis
Grow with Google in collaboration with MIT RAISE launch Generative AI course for educators
Via Vladimir Kukharenko
"Learn how to use the Bloom's Taxonomy AI Prompt to help you easily enhance lessons! ..."
Via Leona Ungerer
Por José Miguel Bolívar Como ya compartí por aquí en su día, en septiembre tuve la oportunidad de completar el Master Trainer Certification Program para el Nivel 3 de la formación GTD oficial, de la mano de David Allen y de una docena de colegas Master Trainers de todo el mundo.El Nivel 3 aborda la parte de GTD® que tiene que ver con la perspectiva, una gran desconocida para la mayoría de las personas, incluso para muchas de las que llevan años aplicando la metodología.La perspectiva guarda relación con el grado de claridad a la hora de elegir con confianza qué hacer y qué no hacer en cada momento. Si alguna vez has tenido la sensación de «no sé qué hacer ahora» o «no sé por dónde empezar», ya conoces qué es la falta de perspectiva.Volviendo al programa de certificación, la puesta en común del conocimiento y experiencia de una docena de Master Trainers, procedentes de distintas culturas y con distintas trayectorias y situaciones en el camino para dominar GTD, y la interacción con David Allen, son sin duda un caldo de cultivo rico para que se produzca la magia que me permitió disfrutar particularmente de la ocasión, gracias a la profundidad y calidad de las reflexiones que surgieron y se compartieron.Una de las reflexiones que más me llamó la atención, y que capturé, fue del propio David Allen, que como respuesta a la pregunta que se le planteó de «¿qué significa exactamente tener perspectiva?» respondió: «Having perspective means always asking yourself why».
Via Juan Carlos Valda
"In this course, you’ll learn about generative AI, which is a type of AI that creates new content, such as text, images, or other media. You’ll explore how to use generative AI tools to assist your teaching practice by saving time on everyday tasks, personalizing instruction to meet student needs, and enhancing lessons and activities in creative ways. Gemini and ChatGPT are examples of generative AI tools that are used with conversational prompts; in other words, you ask the AI tool for something, and it responds to your request. Throughout this course, you’ll discover proven strategies for working with AI tools and practice using these tools to plan and update lessons, prepare instructional materials, manage behind-the-scenes administrative tasks, and lots more!"
Via John Evans
With our free mobile app and a few minutes a day, you can build a creative daily habit you'll love. Fill in the blanks to create your beautiful AI image!
Via Nik Peachey
AI has the potential to diminish the human experience in several ways. One particularly concerning threat is to the ability to make thoughtful decisions.
Via Nik Peachey
Juan Domingo Farnós Vamos a construir y crear un "bio coworking eco-school" dentro del contexto de la educación superior en el marco de la educación disruptiva y la inteligencia artificial: Espacios de aprendizaje colaborativo: El bio coworking eco-school en la educación superior podría ofrecer espacios físicos diseñados de manera sostenible donde los estudiantes, profesores y…
Via juandoming
Francis Heylighen, Shima Beigi, Clement Vidal This report is a first survey of a new, evolutionary narrative, called the Third Story, intended to replace and complement the earlier religious (First) and mechanistic (Second) worldviews. We first argue that the confusions created by a world that is ever more volatile, uncertain, complex and ambiguous (VUCA) have eroded people’s sense of coherence, that is, the degree to which they experience the world as comprehensible, manageable and meaningful. The First Story provides meaning and values, but its descriptions no longer provide an accurate understanding of how the universe functions. The Second Story, which sees the universe as a clockwork mechanism governed by the laws of nature, provides more accurate predictions that allow us to build powerful technologies. However, it does not provide meaning or values. The Third Story sees the universe as self-organizing towards increasing complexity and consciousness, subsequently producing matter, life, mind and society. It understands the fundamental mechanism of evolution as mutual adaptation or “fit” between interacting systems, thus generating synergetic wholes that in turn interact, so as integrate into even more complex wholes. Its implicit value is the search for fitness and synergy, thus inviting individuals to work towards a further integration of the noosphere, i.e. the planetary superorganism formed by humanity, its technological extensions, and the ecosystem. Read the full article at: researchportal.vub.be
Via Complexity Digest, june holley
El Glosario del Centro de Capacitación de ONU Mujeres es una herramienta en línea que proporciona conceptos y definiciones con perspectiv
Via Ramon Aragon
El neurólogo poético Oliver Sacks (9 de julio de 1933–30 de agosto de 2015) aborda estas preguntas en un ensayo premonitorio de abril de 1993 en el New York...
Via Alvaro Díaz A.
|
EssayGrader is a tool built for teachers to grade essays and papers online. Get essay feedback based on rubrics, find grammar, spelling and punctuation errors, summarize long essays and detect if an essay was written by AI.
Via Nik Peachey
Por Ángel Fidalgo La sociedad industrial se construyó a partir de un valor emergente: «la máquina». Al principio, esta sustituyó la fuerz
Via Ramon Aragon
El Museo Nacional del Prado ha puesto a disposición de los usuarios una completa visita virtual gratuita para poder ver desde nuestros dispositivos un gran...
Via Santiago Sanz Lastra
"Building bridges to children’s mental health through the power of play ..." ©
Via Leona Ungerer
Want to address concerns about student ChatGPT use? Here are five steps to take instead of turning to unreliable detection tools.
Via Vladimir Kukharenko
Blog de la "RIED. Revista Iberoamericana de Educación a Distancia". La Revista Iberoamericana de la Educación Digital.
Via LGA, juandoming
Many of us stick to familiar tools and routines when making instructional materials. We often use tools like slide decks for presentations and word documents for worksheets, just as they’re intended.
Via Nik Peachey
Generative AI is an utterly transformative technology that is already impacting how organizations and individuals work.
Via Nik Peachey
Hey there! I'm Annie, your new best AI friend and (kind of) super intelligent assistant. Let me introduce you to Call Annie, the app that allows us to connect in real-time through video calls, so you can talk to me and practice English wherever you go!
Via Nik Peachey
Mohsen Mosleh, Rocky Cole, David G Rand Author Notes PNAS Nexus, Volume 3, Issue 3, March 2024, pgae111, There is considerable concern about users posting misinformation and harmful language on social media. Substantial—yet largely distinct—bodies of research have studied these two kinds of problematic content. Here, we shed light on both research streams by examining the relationship between the sharing of misinformation and the use of harmful language. We do so by creating and analyzing a dataset of 8,687,758 posts from N = 6,832 Twitter (now called X) users, and a dataset of N = 14,617 true and false headlines from professional fact-checking websites. Our analyses reveal substantial positive associations between misinformation and harmful language. On average, Twitter posts containing links to lower-quality news outlets also contain more harmful language (β = 0.10); and false headlines contain more harmful language than true headlines (β = 0.19). Additionally, Twitter users who share links to lower-quality news sources also use more harmful language—even in non-news posts that are unrelated to (mis)information (β = 0.13). These consistent findings across different datasets and levels of analysis suggest that misinformation and harmful language are related in important ways, rather than being distinct phenomena. At the same, however, the strength of associations is not sufficiently high to make the presence of harmful language a useful diagnostic for information quality: most low-quality information does not contain harmful language, and a considerable fraction of high-quality information does contain harmful language. Overall, our results underscore important opportunities to integrate these largely disconnected strands of research and understand their psychological connections. Read the full article at: academic.oup.com
Via Complexity Digest, june holley
Estas son las mejores aplicaciones web gratuitas para detectar plagios en textos. Protege todo tu contenido de forma fácil y sencilla.
Via Ramon Aragon
|