Es importante reconocer que la IA puede ser un apoyo en la realización de tareas humanas, ya que permite recolectar y almacenar datos para luego clasificarlos, organizarlos y generar una respuesta. No obstante, estos avances también generan preocupación por sus posibles efectos negativos, como la discriminación, la desigualdad, la pérdida de privacidad, la manipulación, la censura y la falta de transparencia. Estos riesgos se deben a que la IA utiliza datos que pueden contener sesgos, ser incompletos o incluso erróneos. Por esta razón, no podemos idealizar la IA, sino que debemos conocer los desafíos e implicaciones que esta plantea en el ámbito educativo y analizar las dimensiones éticas de su funcionamiento y diseño.

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.

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.

Students in Texas taking their state-mandated exams this week are being used as guinea pigs for a new artificial intelligence-powered scoring system set to replace a majority of human graders in the region.

The Texas Tribune reports an “automated scoring engine” that utilizes natural language processing — the technology that enables chatbots like OpenAI’s ChatGPT to understand and communicate with users — is being rolled out by the Texas Education Agency (TEA) to grade open-ended questions on the State of Texas Assessments of Academic Readiness (STAAR) exams. The agency is expecting the system to save $15–20 million per year by reducing the need for temporary human scorers, with plans to hire under 2,000 graders this year compared to the 6,000 required in 2023.

Public K-12 schools in the United States face a host of challenges these days – from teacher shortages to the lingering effects of COVID-19 learning loss to political battles over curriculum.

In the midst of all this, teachers express low levels of satisfaction with their jobs. In fact, they’re much less satisfied than U.S. workers overall.

Here’s how public K-12 teachers are feeling about their jobs:

• 77% say their job is frequently stressful.
• 68% say it’s overwhelming.
• 70% say their school is understaffed.
• 52% say they would not advise a young person starting out today to become a teacher.

Few things are more important than education. Unfortunately, the U.S. Education System has been under siege for years, with understaffed schools, overcrowded classrooms and overworked, underpaid teachers. The government’s own NAEP issued a Nation’s Report Card revealing less than a third of U.S. eighth graders can do grade-level math. I believe we can no longer accept a system that’s failing so many of our students.

The greatest problem stems from the fact we’re still applying a rigid, century-old education model to the challenges of our modern world. Today’s teachers hold the impossible job of educating 20, 30 or even 40 students in a classroom, kids from vastly different backgrounds and aptitudes—with no time to focus on personalized learning.

Of course there are many factors, but in this same period of time there have been a growing number of messages in popular culture giving highly skeptical views of college. The idea that “college is a scam” has become something of a meme on social media platforms like YouTube.

Instructional and Learning Designers continue to enjoy an array of employment and career advancement opportunities. When the COVID-19 pandemic forced academic institutions and private corporations to prioritize online learning, these organizations sought practical ways to take their training and education online. Simultaneously, they found a great need for professionals who could design content as engaging as it was effective. Given the trajectory the field has taken, it’s no wonder the Chronicle of Higher Ed recognized Instructional Design as the "hottest job in Higher Education."

Con el modelo de IA, I-JEPA, en la Educación Disruptiva & IA predecimos las posibles transformaciones de aprendizaje (educación) en diferentes escenarios que no teníamos previstos y que con su potencial predictivo conseguiremos un escenario completamente abierto y ubicuo.

La intersección entre la educación disruptiva y la inteligencia artificial (IA) ha desencadenado un paradigma educativo radicalmente nuevo, un escenario transformador que desafía las convenciones establecidas. Como afirma Cathy N. Davidson, profesora de la Universidad de Duke, en su obra Now You See It: How Technology and Brain Science Will Transform Schools and Business for the 21st Century, estamos frente a una revolución que trasciende los límites tradicionales de la enseñanza. En este nuevo panorama, la IA, personificada en modelos como JEPA, se alza como una herramienta poderosa capaz de prever y moldear escenarios que anteriormente estaban más allá de nuestra visión.

El libro comienza con una reflexión personal del autor sobre sus "tres noches de insomnio" tras experimentar de primera mano el potencial de ChatGPT. E. Mollick argumenta que la IA generativa es una Tecnología de Propósito General (General Purpose Technologies, irónicamente las siglas de GPT) que, al igual que la máquina de vapor o internet, tendrá un impacto profundo en todos los aspectos de la vida. Sin embargo, a diferencia de las GPT anteriores, la IA está evolucionando a un ritmo vertiginoso y se está expandiendo más allá de las tareas mecánicas y repetitivas para abordar el trabajo creativo y analítico.

En un mundo donde la primera impresión puede definir el futuro de nuestras relaciones profesionales y personales, la habilidad de comunicarse efectivamente se convierte en una herramienta esencial. No es solo lo que decimos, sino cómo lo decimos lo que puede marcar la diferencia entre destacarnos o pasar desapercibidos. La comunicación eficaz es el pilar sobre el cual se construye una marca personal fuerte y reconocible. Esta no solo refleja nuestra identidad y valores, sino que también establece la percepción de confiabilidad y competencia ante los demás.

Un bio coworking eco-school en la educación superior dentro del marco de la educación disruptiva y la inteligencia artificial podría ofrecer un enfoque innovador y holístico para abordar los desafíos ambientales y promover un futuro más sostenible y equitativo para todos.

Ejemplos prácticos para cada punto y algunas referencias de autores relevantes en el campo de la permacultura, la sostenibilidad y la educación disruptiva, así como algunas herramientas de inteligencia artificial que podrían ser útiles:

In the paper, we discuss the global responses to GenAI in Higher Education, which have often focused on banning or restricting the use of these tools. However, as the understanding of GenAI capabilities grew, institutions have started to adopt more nuanced approaches. We argue that the current discourse surrounding GenAI in education overemphasizes academic misconduct, both minimizing more pressing ethical concerns and neglecting the potential benefits of these technologies.

Welcome to the seventh edition of the AI Index Report. The 2024 Index is our most comprehensive to date and arrives at an important moment when AI’s influence on society has never been more pronounced. This year, we have broadened our scope to more extensively cover essential trends such as technical advancements in AI, public perceptions of the technology, and the geopolitical dynamics surrounding its development. Featuring more original data than ever before, this edition introduces new estimates on AI training costs, detailed analyses of the responsible AI landscape, and an entirely new chapter dedicated to AI’s impact on science and medicine.

The AI Index Report tracks, collates, distills, and visualizes data related to AI. Our mission is to provide unbiased, rigorously vetted, broadly sourced data in order for policymakers, researchers, executives, journalists, and the general public to develop a more thorough and nuanced understanding of the complex field of AI.

Un estudio llevado a cabo por los creadores de la herramienta líder en detección de contenido no original, Turnitin, afirma que a lo largo del año pasado, los estudiantes entregaron como originales más de veintidós millones de ejercicios realizados con la ayuda de herramientas generativas como ChatGPT, Gemini y otras, algo que supone, según algunos, una amenaza y un terrible drama.

La inteligencia artificial ha dejado de ser una promesa, sino que es una realidad palpable que reformula sectores completos. Para la edudación, el desafío es monumental. Este cambio de paradigma exige una nueva generación de profesionales que no solo comprendan la IA sino que sean capaces de impulsar su desarrollo, innovando y contribuyendo al crecimiento empresarial y social.

We are currently assessing our students in ways that can be easily replicated by AI and on criteria that don’t demonstrate anything that is uniquely human. We are also testing in a way that excludes so many students with any form of neurodiversity – we aim for inclusive education, but not inclusive assessment. We do our best to support students with these assessments, but don’t change the assessment to support the students. 

Artificial Intelligence (AI) has the potential to revolutionize education by offering personalized learning experiences tailored to the individual strengths, weaknesses, and needs of each student, thereby enhancing the effectiveness of educational outcomes. For teachers, it introduces efficiency and automation into various aspects of education, such as grading and administrative tasks, freeing educators to devote more time to teaching and engaging directly with students.

La Inteligencia Artificial (IA) quiere cambiarlo todo. Si se cumplen los vaticinios de empresas y expertos, en el medio plazo cambiará la forma en la que trabajamos. Algunos empleos se quedarán obsoletos y desaparecerán y surgirán otros nuevos. Y lo mismo puede ocurrir con los estudios universitarios.

The Higher Education Generative AI Readiness Assessment, done in partnership with Amazon Web Services, an EDUCAUSE Mission Partner, is designed to provide a sense of your institution’s preparedness for strategic AI initiatives. Use the assessment to develop an understanding of the current state and the potential of generative AI at your institution, and as an opportunity for discussion with others.

This assessment can be approached in multiple ways:

El concepto de Espirales del Aprendizaje (a veces referido como "aprendizaje espiral") se basa en la idea de que el aprendizaje ocurre de manera iterativa, permitiendo a los estudiantes construir nuevos conocimientos a partir de la base de lo que ya saben, mediante la revisión repetida de temas a niveles de complejidad cada vez mayores. Este enfoque pedagógico contrasta con modelos lineales de educación, en los cuales los temas se enseñan una sola vez y no se revisitan sistemáticamente.