Observatorio IA - educación

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Inteligencia artificial en educación
Juan José de Haro Ollé INTEF (17/05/2024)
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.
IA y educación. ¿La Inteligencia Artificial sustituirá a los docentes?
David Álvarez E-aprendizaje.es (03/03/2024)
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?
What do AI chatbots really mean for students and cheating?
Carrie Spector Stanford Graduate School of Education (31/10/2023)
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.  
AI-Powered Higher Ed
Philippa Hardman The Learning Science Newsletter (14/09/2023)
This week, I attended a round table discussion at the House of Commons with politicians and experts from across the education sector to feed into UK policy on AI in Higher Education. Unsurprisingly, one of the key areas of concern and discussion was the impact of AI on academic integrity: in a world where AI can write an essay, what does AI mean for what we assess and how we assess it? And how do we respond in the short term? In this week’s blog post I’ll summarise the discussion and share what we agreed would be the most likely new model of assessment in HE in the post-AI world.
One Useful Thing
Ethan Mollick (28/08/2023)
I wanted a place to translate research into advice, or commentary, in a way that was short and useful - covering One Useful Thing in each post. Due to timing and circumstance, I have very much come to focus on AI, and its impacts on work and education. So that is now the One Useful Thing of this blog.
Learning Letters
(01/01/2023)
The pace of progress in learning sciences, learning analytics, educational data mining, and AI in education is advancing. We are launching this new publication, Learning Letters, to accelerate the pace at which science in learning moves from the lab to dissemination. The traditional publication process often takes 12 to18 months to move from article submission through to publication. We are interested in developing a new approach to publishing research in the “educational technology, learning analytics, and AI in learning” space. In particular, we want to reduce time to publication and put a sharper focus on results and outputs of studies. Learning Letters features innovative discoveries and advanced conceptual papers at the intersection of technology, learning sciences, design, psychology, computer science, and AI. Our commitment is a two week turn-around from submission to notification. Once revisions have been made, the article will be published within a week of final editing. As a result, an article could move from submission to publication in less than four weeks, while having undergone rigorous peer review.

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