El interés por la inteligencia humana formaba ya parte de mis preconcepciones. Si queremos desarrollar inteligencia artificial debemos entender la inteligencia natural y conocer cómo funciona. Este curso académico se inició en mi universidad el grado de ingeniería en inteligencia artificial.

Impartí a los alumnos de primero en el primer cuatrimestre la asignatura de lógica. En la sesión de presentación, recién aterrizados en la universidad, tras hablarles de lógica y de inteligencia artificial (IA) finalicé la sesión haciéndoles la siguiente recomendación:

«Aprended durante el grado mucha tecnología para la IA, pero al mismo tiempo leed ensayos de filosofía e inteligencia humana».

Since the sudden arrival of ChatGPT just a few months ago, there’s renewed interest in using AI chatbots as tutors. The tech itself raises a host of challenging questions. Some researchers are exploring one that might sound trivial but actually could be quite thorny: What should these computer-generated educational assistants look and sound like?

It turns out, one of the world’s most-cited educational researchers, Richard Mayer, is working on a series of studies looking at what kind of computer-generated voices and images are most engaging to learners and lead to the best outcomes.

Texas found itself in need of a way to score exponentially more written responses on the State of Texas Assessments of Academic Readiness, or STAAR, after a new law mandated that at least 25 percent of questions be open-ended — rather than multiple choice — starting in the 2022-23 school year.

Officials have said that the auto-scoring system will save the state millions of dollars that otherwise would have been spent on contractors hired to read and score written responses — with only 2,000 scorers needed this spring compared to 6,000 at the same time last year.

Estamos frente a una revolución tecnológica que abre las puertas a nuevas posibilidades, pero también a desafíos que aún no podemos prever completamente. Sin embargo, debemos estar preparados para comprender estos desafíos y tomar acciones que aseguren una implementación positiva de la IA en beneficio de nuestro mundo.

La pregunta que surge naturalmente ante este escenario es: ¿qué podemos esperar en la educación con el potencial que ofrece la Inteligencia Artificial? Principalmente, la posibilidad de contar con tutores personalizados disponibles las 24 horas del día, los 7 días de la semana. Esta capacidad presenta una dicotomía que merece ser analizada detenidamente. 

“We risk a future in which we produce more...but we understand less,” according to Yale anthropologist Lisa Messeri and Princeton cognitive scientist M. J. Crockett.

From questions of bias and systemic injustice to alignment to existential risk and the Singularity, artificial intelligence is a field in which conversations about risk, safety, and ethics are commonplace—and often contentious.

En el trabajo objeto de este informe, elaborado por nuestro equipo de Investigación y Estudios, se ha adoptado un enfoque híbrido basado en la antropología digital y la sociotecnología, que se desarrolla posteriormente con foco en una hipótesis de trabajo de partida muy específica: la tecnología es cultura. La realidad de nuestra población joven es una, física y digital, conectada. Se trata por tanto de una realidad “figital”.

Entre nuestras conclusiones destaca especialmente el hecho de que la jerarquía existente entre lo físico y lo digital, en la que se apoyan muchas de las medidas restrictivas adoptadas con una mentalidad adultocéntrica, deja de tener sentido en un espacio conectado, que es una sola realidad “figital” para las personas jóvenes, tal y como lo confirman los resultados obtenidos para nuestra muestra.

For generations, formal education has been designed so that we learn to work. People go to school, acquire knowledge and skills, and then apply for jobs where that knowledge and skill can be applied. People learn so that they can work. This model motivated generations of individuals to become teachers, engineers, nurses, business leaders, and accountants during the twentieth century. However, the learn-to-work model has been losing its appeal for decades. Consider the possibility that this steep decline is not because any particular generation or segment of the population is addicted to social media, lazy or fragile. Consider instead that it is because our system of education (cradle-to-grave) is producing exactly what it was designed to produce. It was not designed to appeal to every person. It was not designed to serve every segment of the population. It was designed to rank and sort.

The digital age has brought many changes to our daily lives, and education is no exception. Over the last decade, online master’s programs have seen significant growth. From business to engineering, virtual classrooms break down geographical barriers, making higher education accessible to many. The benefits of online learning include flexibility, the ability to balance work and studies, and access to diverse resources. But how does this affect the field of architecture?

Recent events have further accelerated the shift towards online education. Many traditional universities have had to quickly adapt and offer online courses. This sudden change has shown that online education can be just as effective as in-person learning when done right. The pandemic has also highlighted the importance of digital skills and adaptability, which online education can help develop.

Implementing artificial intelligence in schools can be a difficult discussion to have. As AI grows and evolves, how we use it changes alongside it. How can we keep up with such a malleable landscape while addressing any issues that may come up with its use?

Kerry Gallagher, Assistant Principal for Teaching and Learning at St. John’s Prep in Danvers, Massachusetts, expounds on a method she created to help acknowledge and implement AI use in her district, as well as to make an ongoing commitment to staying involved and informed with its use.

Spatial Computing is 2024’s hot tech topic. Alongside emerging technology drivers like GenAI, spatial computing solutions—including AR/VR/MR technologies—are changing the workplace today.

Most notably, learning and training use cases are proving the wealthiest investment space for companies interested in XR. Already many firms are getting ahead by retaining knowledge and upskilling workers thanks to spatial learning solutions.

In a groundbreaking move, Google recently announced its new product, LearnLM, a cutting-edge Tutor learning model set to revolutionize the educational landscape. As an AI expert focused on AI essay graders, I believe that Google’s LearnLM will significantly influence the future of education positively. This article will delve into what a LearnLM tutor is, and its potential impact on teaching and learning, and how it might reshape classrooms worldwide.

The advent of artificial intelligence has understandably raised questions about its potential impact on human labor. While these fears are valid and warrant serious consideration, a closer look reveals a more nuanced—and ultimately more hopeful—reality.

New data from Microsoft and LinkedIn’s Work Trend Index reveals a workplace that’s actively seeking out employees with the skills to leverage AI for business impact, and a workforce that’s turning to AI as an antidote to burnout and overwhelming workloads. Far from replacing human talent, AI is creating new opportunities for those who can master its use and apply it to real business challenges. These AI power users are reshaping the workday and reaping the benefits, providing a glimpse into the future of work.

With interest in the teaching profession waning and enrollment in teacher preparation programs reaching historic lows, all eyes are on the next crop of students — tomorrow’s prospective educators — to make up the deficit.

Today’s high school and college students are part of Generation Z, a group of people who range in age from 12 to 28, and have characteristics, attitudes and aspirations that distinguish them from prior generations.

As a framework, “Stop Grading Essays, Start Grading Chats” © includes preparation activities to kickstart student thinking before AI use, mechanisms for developing AI Literacy, evaluation windows for assessing content-specific understandings within the context of AI usage, and a reflective assessment that stresses the importance of critically reviewing AI-generated content. Moreover, it fosters a form of meta-cognitive and creative thinking that I once only dreamed of developing in my classroom.

I first used this concept in September of 2023 but have since tweaked and added a few pieces – like the “Purpose Statement” and the “What-Why-How” approach. I invite feedback via the comments section, LinkedIn, or through direct message here on Substack. Most of all though, I look forward to future collaborations with any interested educators!

AI provides educators and instructional designers with powerful tools to enhance the student learning experience. This guide presents practical examples of AI applications that are versatile and suitable for a broad spectrum of instructional activities, alongside others that have more specific uses. The textbook explores effective ways AI can generate high-quality course content, foster creativity, personalize learning, and drive innovation. Across the 18 chapters, the authors emphasize the need to work together to ensure AI's ethical and responsible use in educational settings.

In recent talks in Argentina, Spain, and Colombia, I delved into the competencies essential for "knowmads" in the age of Artificial Intelligence (AI). This transformative era requires a shift in how educators approach teaching and learning, and it’s critical to understand what this means for teachers today.

La Educación 6.0, conceptualizada por Juan Domingo Farnós, representa una vanguardia en la pedagogía contemporánea, caracterizada por la integración sinérgica de tecnologías emergentes como la Inteligencia Artificial General (AGI), la realidad aumentada, los hologramas y los principios de la física cuántica en los procesos educativos. Este paradigma metodológico promueve una personalización del aprendizaje sin precedentes, ajustándose meticulosamente a las necesidades individuales de cada estudiante mediante algoritmos adaptativos y análisis de big data, potenciados por capacidades cuánticas.

Este estudio explora el potencial de una perspectiva 'más allá de lo digital' hacia la agencia y la autoría en la era postdigital. Al examinar las narrativas de los estudiantes sobre sus interacciones con ChatGPT, esta investigación contribuye a la conversación académica en curso sobre la relación entre humanos e IA en contextos educativos. El estudio analiza las percepciones de agencia y autoría de estudiantes universitarios a través de un proyecto de escritura de investigación asistido por IA.

Concluimos este estudio con implicaciones pedagógicas para fomentar un enfoque 'más allá de lo digital' para la alfabetización crítica en IA. Además, el estudio ofrece implicaciones para la investigación futura de proyectos de escritura asistida por IA, con un enfoque en la integración cuidadosa de tecnologías de IA para fomentar la alfabetización crítica entre estudiantes universitarios.

No cabe hablar del “mundo físico” como oposición al “mundo digital”. Entre los jóvenes de 14 y 19 años, la separación entre los espacios digitales y físicos se desvanece: el móvil es un espacio de vivencia y cultura, con sus propios códigos y significados. Que hay que entender, pero no desde la visión del adulto, sino intentando entender a los jóvenes.

Para ellos, la realidad no es ni digital, ni física: es una, y está conectada. Es una realidad “figital”. Y para existir en el entorno físico, necesitan hacerlo también en el digital.

A new report from the Georgetown Center on Education and the Workforce found a “great misalignment” between projected job demand in many local labor markets and the mix of credentials available to workers seeking jobs requiring more than a high school diploma but less than a bachelor’s degree.

ChatGPT Edu, powered by GPT-4o, is designed for universities to responsibly integrate AI into academic and campus operations. This advanced AI tool supports text and vision reasoning, data analysis, and offers enterprise-level security.

Successful applications at institutions like Columbia University and Wharton School highlight its potential. ChatGPT Edu aims to make AI accessible and beneficial across educational settings.

La IA Generativa y predictiva llega para obligar a las universidades a repensarse (una vez más) y tomar nuevas decisiones de diseño. Bienvenido este paradigma de producción y distribución de conocimiento. Sabemos que cuando a los sistemas complejos se los priva de estresores se vuelven débiles, como define la antifragilidad de Taleb (2012).

Esta problemática afectará en muy pocos años a nuestro día a día como gestores o profesores universitarios. Por esto, no es suficiente proponer y armar debates sobre el futuro de la educación con los usos de la IA. Más allá de cualquier conversación, ¿qué está haciendo usted lector ahora mismo para adaptarse?

AI, and specifically LLM (large language models), can help our students enhance their creative work. This is one of several reasons their use has become increasingly prevalent in education over the past few months. An LLM is a type of AI that mimics human intelligence and processes and analyses large amounts of data and patterns through statistical models. It also analyses the connection between words and phrases to improve content. In this resource, we provide tips for LLM prompt writing to help our students create characters for their creative projects.