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La Taxonomía de Bloom establece una serie de objetivos de aprendizaje jerarquizados de menor a mayor complejidad cognitiva. ¿La finalidad? Facilitar el diseño de los ejercicios y actividades adecuados para cada etapa, además de garantizar un aprendizaje que perdure toda la vida. Aunque desde su creación en 1956 ha pasado por diferentes revisiones para adaptarse a las necesidades educativas (y digitales) de cada época, la irrupción de la IA y de herramientas como ChatGPT o Gemini plantea nuevas posibilidades a los docentes para aplicar este recurso. Explicamos a continuación seis ejemplos de cómo el uso de la inteligencia artificial puede ayudar tanto a evaluar como a crear experiencias educativas que permitan lograr las habilidades de aprendizaje definidas en los diferentes niveles de la Taxonomía de Bloom. 

Recent developments in Generative Artificial Intelligence (GenAI) have created a paradigm shift in multiple areas of society, and the use of these technologies is likely to become a defining feature of education in coming decades. GenAI offers transformative pedagogical opportunities, while simultaneously posing ethical and academic challenges. Against this backdrop, we outline a practical, simple, and sufficiently comprehensive tool to allow for the integration of GenAI tools into educational assessment: The AI Assessment Scale (AIAS).

The AIAS empowers educators to select the appropriate level of GenAI usage in assessments based on the learning outcomes they seek to address. The AIAS offers greater clarity and transparency for students and educators, provides a fair and equitable policy tool for institutions to work with, and offers a nuanced approach which embraces the opportunities of GenAI while recognizing that there are instances where such tools may not be pedagogically appropriate or necessary.

By adopting a practical, flexible approach that can be implemented quickly, the AIAS can form a much-needed starting point to address the current uncertainty and anxiety regarding GenAI in Education. As a secondary objective, we engage with the current literature and advocate for a refocused discourse on GenAI tools in education, one which foregrounds how technologies can help support and enhance teaching and learning, which contrasts with the currentfocus on GenAI as a facilitator of academic misconduct.

The EdTech firm Anthology released a six-page AI policy framework  that aims to support higher education institutions that are interested in developing their own policies around the ethical use of AI. The framework was created to align with the AI Risk Management Framework from the National Institute of Standards and Technology, the European Union AI Act, and principles from the Organization for Economic Cooperation and Development. 

“It’s a responsibility for Anthology to bring this to Higher Education,” Bruce Dahlgren, Anthology’s chief executive, said in an interview. “In other words, we needed to be out ahead of this, we didn’t want to have our head in the sand. We made a conscious decision as a company to be the thought leader in AI for Higher Ed.”

It is the Learning TECHNOLOGIES Conference. We are in the most important technology transition since the invention of writing, an existential technology that is literally changing what we are as a species, therefore what we learn, why we learn and how we learn. AI was headlining at our Glastonbury. But as Ben Betts said, and I agree, it was all content production and add ons. The real AI in learning was like the Sex Pistols battering it out down the Thames, completely ignoring the Establishment in the Exel. It is so disruptive a force that no one knows how to deal with it, so they try to package it, contain it, get it to create courses, use it as a signal – look we’re down with this new tech! But no one is buying it - metaphorically or literally. It is bypassing L&D.

This paper, which was peer-reviewed and presented in 2023 at the 24th International Conference on Artificial Intelligence in Higher Ed, evaluated the performance of five types of AG questions to learn more about the way students interact with types of questions on tests and homework. The five types of questions, fill-in-the-blank, matching, multiple choice, free response, and self-graded submit and compare, were incorporated into digital textbooks using VitalSource’s free, artificial intelligence learning tool called Bookshelf CoachMe®.

The primary concern is that traditional course experiences with a significant online component reduce incentives, obligations, and opportunities for in-person engagement. This, in turn, potentially harms the learning experience, mental health, and arguably diminishes what is traditionally seen as a crucial formative life experience, though this last point is not explicitly stated.

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.

As a High School Administrator, I am often the person who has to respond to a teacher’s request to address cheating. Since the introduction of artificial intelligence detection tools, I have watched as efforts to catch cheating often do more harm than good. Not only are these tools unreliable, but they can also significantly damage trust between student and teacher.

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.

La realidad postecnológica es un concepto que describe una etapa de la humanidad donde la tecnología ya no es vista simplemente como una herramienta o una extensión de nuestras capacidades, sino que se ha integrado tan profundamente con nuestras vidas que la distinción entre tecnología y humanidad comienza a difuminarse.

En el contexto de la educación superior, la IAGen puede potenciar la investigación mediante la generación automática de hipótesis, el análisis de grandes conjuntos de datos y la identificación de patrones complejos. Investigadores como Yoshua Bengio, Geoffrey Hinton y Yann LeCun, pioneros en el campo del aprendizaje profundo, han demostrado cómo los algoritmos de AGI pueden aplicarse con éxito en diversas disciplinas, desde la medicina hasta la física.

En la educación superior, se han utilizado diversos algoritmos para mejorar la experiencia de aprendizaje de los estudiantes. Algunos de los algoritmos destacados incluyen:

La inteligencia artificial (IA) está redefiniendo las estructuras de enseñanza y aprendizaje que conocíamos. Este cambio no se limita a la incorporación de nuevas herramientas tecnológicas en el aula, sino que se extiende a cómo concebimos la educación y su capacidad para adaptarse a las necesidades individuales de cada estudiante.

La promesa de la IA en la educación es doble: personalización a gran escala y democratización del acceso al conocimiento. El aprendizaje marca el comienzo de una era donde la educación para el futuro se vuelve más inclusiva, adaptativa y eficaz.

According to a new report from leading global education company McGraw Hill, educators believe the biggest obstacles to student success in school are tied to challenges outside the classroom, including mental health and behavior issues. While some educators worry that technology and artificial intelligence (AI) might have a negative effect in these areas, many see the positive impact of AI on students' ability to learn in their preferred languages, improved grades and career readiness.

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.