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juandoming
from Chismes varios
onto E-Learning-Inclusivo (Mashup) June 22, 2015 10:36 AM
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Hoy quiero presentaros Movinx, una página ideal para los que gustan de escuchar música en cualquier momento, sólo es necesario visitar el sitio y disponer de conexión a internet. Lo ideal, para sacar todo el partido que ofrece Movinx, es crear una cuenta en esta plataforma indicando una dirección de correo o usando las credenciales de Facebook (mucho más rápido).
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![[documental] El sistema educativo representa la mayor trampa del mundo moderno I Schopenhauer y Nietzsche | E-Learning-Inclusivo (Mashup) | Scoop.it](https://img.scoop.it/gOkgVPiL-_3BN9eB8mGArjl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
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www
¿Nunca te has preguntado por qué todos seguimos el mismo patrón? Es decir, cuando vamos a la escuela, aunque de niños todos pensamos de manera diferente, nos imparten la misma educación, la misma ideología, los mismos contenidos. Via Edumorfosis
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From
wwwhatsnew
La inteligencia artificial generativa se ha vuelto una herramienta cotidiana para millones de personas. Desde redactar informes hasta generar ideas creativas, sus aplicaciones son tan amplias como inmediatas. Sin embargo, este crecimiento trae consigo una pregunta clave: ¿está esta tecnología fortaleciendo o debilitando nuestro pensamiento crítico? Cambios en la forma de pensar: menos esfuerzo, más Via Mariano Fernandez S.
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AI: Explore how Artificial Intelligence is reshaping human cognition, creativity, and the implications of an algorithm-driven world. Are we risking conformity and mediocrity or unlocking new intellectual potential? "
Representative image Is it now in the process of transforming the human brain's role in daily life? The Industrial Revolution diminished the need for manual labour. As someone who researches the application of AI in international business, I can't help but wonder whether it is spurring a cognitive revolution, obviating the need for certain cognitive processes as it reshapes how students, workers and artists write, design and decide. Advt The economic and cultural implications are profound. EVENT Thu, 05 Jun 2025 Advt We've been here before. The Industrial Revolution replaced artisanal craftsmanship with mechanised production, enabling goods to be replicated and manufactured on a mass scale. Shoes, cars and crops could be produced efficiently and uniformly. But products also became more bland, predictable and stripped of individuality. Craftsmanship retreated to the margins, as a luxury or a form of resistance. Today, there's a similar risk with the automation of thought. Generative AI tempts users to conflate speed with quality, productivity with originality. The danger is not that AI will fail us, but that people will accept the mediocrity of its outputs as the norm. When everything is fast, frictionless and "good enough," there's the risk of losing the depth, nuance and intellectual richness that define exceptional human work. The rise of algorithmic mediocrity Despite the name, AI doesn't actually think. Tools such as ChatGPT, Claude and Gemini process massive volumes of human-created content, often scraped from the internet without context or permission. Their outputs are statistical predictions of what word or pixel is likely to follow based on patterns in data they have processed. They are, in essence, mirrors that reflect collective human creative output back to users - rearranged and recombined, but fundamentally derivative. And this, in many ways, is precisely why they work so well. Consider the countless emails people write, the slide decks strategy consultants prepare and the advertisements that suffuse social media feeds. Much of this content follows predictable patterns and established formulas. It has been there before, in one form or the other. Generative AI excels at producing competent-sounding content - lists, summaries, press releases, advertisements - that bears the signs of human creation without that spark of ingenuity. It thrives in contexts where the demand for originality is low and when "good enough" is, well, good enough. When AI sparks - and stifles - creativity Yet, even in a world of formulaic content, AI can be surprisingly helpful. In one set of experiments, researchers tasked people with completing various creative challenges. They found that those who used generative AI produced ideas that were, on average, more creative, outperforming participants who used web searches or no aids at all. In other words, AI can, in fact, elevate baseline creative performance. However, further analysis revealed a critical trade-off: Reliance on AI systems for brainstorming significantly reduced the diversity of ideas produced, which is a crucial element for creative breakthroughs. The systems tend to converge toward a predictable middle rather than exploring unconventional possibilities at the edges. I wasn't surprised by these findings. My students and I have found that the outputs of generative AI systems are most closely aligned with the values and world views of wealthy, English-speaking nations. This inherent bias quite naturally constrains the diversity of ideas these systems can generate. More troubling still, brief interactions with AI systems can subtly reshape how people approach problems and imagine solutions. One set of experiments tasked participants with making medical diagnoses with the help of AI. However, the researchers designed the experiment so that AI would give some participants flawed suggestions. Even after those participants stopped using the AI tool, they tended to unconsciously adopt those biases and make errors in their own decisions. What begins as a convenient shortcut risks becoming a self-reinforcing loop of diminishing originality - not because these tools produce objectively poor content, but because they quietly narrow the bandwidth of human creativity itself. Navigating the cognitive revolution True creativity, innovation and research are not just probabilistic recombinations of past data. They require conceptual leaps, cross-disciplinary thinking and real-world experience. These are qualities AI cannot replicate. It cannot invent the future. It can only remix the past. What AI generates may satisfy a short-term need: a quick summary, a plausible design, a passable script. But it rarely transforms, and genuine originality risks being drowned in a sea of algorithmic sameness. The challenge, then, isn't just technological. It's cultural. How can the irreplaceable value of human creativity be preserved amid this flood of synthetic content? The historical parallel with industrialisation offers both caution and hope. Mechanisation displaced many workers but also gave rise to new forms of labour, education and prosperity. Similarly, while AI systems may automate some cognitive tasks, they may also open up new intellectual frontiers by simulating intellectual abilities. In doing so, they may take on creative responsibilities, such as inventing novel processes or developing criteria to evaluate their own outputs. This transformation is only at its early stages. Each new generation of AI models will produce outputs that once seemed like the purview of science fiction. The responsibility lies with professionals, educators and policymakers to shape this cognitive revolution with intention. Will it lead to intellectual flourishing or dependency? To a renaissance of human creativity or its gradual obsolescence? The answer, for now, is up in the air. Via Charles Tiayon 
Charles Tiayon's curator insight,
June 3, 2:06 PM
AI: Explore how Artificial Intelligence is reshaping human cognition, creativity, and the implications of an algorithm-driven world. Are we risking conformity and mediocrity or unlocking new intellectual potential? "
Representative image Is it now in the process of transforming the human brain's role in daily life? The Industrial Revolution diminished the need for manual labour. As someone who researches the application of AI in international business, I can't help but wonder whether it is spurring a cognitive revolution, obviating the need for certain cognitive processes as it reshapes how students, workers and artists write, design and decide. Advt The economic and cultural implications are profound. EVENT Thu, 05 Jun 2025 Advt We've been here before. The Industrial Revolution replaced artisanal craftsmanship with mechanised production, enabling goods to be replicated and manufactured on a mass scale. Shoes, cars and crops could be produced efficiently and uniformly. But products also became more bland, predictable and stripped of individuality. Craftsmanship retreated to the margins, as a luxury or a form of resistance. Today, there's a similar risk with the automation of thought. Generative AI tempts users to conflate speed with quality, productivity with originality. The danger is not that AI will fail us, but that people will accept the mediocrity of its outputs as the norm. When everything is fast, frictionless and "good enough," there's the risk of losing the depth, nuance and intellectual richness that define exceptional human work. The rise of algorithmic mediocrity Despite the name, AI doesn't actually think. Tools such as ChatGPT, Claude and Gemini process massive volumes of human-created content, often scraped from the internet without context or permission. Their outputs are statistical predictions of what word or pixel is likely to follow based on patterns in data they have processed. They are, in essence, mirrors that reflect collective human creative output back to users - rearranged and recombined, but fundamentally derivative. And this, in many ways, is precisely why they work so well. Consider the countless emails people write, the slide decks strategy consultants prepare and the advertisements that suffuse social media feeds. Much of this content follows predictable patterns and established formulas. It has been there before, in one form or the other. Generative AI excels at producing competent-sounding content - lists, summaries, press releases, advertisements - that bears the signs of human creation without that spark of ingenuity. It thrives in contexts where the demand for originality is low and when "good enough" is, well, good enough. When AI sparks - and stifles - creativity Yet, even in a world of formulaic content, AI can be surprisingly helpful. In one set of experiments, researchers tasked people with completing various creative challenges. They found that those who used generative AI produced ideas that were, on average, more creative, outperforming participants who used web searches or no aids at all. In other words, AI can, in fact, elevate baseline creative performance. However, further analysis revealed a critical trade-off: Reliance on AI systems for brainstorming significantly reduced the diversity of ideas produced, which is a crucial element for creative breakthroughs. The systems tend to converge toward a predictable middle rather than exploring unconventional possibilities at the edges. I wasn't surprised by these findings. My students and I have found that the outputs of generative AI systems are most closely aligned with the values and world views of wealthy, English-speaking nations. This inherent bias quite naturally constrains the diversity of ideas these systems can generate. More troubling still, brief interactions with AI systems can subtly reshape how people approach problems and imagine solutions. One set of experiments tasked participants with making medical diagnoses with the help of AI. However, the researchers designed the experiment so that AI would give some participants flawed suggestions. Even after those participants stopped using the AI tool, they tended to unconsciously adopt those biases and make errors in their own decisions. What begins as a convenient shortcut risks becoming a self-reinforcing loop of diminishing originality - not because these tools produce objectively poor content, but because they quietly narrow the bandwidth of human creativity itself. Navigating the cognitive revolution True creativity, innovation and research are not just probabilistic recombinations of past data. They require conceptual leaps, cross-disciplinary thinking and real-world experience. These are qualities AI cannot replicate. It cannot invent the future. It can only remix the past. What AI generates may satisfy a short-term need: a quick summary, a plausible design, a passable script. But it rarely transforms, and genuine originality risks being drowned in a sea of algorithmic sameness. The challenge, then, isn't just technological. It's cultural. How can the irreplaceable value of human creativity be preserved amid this flood of synthetic content? The historical parallel with industrialisation offers both caution and hope. Mechanisation displaced many workers but also gave rise to new forms of labour, education and prosperity. Similarly, while AI systems may automate some cognitive tasks, they may also open up new intellectual frontiers by simulating intellectual abilities. In doing so, they may take on creative responsibilities, such as inventing novel processes or developing criteria to evaluate their own outputs. This transformation is only at its early stages. Each new generation of AI models will produce outputs that once seemed like the purview of science fiction. The responsibility lies with professionals, educators and policymakers to shape this cognitive revolution with intention. Will it lead to intellectual flourishing or dependency? To a renaissance of human creativity or its gradual obsolescence? The answer, for now, is up in the air.
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Discover Learning and Development (L&D) myths as Jane Bozarth challenges misconceptions and explores how emerging technologies enhance corporate training. Via CommLab India
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When Sir Ken Robinson delivered his now-iconic TED Talk in 2006, proclaiming that “schools kill creativity,” he struck a chord that continues to reverberate through education systems worldwide. Robinson’s argument that our schools systematically squash imagination in favor of conformity and compliance sparked a movement for more creative, learner-centered approaches. Yet, less than two decades later, a new fear is echoing through these same halls: that artificial intelligence will now be the force that finally kills critical thinking in schools. How did we get from blaming the system to blaming the tool? Via Edumorfosis 
Edumorfosis's curator insight,
June 2, 8:01 AM
La nueva pregunta sería: La creatividad IA está matando la escuela?
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The current research landscape may be messy and contradictory, but it illuminates a crucial truth: the impact of AI on education isn’t predetermined by the technology itself—it’s determined by the educational system we choose to implement it within. Via Nik Peachey 
Nik Peachey's curator insight,
May 31, 1:48 AM
Some interesting insights into the limited research into AI. 
Richard Platt's curator insight,
May 31, 4:07 PM
The current research landscape may be messy and contradictory, but it illuminates a crucial truth: the impact of AI on education isn’t predetermined by the technology itself—it’s determined by the educational system we choose to implement it within.
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Schools need to establish clear, consistent guidelines that integrate AI from the time applications come in to graduation day--and beyond. Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
May 29, 9:38 AM
"As AI becomes embedded in the application process, university leaders will need to reexamine traditional academic and admissions practices to strike a better balance between innovation and integrity."
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From
www
What's Active Learning And How To Reinforce It With Technology? Modern classrooms look a lot different from those of even a decade ago. Learning isn't focused on a chalkboard and memorizing facts anymore. Via Vladimir Kukharenko
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A Response to the Important Work of Chris Dede on AI in Education
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Juan Domingo Farnós Hoy en día, la tecnología educativa se enfrenta a un desafío imponente: cómo integrar las herramientas digitales para que no solo complementen el aprendizaje humano, sino que lo rediseñen completamente. En este escenario, el metaaprendizaje y la ingeniería automática se erigen como los pilares de un nuevo paradigma cognitivo donde la máquina…
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Two studies show that many college students are offloading higher order thinking to AI, asking chatbots to do hard work for them. Via Ana Cristina Pratas
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From
teachonline
A flood of AI-generated content It’s a fact that AI is capable of producing convincing and often useful text and other content. Yes, there are concerns about the quality, accuracy and even the environmental impact of that content, but there’s no doubt AI can produce it and that it is already widespread. It is legitimate to ask now whether any piece of content was authored Via Ana Cristina Pratas
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Discover how tapping into learners' curiosity can revolutionize instructional design. Explore strategies to create engaging, impactful learning experiences. Via CommLab India |
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From
grezan
La revolución tecnológica ha transformado profundamente nuestra sociedad y, como consecuencia, los procesos de enseñanza-aprendizaje. Las nuevas generaciones, inmersas en un entorno digital desde su nacimiento, presentan características distintivas en la forma de acceder, procesar y construir... Via Mariano Fernandez S., Mariano Ramos Mejia
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Juan Domingo Farnos RESUMEN: Investigamos una transformación paradigmática en la concepción del aprendizaje en el siglo XXI, donde la IA cognitiva no solo se limita a anticipar comportamientos a partir de datos históricos, sino que se adentra en la comprensión profunda de los procesos mentales subyacentes. La transición de análisis predictivo a comprensión cognitiva implica…
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Juan Domingo Farnos Esta investigación invita a los científicos, ingenieros y educadores a un ejercicio de imaginación crítica y rigor científico, a soñar con un futuro donde el aprendizaje es un proceso vivo, interconectado y auto-evolutivo, guiado por agentes inteligentes que respetan la singularidad y promueven la emancipación cognitiva.... En la frontera vibrante entre la…
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Por Lorenzo García Aretio RESUMEN PODCAST-AUDIO Todas las entradas de la serie “80 años. Compendio EaD”, VER AQUÍ Quien esté siguiendo est... Via LGA
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From
www
AI 2027 is imaginative, vivid, and detailed. It “is definitely a prediction,” Kokotajlo told me recently, “but it’s in the form of a scenario, which is a particular kind of prediction.” Although it’s based partly on assessments of trends in A.I., it’s written like a sci-fi story (with charts); it throws itself headlong into the flow of events. Often, the specificity of its imagined details suggests their fungibility. Will there actually come a moment, possibly in June of 2027, when software engineers who’ve invented self-improving A.I. “sit at their computer screens, watching performance crawl up, and up, and up”? Will the Chinese government, in response, build a “mega-datacenter” in a “Centralized Development Zone” in Taiwan? These particular details make the scenario more powerful, but might not matter; the bottom line, Kokotajlo said, is that, “more likely than not, there is going to be an intelligence explosion, and a crazy geopolitical conflict over who gets to control the A.I.s.” Via Edumorfosis
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From
alicekeeler
Install Educator AI Assistant Now available in the Google Workspace Marketplace™. This is in BETA while we develop high quality prompts.Your input and feedback is appreciated. Educator AI Assistant is your AI teaching toolkit, a secure and flexible Add on for Google Sheets™. Powered by Google Gemini™, this toolkit is built around your privacy. Your information ... Read more
Via Yashy Tohsaku
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Insights from Deloitte’s third annual forum on the New Era of Higher Education: Learn about challenges and opportunities shaping America’s higher education sector. Via Vladimir Kukharenko, Ricard Lloria
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Juan Domingo Farnós La universidad, como arquitectura mental del conocimiento, ha colapsado en sus coordenadas tradicionales. No estamos reformando la educación, la estamos desconfigurando ontológicamente. No es una evolución lineal, sino un pliegue cuántico de sus axiomas pedagógicos, una discontinuidad cognitiva que muta las estructuras epistémicas en realidades algorítmicas co-conscientes. Ya no hablamos de inteligencias…
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From
ined21
Informe IA en aprendizaje personalizado 🤖 Cononoce el nuevo Informe.Potencia la enseñanza 📚, adapta contenidos a cada alumno 👩🏫... Via LGA
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Juan Domingo Farnós RESUMEN La transición de arquitecturas algorítmicas monolíticas hacia ecosistemas de agentes adaptativos marca el advenimiento de una sintaxis cognitiva autónoma, donde los procesos de aprendizaje dejan de ser rutas lineales para convertirse en órbitas metadinámicas de saber emergente. Esta mutación ontotecnológica no es solo un avance técnico, sino una metamorfosis epistemológica: de…
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From
www
What's The Pyramid Approach Of Learning? Although eLearning is everywhere and most people do it, there are often overlooked challenges. Staying focused, understanding the content, and actually remembering what you've learned for a long time can be difficult when learning online. Via Vladimir Kukharenko
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From
www
"À quoi bon l’université, si ChatGPT explique mieux, plus vite et gratuitement ? Loin de signer la fin de l’enseignement supérieur, l’IA l’oblige à se réinventer. Une chronique d'Amid Faljaoui qui bouscule, interroge, et pourrait bien déranger autant les étudiants que leurs professeurs. Par Amid Faljaoui Prenons l’exemple concret de la traduction. Il y a encore dix ans, c'était une spécialité noble. Il fallait cinq années d'études, une grande rigueur grammaticale, une finesse culturelle. Aujourd'hui, une intelligence artificielle gratuite comme DeepL ou ChatGPT vous produit une traduction en quelques secondes. Bien entendu, cette traduction n’est pas parfaite mais dans 90 % des cas, elle est suffisante : correcte et fluide. Par conséquent, faut-il encore former des traducteurs comme auparavant ou faut-il désormais former des gens capables de collaborer avec les machines, de les entraîner et de les utiliser intelligemment ? C'est le premier petit pan de mur qui craque. Illustration de l'article L’IA ne rend pas l'enseignement obsolète, mais elle rend obsolète une bonne partie de son infrastructure, de ses méthodes et de ses routines. L’IA révèle les failles qu'on ne voulait pas voir : des cours parfois trop théoriques, des évaluations parfois déconnectées et une croyance un peu naïve que le diplôme garantit le savoir. Pourtant, tout n'est pas perdu, car l’IA ne remplace pas l'essentiel : l'échange, le doute, le sens critique, la capacité à articuler une pensée. Elle ne remplace pas un professeur qui inspire, qui fait réfléchir, qui déstabilise aussi. L'université est toujours précieuse, mais à condition de ne pas devenir une cathédrale vide, à condition d'oser se réinventer." Via Charles Tiayon
Charles Tiayon's curator insight,
May 21, 3:17 PM
"À quoi bon l’université, si ChatGPT explique mieux, plus vite et gratuitement ? Loin de signer la fin de l’enseignement supérieur, l’IA l’oblige à se réinventer. Une chronique d'Amid Faljaoui qui bouscule, interroge, et pourrait bien déranger autant les étudiants que leurs professeurs.
Par Amid Faljaoui Avec ses grandes bibliothèques et ses auditoires en bois, l’université est une institution que l’on croit éternelle. Mais l’intelligence artificielle est en train de bousculer le monde académique.
Prenons l’exemple concret de la traduction. Il y a encore dix ans, c'était une spécialité noble. Il fallait cinq années d'études, une grande rigueur grammaticale, une finesse culturelle. Aujourd'hui, une intelligence artificielle gratuite comme DeepL ou ChatGPT vous produit une traduction en quelques secondes. Bien entendu, cette traduction n’est pas parfaite mais dans 90 % des cas, elle est suffisante : correcte et fluide. Par conséquent, faut-il encore former des traducteurs comme auparavant ou faut-il désormais former des gens capables de collaborer avec les machines, de les entraîner et de les utiliser intelligemment ? C'est le premier petit pan de mur qui craque.
Illustration de l'article À lire aussi : Dans un monde où l’IA fait les devoirs, à quoi sert encore l'école ? Examens et infrastructures en question Deuxième point de tension : les examens. Aujourd'hui, n'importe quel étudiant un peu débrouillard peut copier-coller son énoncé dans un chatbot et obtenir un devoir prêt à rendre. Faut-il revenir aux examens oraux ? C’est impossible dans un auditoire de 500 ou 800 étudiants. Certains parlent de revenir aux questions à choix multiples, mais ce type d’examen évalue surtout la mémoire et pas du tout l’intelligence.
L’IA ne rend pas l'enseignement obsolète, mais elle rend obsolète une bonne partie de son infrastructure, de ses méthodes et de ses routines. L’IA révèle les failles qu'on ne voulait pas voir : des cours parfois trop théoriques, des évaluations parfois déconnectées et une croyance un peu naïve que le diplôme garantit le savoir. Pourtant, tout n'est pas perdu, car l’IA ne remplace pas l'essentiel : l'échange, le doute, le sens critique, la capacité à articuler une pensée. Elle ne remplace pas un professeur qui inspire, qui fait réfléchir, qui déstabilise aussi. L'université est toujours précieuse, mais à condition de ne pas devenir une cathédrale vide, à condition d'oser se réinventer." https://www.rtbf.be/article/face-a-l-ia-les-universites-doivent-se-reinventer-11549554 #metaglossia_mundus |
