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juandoming
from Educational Technology News
onto E-Learning-Inclusivo (Mashup) October 14, 2:14 AM
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Across departments, Middlebury professors are grappling with the implications of artificial intelligence (AI) in higher education. Many professors, including Professor of English Megan Mayhew-Bergman and Lecturer in Chinese Mairead Harris, have modified syllabi to permit AI in specific contexts.
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AUDIO – VÍDEO Todas las entradas de la serie “80 años. Compendio EaD”, VER AQUÍ Reiteramos de nuevo que en el corazón de la educación a distancia (EaD) se sitúa el Diálogo Didáctico Mediado (DDM) (García Aretio, 2001; 2025), entendido como el entramado de interacciones intencionales entre docentes, estudiantes y contenidos a través de diversos mediadores. […] Via LGA
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Teachers are tough to crack. Thomas Edison believed film would replace teachers1, BF Skinner believed they would be replaced by ‘teaching machines’ and Sal Khan (of Khan Academy) argued in ~2015 that information transfer would soon primarily happen through video.2 Perhaps the reason these predictions were wrong is that we still don’t fully understand what great teaching is. It’s instruction and mentorship and coaching and pastoral support combined in a complex combination. There is a reason why Jean-Jacques Rousseau believed he would only be able to teach one other person in his lifetime, and at a stretch. Now some think AI puts teaching jobs at risk but I don’t think this is right for three reasons. Via Edumorfosis
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From
solidpoint
Save hours with SolidPoint's AI summarizer for YouTube videos, Reddit posts, arXiv papers, websites, and PDFs. Get key insights instantly with our powerful summarization tools. Via Ana Cristina Pratas
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Juan Domingo Farnos La construcción del brazo robótico quirúrgico se enmarca en la Ingeniería de la Baja Entropía de Farnos (BEF), una metodología que impone la minimización activa de la incertidumbre como el objetivo fundamental del diseño. Esta aproximación no es especulativa, sino una convergencia forzada de las fronteras de la IA, la Mecánica Cuántica y…
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Contemporary education is often based on using e-learning courses, which have become a popular means of delivering didactic material to students. Among the main advantages mentioned is the potential possibility of creating individual ways of learning and teaching. The purpose of this article is to provide a description of the various approaches to adaptive learning, to present the comparative research results of a Polish-Ukrainian study, as well as to highlight the options offered by LMS Moodle (Modular object-oriented dynamic learning environment Learning Management System) for the implementation of adaptive learning and the possibility of taking into account the expectation of students regardless of the country. During the study, an online survey was administered to 59 students at the University of Silesia in Katowice (US), Poland and 121 students at the Borys Grinchenko Kyiv University (BGKU), Ukraine between March–June 2020. All of the students were studying online due to the pandemic caused by COVID-19. The classes were conducted in synchronous and in asynchronous modes using e-learning courses in the Moodle system, as well as MS Teams for Polish students and Google Suite for Ukrainian students. At the same time, the majority of the surveyed students declared that they lack personalization, both in terms of materials and the learning process, which was limited in terms of fulfilment and they would like to have a choice of the level of study. Via Vladimir Kukharenko
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Juan Domingo Farnos La Investigación Impulsada por Inteligencia Artificial para Sistemas (ADRS) puede lograr el redescubrimiento y la superación de algoritmos diseñados por humanos en áreas como la programación de la nube, el balanceo de carga de MoE (Mixture of Experts), la optimización LLM-SQL, y la programación de transacciones mediante la automatización del ciclo de…
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Juan Domingo Farnos Estamos proporcionando una introducción y un ejemplo aplicado sobre la intersección de la Física Cuántica y la Inteligencia Artificial (IA), específicamente en el ámbito de la Optimización Cuántica para el Entrenamiento de Redes Neuronales. Enmarcar la Educación Disruptiva & IA dentro de la investigación y docencia universitaria, es muy relevante, ya que resalta la necesidad de integrar estos temas de vanguardia…
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Everything CEOs in L&D need to know about driving AI adoption. Learn, adapt, and overcome challenges in the newly shaped environment. Via Vladimir Kukharenko
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Juan Domingo Farnos Descripcion del tema a investigar: Mujer de 19 años , inteligente (es muy buena estudiante de medicina) , se cae de golpe andando y queda invalida (silla de ruedas), no puede andar, no puede hablar, solo oye (su resto de movilidad es normal y su comprension intacta (sigue estudiando medicina). ¿Cómo podemos…
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To avoid an unwinnable game of catch-up with technology, universities must rethink pedagogical improvement that goes beyond scaling online learning Via Vladimir Kukharenko
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As artificial intelligence becomes integrated into all corners of higher education, addressing ethical concerns is crucial to responsible implementati Via Mariano Fernandez S.
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Artificial intelligence is growing by leaps and bounds. It's no longer science fiction anymore! Lots of AI tools can serve as our own personal Via Vladimir Kukharenko
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Las políticas en torno a la inteligencia artificial tienen relación directa con la misión y la idea de universidad previa que se tenga. Via LGA |
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Used transparently and ethically, GenAI can level the playing field and lower the cognitive load of repetitive tasks for admin staff, student support and teachers Via Vladimir Kukharenko
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By Juan Domingo Farnós La integración de la neurona artificial bio-basada en proteínas bacterianas con su marco de Baja Entropía de Farnos (↓H) y Educación Disruptiva conforma una propuesta de ciencia-ficción plausible de gran originalidad, lista para su presentación académica. Prólogo: Control Neurobioalgorítmico para Medicina Regenerativa En la vanguardia de la medicina regenerativa, la transición…
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Across departments, Middlebury professors are grappling with the implications of artificial intelligence (AI) in higher education. Many professors, including Professor of English Megan Mayhew-Bergman and Lecturer in Chinese Mairead Harris, have modified syllabi to permit AI in specific contexts. Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
October 13, 12:23 PM
"Perspectives on balancing independent learning with AI vary across departments."
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Juan Domingo Farnos La construcción física se rige por la Baja Entropía de Farnos (BEF), empleando IA-AGI y Metalearning para diseñar hardware con 7 DoF de Nitinol y Grafeno. La Mecánica Cuántica valida el software predictivo, asegurando que cada componente minimice la incertidumbre y maximice el determinismo antes de la fabricación. Esto garantiza que el brazo…
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IA et info scientifique - bibliothèque de l'EPFL de Lausanne - Soutien aux étudiants - site très bien structuré et documenté. Via Gilbert C FAURE
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juandon El concepto de Evaluación Adaptativa Cuántica representa la convergencia entre la Mecánica Cuántica aplicada (específicamente la IA Cuántica) y los principios de la Baja Entropía de Farnos en el diseño de software pedagógico. Marco Conceptual para la Evaluación Adaptativa Cuántica (EAC) La Evaluación Adaptativa Cuántica (EAC), concebida bajo la métrica de Baja Entropía de…
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AI promises efficiency, scale, and predictive precision. And there are real gains being realized. Yet many organizations have traded understanding for output. Their enjoy their dashboards, reports are generated on demand, and decision-making is better informed, but comprehension has decayed. This decay arises not from technology itself but from a fundamental confusion about the nature of knowledge. Leaders often claim to manage “knowledge assets” when they manage data streams. They speak of “knowledge sharing” when they circulate unexamined summaries. They celebrate “insight generation” when algorithms rearrange correlations. Such language mistakes the signal for the sense, the measurable for the meaningful. The result is organizational laziness disguised as sophistication. Via Edumorfosis, Ricard Lloria 
Edumorfosis's curator insight,
October 8, 4:46 PM
Las herramientas de IA Generativa y Ag;entica intensifican la confusión sobre la falsa ilusión de aprendizaje. Su fluidez crea la ilusión de comprensión. Un sistema que produce un lenguaje coherente parece "saber", pero simplemente reorganiza las probabilidades. Cuando las organizaciones utilizan estos resultados de forma acrítica, heredan esta ilusión. La conveniencia de la IA desalienta el trabajo reflexivo a través del cual surge el conocimiento genuino.
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Discover the benefits and challenges of chatbots in higher education. Learn strategies to prevent misuse, protect academic integrity, and integrate AI responsibly to support teaching and student success. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
October 6, 1:35 PM
"As more students leverage chatbots for both approved and unapproved use, educational institutions can work to help students understand the appropriate way to leverage technology within the learning environment."
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El 2025 marca un nuevo capítulo en el mundo de la tecnología educativa, y Google se posiciona una vez más como uno de los actores clave. En el evento BETT en Londres, la mayor exhibición de tecnología educativa en Europa, Google ha presentado una serie de innovaciones que prometen transformar la experiencia de estudiantes, educadores Via Mariano Fernandez S.
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Juan Domingo Farnos Los dispositivos IoT conectados a verdaderos ecosistemas autónomos, adaptativos e inteligentes potenciados por IA— puede integrarse de lleno en la Educación Disruptiva y en la universidad algorítmica de Juan Domingo Farnós si lo vemos desde la lente de la cognición aumentada y los prompts estratégicos. Ecosistemas Cognitivos en la Educación Disruptiva: IoT,…
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Juan Domingo Farnos Esta es una propuesta de marco conceptual que integra el metalearning en la universidad con la cognición aumentada/prompt estratégico, la RA/RV y la Inteligencia Artificial (IA) en los procesos de investigación y docencia. Se basa en la idea de que la IA y las tecnologías inmersivas actúan como extensiones cognitivas, no solo… |
"Perspectives on balancing independent learning with AI vary across departments."