Desarrollada por Elon Musk, ChatGPT es capaz de reunir información de diferentes fuentes y producir un texto con la apariencia de haber sido escrito por un humano. ¿Cómo impacta en docentes y estudiantes? Expertos de Latinoamérica abordan los efectos que esta tecnología acarrea...

The education community has been abuzz with the rise of ChatGPT, an artificial intelligence tool that can write anything with just a simple prompt. Most of the conversation has been centered on the extent to which students will use the chat bot—but ChatGPT could also fundamentally change the nature of teachers’ jobs.

Infusing Knowledge instruction with Skills, Character, and Meta-Learning is the core principle of a 4D Education. But how is that done? By breaking these three dimensions into Competencies and then further into Subcompetencies, instructors have the details to make their lessons more effective, focused, logical, and relevant.

The 4D Competencies and Subcompetencies are:

Taking a strategic and organization-wide approach to adopting, implementing and developing digital technologies is critical in underpinning the long-term success and sustainability of universities.

In 2020, Universities UK, Jisc and Emerge Education, together with technical partner Salesforce, developed a long-term digital strategy framework (Iosad, 2020). It aimed to help university leaders build on their rapid response experiences during the pandemic. Now, in 2023, how are UK universities articulating their digital strategies? The picture is varied. Some are creating specific digital transformation strategies, while others are incorporating digital across existing strategies.

Jisc commissioned this work to develop a better understanding of the current state of digital strategies in UK HE, and how Jisc can best help universities with ambitions to use digital in transforming their activities.

We interviewed ten digital leaders from UK universities with a range of roles and responsibilities, from vice-presidents to IT directors. We also reviewed written strategies from other universities and attended conferences and events across the sector where digital strategy was a key theme. We obtained an international perspective through reviewing research into digital transformation from EDUCAUSE and others.

This report is intended as a snapshot of the UK HE sector at this point in time. It describes the aspirations universities have for the future, but also the realities of where they are right now, the challenges they face and what they know they need to put in place.

Enrique Dans compartía en su Blog «es comprensible que ChatGPT y otros modelos de lenguaje similares puedan suscitar preocupaciones sobre el potencial de plagio académico. Sin embargo, es importante recordar que ChatGPT es solo una herramienta y puede usarse tanto para fines buenos como malos. Depende de las personas usarlo de manera responsable y ética».

Y este ha sido el punto de partida, ya que coincidimos en la argumentación anterior en que el problema no es la herramienta, sino el uso ético (o no) de la misma. Por lo que el debate está servido, ante la forma restrictiva de abordar este tema con la prohibición del uso de ChatGPT en las aulas que hacía la semana pasada el Departamento de Educación en Nueva York.

En este momento crucial, debemos reflexionar sobre nuestra función como formadores y enfocarnos en las áreas en las que podemos aportar un valor único y diferencial, mientras delegamos tareas cotidianas y repetitivas a sistemas automatizados.

The toothpaste is out of the tube! ChatGPT is here and, whether we like it or not, we can’t go back to a time before its arrival. The question now is how do we, as educators, move forward?

In case you’ve missed all the hubbub, ChatGPT is a new, advanced chatbot launched by OpenAI in November 2022 that can understand, respond to, and converse with users’ written input similarly to humans—it can even answer questions, tell stories, and engage in conversations.

Due to these advanced capabilities, it has been widely discussed and written about, particularly in the field of education, where some experts predict it could disrupt time-honored instructional practices. In fact, some of the more dire prognostications suggest that ChatGPT could irrevocably alter the way educators teach writing, assign and assess homework, and detect and monitor cheating and plagiarism.

La interoperabilidad entre la Inteligencia Artificial (IA) y el metaverso se refiere a la capacidad de diferentes sistemas IA y plataformas de metaverso para trabajar juntos de manera efectiva y sin problemas técnicos. Esto es importante para aprovechar al máximo el potencial de ambas tecnologías y para permitir a los usuarios acceder a una amplia variedad de contenido y servicios.

La IA puede usarse para mejorar la experiencia del usuario en el metaverso al proporcionar una mayor personalización y adaptabilidad. Por ejemplo, se pueden usar algoritmos de aprendizaje automático para adaptar el contenido y los desafíos en función de las habilidades y preferencias de cada usuario, o se pueden utilizar técnicas de procesamiento del lenguaje natural para mejorar la interacción entre los usuarios y los avatares en el metaverso.

The University declined to establish a University-wide policy on the usage of ChatGPT. Instead, they asked instructors to determine their own policy pertaining to the use of ChatGPT in their classes. The University is not banning ChatGPT, which multiple large public school districts have.

It is one thing to identify and accept the significant problems with learning styles theory and to lament its enduring popularity, but arguably the harder challenge is to propose an alternative pedagogic approach that more effectively satisfies the underlying needs that learning styles fails to address – that is, to help create the best conditions for learning while also respecting learners’ individuality.

A good place to start is with some of the robust findings from cognitive science, going back more than 100 years, which we should use as a base to inform how we design and sequence learning. It is now well established that ‘working memory’ – which we use to hold and manipulate information over short time intervals – is limited in capacity and duration, while long-term memory is seemingly limitless, and forms the basis for expertise. This basic division of memory function has profound consequences for learning, and much has been discovered about the optimal ways to foster deeper, long-lasting learning.

Teachers and professors are concerned the technology makes it far too easy for students to use it as a shortcut for essays or other writing assignments and exams and that it generates content in a way that can bypass software that detects when students use information that's not their own work. 

Jumping to ban the tool may not be the right course of action, however, education technology experts say: Because AI will be a part of young people's future, it must also be a part of the classroom now. 

In 2022, 4 million fewer people in America enrolled at a college than ten years ago. The COVID-19 pandemic further accelerated the decline in US college enrolment, with a 10% decrease in sign-ups. Why? A survey of those students opting out of college revealed that almost half doubted seeing a return on the cost and time invested.

College degrees were once considered a ticket to the middle class or better. Yet, for many Americans, a college degree is expensive, less relevant and takes too long to obtain. This explains why only 37.1% of 25 to 44-year-olds have a bachelor’s degree in the US.

As faculty members ponder academe’s new ChatGPT-infused reality, may are scrambling to redesign assignments. Some seek to craft assignments that guide students in surpassing what AI can do. Others see that as a fool’s errand—one that lends too much agency to the software.

Either way, in creating assignments now, many seek to exploit ChatGPT’s weaknesses. But answers to questions concerning how to design and scale assessments, as well as how to help students learn to mitigate the tool’s inherent risks are, at best, works in progress.

Colleges around the country have been holding emergency meetings of their honor code councils or other committees that govern student cheating.

The reason: a whole new kind of cheating that is suddenly possible, thanks to a new AI tool called ChatGPT. The technology, which emerged just a couple of months ago, can answer just about any question you type into it, and can adapt those answers into a different style or tone on command. The result is it generates text that sounds like a person wrote it.

You may need hierarchies to perform the routine, but that’s increasingly being automated. The valuable work, the valuable outcomes, will emerge from innovation. New ideas come from crossing the hierarchy. Does this signal the demise of hierarchies? Some think so, but others argue that you still need the optimal execution to couple with continual innovation.

Las plataformas estructurales actuales son incapaces de enfrentar eficazmente las crisis evolutivas de la era, y mucho menos son capaces de crear soluciones universales que atiendan las necesidades particulares de las personas.

Es cierto que muchas de las plataformas estructurales actuales pueden no ser adecuadas para abordar las complejas crisis evolutivas de la era. Estas plataformas a menudo son inflexibles y rígidas, lo que las hace incapaces de responder rápidamente a los cambios y de adaptarse a las necesidades específicas de las personas. Además, a menudo están diseñadas con un enfoque global en lugar de un enfoque individual, lo que significa que no tienen en cuenta las diferencias culturales, sociales y económicas que existen entre las personas y las comunidades. Es importante que se desarrollen plataformas más flexibles y adaptables que permitan abordar las crisis evolutivas de manera más eficaz y atender las necesidades particulares de las personas.

Desde su lanzamiento hace apenas dos meses la popularidad de ChatGPT no ha hecho más que crecer exponencialmente. El contexto educativo es una de las realidades donde este fenómeno se ha hecho más evidente.

Recientemente, algunas universidades australianas han adoptado medidas ante los primeros indicios de que algunos estudiantes estaban utilizando sistemas de IA para la elaboración de ensayos académicos. Su propuesta: “volver al lápiz y el papel”. Otros centros educativos han prohibido a sus alumnos descargarse la aplicación.

The recent release of ChatGPT — a new natural language processor that can write essays, spit out a Haiku, and even produce computer code — has prompted more questions about what this means for the future of society than even it can answer, despite efforts to make it try.

Faculty from the Stanford Accelerator for Learning are already thinking about the ways in which ChatGPT and other generative artificial intelligence will change and contribute to education in particular.

Como comunidad educativa debemos dar un paso al frente, ya que el uso viral que ha tenido el último mes ChatGPT ha posibilitado la democratización de la IA generativa, que no solo es accesible para instituciones y docentes, sino que le ha llegado el momento al alumno (abriendo múltiples posibilidades en su uso para la consulta de información y creación de contenidos). Y aunque ahora todas las miradas estén centradas en las producciones académicas escritas, dependiendo de las capacidades específicas de cada plataforma/aplicación es posible generar contenido y producciones en diferentes formatos: imágenes, vídeos, textos, audios, obras de arte, … llegando a otras esferas a parte de la educativa, como son la científica y la artística.

Por lo que como vemos no es un tema que solo afecte a la educación, sino una revolución tecnológica que ha venido para quedarse y que al igual que con Internet y las redes sociales en su día, debemos aprender a convivir, hacer un uso responsable y ético.

Dave Rubin of “The Rubin Report” talks to Stephen Blackwood, the president of Ralston College, about how higher education has failed so many young people; how Jordan Peterson got involved with Ralston College; how woke education is destroying the ability of young people to think critically about the world; why studying the arts and humanities is more important than ever; why so many young people wonder if college is a scam; what alternatives to college there are; why the value of the humanities lasts a whole lifetime; and much more.

Want to have a glimpse of some of the research and ideas that are emerging from universities and are about to enter the mainstream and shape our culture? Trying to have a better understanding of the current affairs of university life and the state of our higher education system? What does the future of college and higher education even look like? To get a look into the future we talk to university academics from some of the most prestigious institutions about their research, ideas and what we can expect in the future.

A recent NPR story described ChatGPT as “thrill[ing] the Internet with its superhuman abilities to solve math problems, churn out college essays and write research papers.” “Education may never be the same,” bemoaned RealClearEducation. Current and former teachers see danger signs, including Beverly Pell, an advisor on technology for children and a former teacher, who opined, “This could be a danger in education, and it’s not good for kids.” Writing coach and founder of Crush the College Essay Peter Laffin warns that ChatGPT and other AI chatbots “will lead to a crisis in learning, forcing educators to rethink schooling entirely.”

El dilema de usar herramientas en la enseñanza –mi recuerdo más lejano es la calculadora– es algo que ya tenemos superado. Es evidente que hay que aprender a realizar cálculos matemáticos a mano, pero también es evidente que cuando tengo los conocimientos básicos, ya no pierdo tiempo con papel y lápiz; uso la calculadora que acelera las tareas tediosas y elimina los errores manuales. Calculadora sí, pero solo cuando ya sé hacer las cuentas a lápiz.

Con ChatGPT y con la IA el dilema no es tan sencillo. Hay similitudes, pero el salto cualitativo es tan grande, que no podemos simplemente tomarlo como una mera herramienta. Tanto en los riesgos como en las oportunidades, el impacto es mucho mayor. A riesgo de ponerme tremendista, me atrevería a decir que el impacto es revolucionario. Empecemos por los riesgos en el entorno educativo.