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michel verstrepen
from Educación a Distancia y TIC
onto gpmt December 22, 5:15 AM
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AUDIO – VÍDEO Todas las entradas de la serie “80 años. Compendio EaD”, VER AQU Este glosario reúne, en orden alfabético, los principales términos, siglas, marcos y organizaciones que aparecen a lo largo de este Compendio EaD (C.EaD). Cuando el término en inglés suele tener uso en el contexto hispanohablante, insertamos las dos denominaciones, español […]
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Clear definitions and research on education technology, including history, theories, equity issues, and practical insights for educators and researchers. Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
December 30, 10:26 AM
"The future of educational technology is likely to hinge less on invention than on governance—how tools are validated, how data are managed, and how digital systems reflect ethical and pedagogical priorities."
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From
www
Most people would agree there is more to learning than performance on tests, but we need to formalise that definition to make sure it drives policy and practice, says Bernard Andrews Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 30, 10:32 AM
"[A] stable, broad and ordinary understanding of “learning” must anchor educational policy. If we want a fair and accountable education system that works for all, we need to standardise our core “weights” and “measures” in a way that speaks to this ambition."
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The report shows how violence appears in AI chats, when roleplay takes hold, what causes digital stress, and why device rules spark conflict at home. Via Dr. Tom D'Amico (@TDOttawa)
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"Traditional grading systems face significant criticism due to their inherent inequities and subjectivity [1–5]. Grades often benefit students with greater access to resources and support, while disadvantaging those from marginalized backgrounds, perpetuating educational inequality." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 29, 1:14 PM
"Ungrading shifts the focus from traditional letter or number grades to more holistic and student-centered methods of assessment. This approach aims to emphasize learning, growth, and mastery over the pressure and stress associated with traditional grading structures" 
Elena Galeote's comment,
December 30, 7:21 AM
El artículo “Descalificación: cambiar el enfoque de las calificaciones al aprendizaje” propone una reflexión acertada al cuestionar una evaluación centrada únicamente en la nota y destacar la importancia de valorar el proceso de aprendizaje. Considero acertado que se plantee la evaluación como una herramienta para mejorar y no solo para medir, ya que esto favorece la motivación y el aprendizaje significativo. Este enfoque se puede fortalecer con el uso de las TIC en el aula, ya que las herramientas digitales permiten una evaluación más formativa, con retroalimentación continua, seguimiento del progreso y mayor participación del alumnado, haciendo que aprender tenga más sentido que simplemente obtener una calificación.
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Understanding, comparing, and navigating two worlds without losing ethics and democracy Image created by ChatGPT, click please to enlarge. Understanding, comparing, and navigating two worlds without losing ethics, responsibility, and democracy We live in an era where reality itself feels split. On one side is the tangible, messy, beautiful #RealWorld—shaped by human touch, emotions, laws,…
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-learning-and-teaching?tag=Gust-MEES
https://gustmees.wordpress.com/
Via Gust MEES 
Gust MEES's curator insight,
December 29, 9:46 AM
Understanding, comparing, and navigating two worlds without losing ethics and democracy Image created by ChatGPT, click please to enlarge. Understanding, comparing, and navigating two worlds without losing ethics, responsibility, and democracy We live in an era where reality itself feels split. On one side is the tangible, messy, beautiful #RealWorld—shaped by human touch, emotions, laws,…
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-learning-and-teaching?tag=Gust-MEES
https://gustmees.wordpress.com/
Mari Carmen Robles Aguilar's curator insight,
December 29, 12:46 PM
El artículo “21st Century: A World Confronted With 2 Worlds — #RealWorld and #VirtualWorld” es muy relevante para la educación en ciudadanía digital, ya que analiza cómo los individuos navegan entre el mundo real y el virtual. Destaca la importancia de desarrollar competencias digitales, seguridad online y pensamiento crítico para interactuar de manera responsable en entornos digitales. Esto se relaciona directamente con el uso consciente de las redes sociales, donde los jóvenes deben aprender a diferenciar información veraz de fake news, proteger su privacidad y comportarse éticamente. Reflexionar sobre esta dualidad entre realidad y virtualidad ayuda a formar ciudadanos digitales críticos y responsables, capaces de tomar decisiones informadas y de actuar de manera segura en la red. Además, promueve la educación en habilidades digitales y la conciencia sobre el impacto de nuestras acciones online en la sociedad.
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AUDIO – VÍDEO Todas las entradas de la serie “80 años. Compendio EaD”, VER AQU Estas líneas ven la luz en este blog el 29 de diciembre de 2025. Con ellas se cierra el proyecto “80 años. Compendio EaD” compuesto por cien entradas, un año entero de trabajo sostenido, y un recorrido que comenzó el 8 […] Via LGA
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Juan Domingo Farnos English: Abstract This research establishes the "Farnos Low Entropy" not as a student state, but as a critical software design metric within Artificial Intelligence Engineering. By implementing the Continuous Reasoning Agent (ARC CT), we transition from predictive to causal models in disruptive education. The framework utilizes $do-calculus$ and structural invariance to minimize… Via juandoming
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As schools and universities take varying stances on AI, some teachers believe the tech can democratize tutoring. Here's how - and where the drawbacks lie. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 26, 1:17 PM
"All the AI companies now often offer, for free, a learning mode that makes the AI less likely to give you the answer and more likely to act like a normal tutor," said Mollick. "Those things will result in better outcomes." 
Miriam Senent's comment,
December 28, 12:34 PM
El artículo plantea si las “clases particulares” con inteligencia artificial puede ayudar a reducir la brecha educativa, especialmente para alumnado que no tiene acceso a apoyo personalizado fuera del aula. En matemáticas, donde las dificultades se acumulan rápidamente, un sistema de tutoría que ofrezca práctica guiada y retroalimentación inmediata podría ser útil como refuerzo. Sin embargo, el debate no es solo tecnológico: el impacto depende de quién puede acceder a estas herramientas, con qué condiciones y con qué propósito pedagógico.
Una mirada crítica señala que la IA en educación puede ampliar desigualdades si se implementa sin considerar los factores socio-técnicos (acceso, transparencia, agencia del alumnado y del profesorado, y diseño centrado en las personas) (Bulathwela et al., 2021). En el marco de la educación digital, el reto es que la IA complemente la enseñanza, apoye el razonamiento y no sustituya la comprensión. Referencia Bulathwela, S., Pérez-Ortiz, M., Holloway, C., & Shawe-Taylor, J. (2021). Could AI democratise education? Socio-technical imaginaries of an EdTech revolution (arXiv:2112.02034). arXiv. https://arxiv.org/abs/2112.02034
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From
fortune
Exclusive new data finds that companies value certificates, skills, and real-world experience over traditional academic pedigrees. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 22, 11:05 AM
"86% of employers now see nondegree certificates as valuable indicators of job readiness."
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"In late 2022, when generative AI tools landed in students’ hands, classrooms changed almost overnight. Essays written by algorithms appeared in inboxes. Lesson plans suddenly felt outdated. And across the country, schools asked the same questions: How do we respond — and what comes next?" Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 22, 11:08 AM
"This was my lightbulb moment. If we could use AI tools to develop engaging and accessible reading passages for students, we could also teach foundational AI literacy skills at the same time." |
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Por Carlos Bravo Reyes y Mercedes Leticia Sánchez Ambriz No dejes de escuchar el pódcast , con ejemplos que ilustran el artículo. Tre Via LGA
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From
edscoop
Starting next fall semester, Purdue University will require all of its incoming students to meet a new AI competency standard. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 30, 10:28 AM
"The new “AI working competency,” includes five categories: Learning with AI, Learning about AI, Research AI, Using AI and Partnering in AI. After being approved by a university trustee board last week, the new requirement is hoped to ensure that all Purdue students understand a technology that is increasingly influential."
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Blog de la "RIED. Revista Iberoamericana de Educación a Distancia". La Revista Iberoamericana de la Educación Digital. Via LGA
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From Blind Progress to Responsible Thinking – Why Critical Thinking, Ethics, and Education Matter More Than Ever Image created by ChatGPT, click please to enlarge. Introduction – Why this résumé exists We are living in a time where technological progress is accelerating faster than our collective ability to reflect on its consequences. Artificial Intelligence now…
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-learning-and-teaching?tag=Gust-MEES
https://gustmees.wordpress.com/
Via Gust MEES
Gust MEES's curator insight,
December 29, 2:02 PM
From Blind Progress to Responsible Thinking – Why Critical Thinking, Ethics, and Education Matter More Than Ever Image created by ChatGPT, click please to enlarge. Introduction – Why this résumé exists We are living in a time where technological progress is accelerating faster than our collective ability to reflect on its consequences. Artificial Intelligence now…
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-learning-and-teaching?tag=Gust-MEES
https://gustmees.wordpress.com/
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Juan Domingo Farnós Para que aprender sea natural, sin esfuerzo innecesario y al ritmo de cada persona. La Arquitectura de la Resonancia es una métrica de diseño que utiliza la IA Causal (ARC CT) para sincronizar la tecnología con el ritmo biológico del alumno, eliminando el estrés y el agotamiento mental innecesario. Convierte la educación… Via juandoming
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Considerations for the School Districts in Considering Large Scale AI Model DealsAs Artificial Intelligence (AI) and frontier AI models rapidly reshape the educational landscape, school systems face a dual challenge: harnessing these tools' transformative potential while rigorously safeguarding student data, privacy, and well-being. Procurement is no longer just about purchasing; along with AI literacy, it is the first line of defense in responsible AI governance.For years, Project Unicorn has c Via Dr. Tom D'Amico (@TDOttawa)
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Our book, Teaching and Learning in the Age of Generative AI, was featured by Forbes in an article by Dan Fitzpatrick titled “8 AI Books Published in 2025 That Every Educator Needs on Their Shelf.” The article highlights the book’s value in bringing together diverse scholarly and practical perspectives on generative AI in education. In particular, Professor Jason Gulya of Berkeley College (a contributor to the book) noted the strength of the volume’s range of voices and approaches, emphasizing its balance of theoretical and applied perspectives, as well as its thoughtful treatment of both the promise and the potential perils of AI technologies in teaching and learning. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 28, 11:58 AM
It’s encouraging to see conversations around generative AI in teaching and learning reaching a broader audience, and the book being included in that discussion. Preview the book here: https://bit.ly/4jVce93 
Alessandro Cerboni's curator insight,
December 29, 12:17 PM
L'articolo sottolinea il valore del libro nel riunire diverse prospettive accademiche e pratiche sull'intelligenza artificiale generativa nell'istruzione. In particolare, il professore Jason Gulya del Berkeley College (uno dei collaboratori del libro) ha sottolineato la forza della varietà di voci e approcci del volume, sottolineandone l'equilibrio tra prospettive teoriche e applicate, nonché la sua attenta analisi sia delle promesse che dei potenziali pericoli delle tecnologie di intelligenza artificiale nell'insegnamento e nell'apprendimento.
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"Imagine you had an unlimited budget for individual tutors offering hyper-personalised courses that maximised learners’ productivity and skills development. This summer I previewed this idea – with a ridiculous and solipsistic test.
I asked an AI tutor agent to play the role of me, an Oxford lecturer on media and AI, and teach me a personal master’s course, based entirely on my own work." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 26, 1:13 PM
"The course was a great learning experience, even though I supposedly knew it all already. So in the inevitable student survey, I gave the agentic version of me well-deserved, five-star feedback."
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"A student reflects on how generative artificial intelligence is reshaping learning and cognitive development, urging colleges and universities to guide students toward responsible uses of AI to preserve critical thinking skills." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 23, 11:11 AM
"As the first generation to grow up with AI, current college students must use it productively and ethically. We need to be a part of creating the norms that shape its use—before it shapes us."
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"Accessible artificial intelligence (AI) tools can help educators streamline course development, integrate evidence-based teaching strategies, and optimize workflows for more efficient, individualized instruction." Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 23, 11:09 AM
"The future of teaching is not about replacing instructors with AI but about empowering them with AI tools to become more effective, efficient, and impactful educators."
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Our students don’t write to impress a rubric--they write to be heard, and using AI to grade student writing misses the mark. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
December 22, 11:06 AM
"What concerns us most about grading our students’ written work with AI is the transformation of their audience from human to robot."
Elena Galeote's comment,
December 29, 7:55 AM
El artículo plantea un tema que a menudo se pasa por alto: no se trata solo de productividad o rapidez al calificar, sino de lo que se pierde cuando las relaciones humanas desaparecen del proceso educativo. El artículo me hace pensar en lo mucho que valoramos la retroalimentación personalizada de un docente, alguien que no solo evalúa un trabajo, sino que también entiende el contexto, las emociones y el esfuerzo detrás de cada alumno. El artículo logra equilibrar bien los avances tecnológicos con la necesidad de mantener la calidez humana en la escuela, y me deja reflexionando acerca de la sensación de que la IA puede ser útil, pero nunca debería sustituir completamente a los profesionales que guían nuestro aprendizaje de manera integral, es decir, a los docentes.
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