Estrategias para la incorporación de la inteligencia artificial en educación a partir de ChatGPT: Oportunidades y dilemas para profesorado, alumnado e investigación-publicación
Strategies for incorporating artificial intelligence based on ChatGPT in education: Opportunities and dilemmas for teachers, students and research-publication
DOI:
https://doi.org/10.1344/did.43107Keywords:
artificial intelligence, ChatGPT, digital literacy, teacher trainingAbstract
Artificial intelligence (AI) technologies and processes have been part of the educational sphere for decades, although practical knowledge is expanding at the end of 2022 with the dissemination of one of the concretions of this digital technology: ChatGPT. We consider how we can manage this reality in education and propose an itinerary to facilitate and encourage the ethical and responsible use of AI in three realities that converge in the final master's degree project (TFM) in teacher training. Students must discern how to incorporate AI strategies in their learning; soon, in their student's learning; and during academic research and writing. To provide answers to these questions, we locate AI within the framework of digital competence acquisition, analyse different decision/use models of generative AI technologies, propose a Bloom's taxonomy of generative AI, and indicate how to ask ChatGPT in natural language to obtain the most accurate results. Finally, we indicate strategies for concrete uses through an accompanying itinerary to facilitate the incorporation of AI in educational practice.
References
Area, M. y Adell, J. (2021). Tecnologías Digitales y Cambio Educativo. Una Aproximación Crítica. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación, 19(4), 83–96. https://doi.org/10.15366/reice2021.19.4.005
Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. https://digitalcommons.uri.edu/cba_facpubs/548
Bartolomé, A., Rodríguez Illera, J. L. y Lindín, C. (2018). Una “educación” en manos de ingenieros. En T. Lleixà, B. Gros, T. Mauri y J. L. Medina (Coords.), Educación 2018-2020. Retos, tendencias y compromisos (pp. 13–17). http://www.ub.edu/ire/wp-content/uploads/2018/06/IRE-UB_Educacion_2018-2020_CAST.pdf
Boston University (2023). Policy on the Use of AI Text Generation. https://www.bu.edu/files/2023/02/GAIA-Final-2023.pdf
Castañeda, L., Salinas, J. y Adell, J. (2020). Hacia una visión contemporánea de la Tecnología Educativa. Digital Education Review, 37, 240–268. https://doi.org/10.1344/DER.2020.37.240-268
Chile, M. de Educación (2023). Guía para docentes: Cómo usar ChatGPT para potenciar el aprendizaje activo. https://ciudadaniadigital.mineduc.cl/wp-content/uploads/2023/05/Guia-para-Docentes-Como-usar-ChatGPT-Mineduc.pdf
Churches, A. (2008). Bloom’s Digital Taxonomy. TechLearning. http://teachnology.pbworks.com/w/file/fetch/19978695/Bloom%27s%20Taxonomy%20Blooms%20Digitally.pdf
Codina, Ll. (2022). Cómo utilizar ChatGPT en el aula con perspectiva ética y pensamiento crítico: una proposición para docentes y educadores. https://www.lluiscodina.com/chatgpt-educadores/
Codina, Ll. (2023). Buscadores alternativos a Google con IA generativa : análisis de You.com, Perplexity AI y Bing Chat. https://www.lluiscodina.com/buscadores-ia-generativa/
COMEST (2019). Preliminary Study on the Ethics of Artificial Intelligence. In Progress in Retinal and Eye Research. UNESCO. https://ircai.org/wp-content/uploads/2020/07/PRELIMINARY-STUDY-ON-THE-ETHICS-OF-ARTIFICIAL-INTELLIGENCE.pdf
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of Generative Artificial Intelligence. Journal of Science Education and Technology, 32(3), 444–452. https://doi.org/10.1007/s10956-023-10039-y
Crawford, J., Cowling, M. y Allen, K.-A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching and Learning Practice, 20(3). https://doi.org/10.53761/1.20.3.02
Curtis, N. y ChatGPT. (2023). To ChatGPT or not to ChatGPT? The Impact of Artificial Intelligence on Academic Publishing. Pediatric Infectious Disease Journal, 42(4), 275. https://doi.org/10.1097/INF.0000000000003852
David, J. D. (2023). Guidelines for the Use of Artificial Intelligence in University Courses. Uiversidad del Rosario. https://forogpp.files.wordpress.com/2023/02/guidelines-for-the-use-of-artificial-intelligence-in-university-courses-v4.3.pdf
Departamento de Educación de EUA. (2023). Artificial Intelligence and the future of teaching and learning. Insights and recommendations. https://guides.library.tulsacc.edu/AI
Eager, B. y Brunton, R. (2023). Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice. Journal of University Teaching and Learning Practice, 20(5). https://doi.org/10.53761/1.20.5.02
Eco, U. (1984). Apocalípticos e integrados. Lumen.
Esteve-Mon, F. M., Castañeda, L. y Adell-Segura, J. (2018). Un modelo holístico de competencia docente para el mundo digital. Revista Interuniversitaria de Formación Del Profesorado, 32(1). http://hdl.handle.net/10234/174771
Fernández Mallo, A. (2023). La forma de la multitud (capitalismo, religión, identidad). Galaxia Gutenberg.
Foix, J. V. (1985). Sol, i de dol. Quaderns Crema.
Hames, H. J. (2005). Quia nolunt dimittere credere pro credere, sed credere per intelligere: Ramon Llull and his Jewish Contemporaries. Mirabilia: Revista Eletrônica de História Antiga e Medieval, 5. https://www.revistamirabilia.com/issues/mirabilia-05-2005/article/quia-nolunt-dimittere-credere-pro-credere-sed-credere-intelligere
Heimans, S., Biesta, G., Takayama, K. y Kettle, M. (2023). ChatGPT, subjectification, and the purposes and politics of teacher education and its scholarship. Asia-Pacific Journal of Teacher Education, 51(2), 105–112. https://doi.org/10.1080/1359866X.2023.2189368
Herft, A. (2023). A Teacher’s Prompt Guide to ChatGPT aligned with “What Works Best”. https://drive.google.com/file/d/15qAxnUzOwAPwHzoaKBJd8FAgiOZYcIxq/view
Hill-Yardin, E. L., Hutchinson, M. R., Laycock, R. y Spencer, S. J. (2023). A Chat(GPT) about the future of scientific publishing. Brain, Behavior, and Immunity, 110(June), 152–154. https://doi.org/10.1016/j.bbi.2023.02.022
INTEF (2022). Marco de Referencia de la Competencia Digital Docente. http://aprende.intef.es/mccdd
Kohnke, L., Moorhouse, B. L. y Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 1–14. https://doi.org/10.1177/00336882231162868
Kooli, C. (2023). Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions. Sustainability (Switzerland), 15(7). https://doi.org/10.3390/su15075614
Lee, J. Y. (2023). Can an artificial intelligence chatbot be the author of a scholarly article? Journal of Educational Evaluation for Health Professions, 20(1), 6. https://doi.org/10.3352/jeehp.2023.20.6
Lindín, C. (Coord) (2021). El valor de las tecnologías digitales en la mejora de la Educación Superior. Cuadernos de docencia universitaria, 45. Octaedro. https://octaedro.com/libro/el-valor-de-las-tecnologias-digitales-en-la-mejora-de-la-educacion-superior/
Lo, C. K. (2023). What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature. Education Sciences, 13(4). https://doi.org/10.3390/educsci13040410
Long, D. y Magerko, B. (2020). What is AI Literacy? Competencies and Design Considerations. Conference on Human Factors in Computing Systems - Proceedings, 1–16. https://doi.org/10.1145/3313831.3376727
Lund, B. D. y Wang, T. (2023). Chatting about ChatGPT: how may AI and GPT impact academia and libraries? Library Hi Tech News, 3, 26–29. https://doi.org/10.1108/LHTN-01-2023-0009
Mijwil, M. M., Aljanabi, M. y ChatGPT. (2023). Towards Artificial Intelligence-based cybersecurity: The practices and ChatGPT generated ways to combat cybercrime. Iraqi Journal for Computer Science and Mathematics, 4(1), 65–70. https://doi.org/10.52866/ijcsm.2023.01.01.0019
O’Connor, S. y ChatGPT. (2023). Open artificial intelligence platforms in nursing education: Tools for academic progress or abuse? Nurse Education in Practice, 66. https://doi.org/10.1016/j.nepr.2022.103537
OEIAC (Observatori d’Ètica en Intel·ligència Artificial de Catalunya) [@OEIAC_UdG] (2023, 24 de febrero). Circuito OEIAC sobre el uso responsable y sostenible de ChatGPT [Tuit]. https://twitter.com/OEIAC_UdG/status/1629080723171733506/photo/2
Pedró, F. (2020). Applications of Artificial Intelligence to higher education: possibilities, evidence, and challenges. IUL Research, 1(1), 61–76. https://doi.org/10.57568/iulres.v1i1.43
Saura, G. (2020). Filantrocapitalismo digital en educación: Covid-19, UNESCO, Google, Facebook y Microsoft. Teknokultura. Revista de Cultura Digital y Movimientos Sociales, 17(2), 159–168. https://doi.org/10.5209/tekn.69547
Saura, G., Cancela, E. y Parcerisa, L. (2023). Privatizatión educativa digital. Profesorado, 27(1), 12–37. https://doi.org/10.30827/profesorado.v27i1.27019
Savater, A. y De Manuel, A. (2022). El modelo PIO (Principios, Indicadores y Observables): Una propuesta de autoevaluación organizativa sobre el uso ético de datos y sistemas de inteligencia artificial. Observatori d’Ètica en Intel·ligència Artificial de Catalunya (OEIAC). https://www.udg.edu/ca/Portals/57/OContent_Docs/modelpio-CAS-v5.pdf
Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., Selwyn, N. y Gašević, D. (2022). Assessment in the age of artificial intelligence. Computers and Education: Artificial Intelligence, 3(March). https://doi.org/10.1016/j.caeai.2022.100075
Teixeira da Silva, J. A. (2023). Is ChatGPT a valid author? Nurse Education in Practice, 68, 103600. https://doi.org/10.1016/j.nepr.2023.103600
Thorp, H. H. (2023). ChatGPT is fun, but not an author. Science, 379(6630), 313. https://doi.org/10.1126/science.adg7879
UNESCO (2021). Inteligencia artificial y educación. Guía para las personas a cargo de formular politicas. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379376
UNESCO (2023). ChatGPT e Inteligencia Artificial en la educación superior. https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-e-Inteligencia-Artificial-en-la-educación-superior-Guía-de-inicio-rápido_FINAL_ESP.pdf
Vrana, J., Singh, R. y ChatGPT. (2023). This is ChatGPT; how mai I help you? Materials Evaluation, 81(2), 17–18. https://blog.asnt.org/this-is-chatgpt-how-may-i-help-you/
Vuorikari, R., Kluzer, S. y Punie, Y. (2022). DigComp 2.2. The Digital Competence Framework for Citizens. With new examples of knowledge, skills and attitudes. https://doi.org/10.2760/115376
Zawacki-Richter, O., Marín, V. I., Bond, M. y Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Carles Lindín
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- Submitting a paper does not involve paying any fees.
- Texts will be published under a Creative Commons Attribution Share-Alike 4.0 International License that allows others to share the work, provided they include an acknowledgement of the work’s authorship, its initial publication in this journal and the terms of the license.
- When citing works published in Didacticae, both the autor and the journal must be cited.
- Didacticae does not accept any responsibility for the points of view and statements made by the authors.
