{"id":16337,"date":"2024-05-09T13:14:18","date_gmt":"2024-05-09T11:14:18","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=16337"},"modified":"2024-05-09T13:14:39","modified_gmt":"2024-05-09T11:14:39","slug":"inteligencia-artificial-y-educacion-construyendo-puentes","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/inteligencia-artificial-y-educacion-construyendo-puentes\/","title":{"rendered":"Inteligencia artificial y educaci\u00f3n: construyendo puentes"},"content":{"rendered":"

Inteligencia artificial y educaci\u00f3n: construyendo puentes<\/span><\/em><\/h1>\n
\"\"
Portada del llibre. \/ Editorial Gra\u00f3<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/p>\n

 <\/p>\n

A la K\u00f6nigsberg prussiana, actual Kaliningrad, hi havia set ponts als quals el matem\u00e0tic Leonhard Euler<\/strong> va dedicar, el 1736, l’article \u00abSolutio problematis ad geometriam situs pertinentis\u00bb. Va fundar la teoria de grafs i va demostrar que no era possible creuar els set ponts, tornant al punt de partida, passant per tots ells i recorrent nom\u00e9s una vegada cadascun. Va resoldre aix\u00ed l’anomenat problema dels ponts de K\u00f6nisberg<\/strong>.<\/p>\n

\"\"
Mapa de K\u00f6nigsberg a l’\u00e8poca de Leonhard Euler, que mostra on es trobaven els set ponts (en verd clar) i les branques del riu (en celeste). Imatge de Bogdan Giu\u015fc\u0103 basada en l’original de domini p\u00fablic, CC BY-SA 3.0<\/a> .<\/figcaption><\/figure>\n

 <\/p>\n

Si se’m permet l’analogia, Amaia Arroyo<\/strong> ha sabut coordinar en aquesta obra un passeig com el de K\u00f6nisberg, per set ponts b\u00e0sics, en construcci\u00f3 actualment, entre la intel\u00b7lig\u00e8ncia artificial<\/strong> (IA) i l’educaci\u00f3<\/strong>. Perqu\u00e8, com en tota pr\u00e0ctica reflexiva educativa, s\u00f3n recorreguts que semblen impossibles sense tornar en algun moment sobre els nostres passos, sense revisar com treballem a l’aula, amb quines metodologies i tecnologies.<\/p>\n

Arroyo interpel\u00b7la des de l’inici al docent. A la introducci\u00f3 \u00e9s directa quan ens exigeix \u200b\u200baprendre constantment, en nom de la professionalitat i d’una actualitzaci\u00f3 tecnol\u00f2gica imprescindible al segle XXI. Perqu\u00e8 l’educaci\u00f3 ho necessita, sentencia. Tranquil\u00b7litza tamb\u00e9 el professorat a qui s’adre\u00e7a: ofereix una obra destil\u00b7lada, lleugera, que empatitza amb una tropa cansada d’assumir cada cop m\u00e9s tasques, que necessita materials \u00fatils i concrets, i formula aquelles preguntes que turmenten els docents, q\u00fcestions que se n’aniran abordant amb el pas de les p\u00e0gines. Ser\u00e0 ella qui, al final, sintetitzi el recorregut del cam\u00ed pels set ponts previs, els t\u00edtols dels quals m’he perm\u00e8s inventar:<\/p>\n

 <\/p>\n

1. Els estudiants<\/strong>. Comen\u00e7a, doncs, Mariona Gran\u00e9 preguntant a l’alumnat qu\u00e8 opina sobre la IA. Recopila alguns estudis de camp recents, que no desvetllarem aqu\u00ed, que per la seva fragmentaci\u00f3 ens ubiquen en el moment de tr\u00e0nsit en qu\u00e8 ens trobem: l’alfabetitzaci\u00f3 digital requereix anar m\u00e9s enll\u00e0 dels instruments i el seu \u00fas, per promoure l’\u00fas cr\u00edtic de la tecnologia.<\/p>\n

2. La IA<\/strong>. El coneixement \u00e9s el que ens situa per sobre o per sota de la tecnologia. I la IA no n’\u00e9s una excepci\u00f3. Ainara Bilbao fa un notable esfor\u00e7 divulgatiu, resumint el que necessita saber un docent sobre la IA. Si els docents s\u00f3n usuaris de la IA com el que \u00e9s usuari passiu del corrector ling\u00fc\u00edstic, anem malament.<\/p>\n

3. Praxi<\/strong>. C\u00e9sar Poyatos abunda en les possibilitats pr\u00e0ctiques que ofereix la IA als educadors. Parteix d’una reflexi\u00f3 una mica descavalada sobre la inclusi\u00f3 i d’una original \u201ct\u00e8cnica Vaiana\u201d, per aconsellar despr\u00e9s el professorat sobre la programaci\u00f3 d’experi\u00e8ncies d’aprenentatge, l’avaluaci\u00f3, l’elaboraci\u00f3 de materials educatius o, fins i tot, la simplificaci\u00f3 de la burocr\u00e0cia.<\/p>\n

4. Reflexi\u00f3 cr\u00edtica<\/strong>. Lluny del pragmatisme acr\u00edtic, Jos\u00e9 Luis Serrano i M\u00aa del Mar S\u00e1nchez remouen els docents en el seu particular pont cognitiu: ser\u00e0 la IA substitutiva o assistent? Per a qu\u00e8 i per qu\u00e8 la IA a l’educaci\u00f3? Potser cal recordar aqu\u00ed all\u00f2 que el fet que hi hagi ascensor no elimina les escales. Les noves tecnologies sempre se superposen a les anteriors.<\/p>\n

5. Creativitat<\/strong>. Si, com deia Jorge Wagensberg, el contrari de la creativitat \u00e9s la mediocritat, \u00e9s la IA creativa o mediocre? Be\u00f1at Flores s’atreveix amb un dels potser m\u00e9s grans conflictes que la IA generativa ha provocat: disputar a l’hum\u00e0 l’estendard de la creativitat.<\/p>\n

6. Tecnohumanisme<\/strong>. Amb certa continu\u00eftat conceptual amb el pont anterior, Sara Osuna i Carlos Esca\u00f1o exploren les possibilitats pedag\u00f2giques pr\u00e0ctiques de la IA per a la producci\u00f3 art\u00edstica, aix\u00ed com el seu impacte social, oferint un ampli assortiment de recursos per a la creaci\u00f3 digital. O haur\u00edem de dir generaci\u00f3 digital?<\/p>\n

7. Tecno\u00e8tica<\/strong>. Tot just fa 50 anys, a la seva c\u00e8lebre confer\u00e8ncia de Haifa, Mario Bunge va encunyar el terme tecno\u00e8tica (Bunge, 1974, 2019). Si s’ha d’agrair alguna cosa a OpenAI \u00e9s que l’eclosi\u00f3 de ChatGPT, a finals de novembre de 2022, ha accelerat a la societat la reflexi\u00f3 tecno\u00e8tica. I el que calia abans, ara \u00e9s urgent. Per aix\u00f2, \u00e9s fonamental el desafiament amb qu\u00e8 Egoitz de la Iglesia tanca el seu particular pont: cal construir una tecno\u00e8tica docent.<\/p>\n

 <\/p>\n

La IA ha entrat sense preguntar a l’aula. Per\u00f2 no ens hem d’alarmar. Encara tenim la paella pel m\u00e0nec. Mentre els docents puguem decidir quines tecnologies, com i per qu\u00e8 entren a l’aula, tot anir\u00e0 b\u00e9. Les imposicions, metodol\u00f2giques o tecnol\u00f2giques no s\u00f3n bones. Franquegeu tots els ponts que Amaia Arroyo ens ha proposat, recordant que, com va demostrar Euler, al seu passeig no podran tornar al punt de partida sense tornar sobre els seus passos en algun moment.<\/p>\n

\n

T\u00edtol del llibre<\/strong>: Inteligencia artifical y educaci\u00f3n: construyendo puentes<\/em><\/p>\n

Autor<\/strong>: Amaia Arroyo Sagasta (coord.)<\/p>\n

ISBN<\/strong>: 978-84-128529-1-2<\/p>\n

Editorial<\/strong>: Gra\u00f3<\/p>\n

Idioma<\/strong>: Espanyol<\/p>\n

Nombre de p\u00e0gines<\/strong>: 120 p\u00e0gines<\/p>\n

Data de publicaci\u00f3<\/strong>: abril de 2024<\/p>\n

\n
Refer\u00e8ncies<\/strong>:<\/h6>\n

–\u00a0 Bunge, M. (2019). Filosofia de la tecnologia. Barcelona: Edicions IEC-UPC. Disponible en [\u00faltima consulta, 30 de abril de 2024]: https:\/\/upcommons.upc.edu\/handle\/2117\/169030<\/a><\/p>\n

– Euler, L. (1736). Solutio problematis ad geometriam situs pertinentis.<\/em> Disponible en [\u00faltima consulta, 30 de abril de 2024]: The Euler Archive https:\/\/scholarlycommons.pacific.edu\/euler-works\/53\/<\/a><\/p>\n

\n

Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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Perqu\u00e8, com en tota pr\u00e0ctica reflexiva educativa, s\u00f3n recorreguts que semblen impossibles sense tornar en algun moment sobre els nostres passos.<\/p>\n","protected":false},"author":4,"featured_media":16338,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[238],"tags":[1037,1038,808],"class_list":["post-16337","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-llibres","tag-alfabetitzacio-digital","tag-ia-ca","tag-tecnologia"],"yoast_head":"\nInteligencia artificial y educaci\u00f3n: construyendo puentes - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Amaia Arroyo ha sabut coordinar en aquesta obra un passeig com el de K\u00f6nisberg, per set ponts b\u00e0sics, en construcci\u00f3 actualment, entre la intel\u00b7lig\u00e8ncia artificial (IA) i l'educaci\u00f3. 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