{"id":24129,"date":"2025-02-03T09:30:40","date_gmt":"2025-02-03T08:30:40","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=24129"},"modified":"2025-02-25T14:14:59","modified_gmt":"2025-02-25T13:14:59","slug":"rebombori-ia","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/rebombori-ia\/","title":{"rendered":"Rebombori IA"},"content":{"rendered":"

LA GRAN ESTAFA. Secci\u00f3 d\u2019opini\u00f3 a c\u00e0rrec de David Cerd\u00e1<\/strong><\/span><\/p><\/blockquote>\n

Rebombori IA<\/h1>\n

A l’era de la IA la doc\u00e8ncia de qualitat importar\u00e0 m\u00e9s que mai<\/p>\n

\"\"
Vilius Kukanauskas. \/ Pixabay<\/figcaption><\/figure>\n

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

\"\"<\/p>\n

 <\/p>\n

David Cerd\u00e1<\/strong><\/a><\/p>\n

 <\/p>\n

Hi ha un enrenou monumental al voltant de la Intel\u00b7lig\u00e8ncia Artificial<\/strong> i ja han sortit els primers espontanis a l’arena: els professors magistrals tenen els dies comptats. Per\u00f2 no s\u00f3n aquests els que m\u00e9s fascinen, sin\u00f3 els que es diuen defensors de la just\u00edcia social i (i!) favorables a la proliferaci\u00f3 en \u00e0mbits educatius de la IA, rimant la cantarella de sempre: el coneixement ha deixat de ser rellevant<\/strong>.<\/p>\n

El personal perieducatiu (es diu dels que ronden les aules tenint cura d’ingressar-hi) en flames a compte de la mal anomenada Intel\u00b7lig\u00e8ncia Artificial. \u00c9s gent que ha unit al seu precari enteniment del fet educacional real els seus justets coneixements tecnol\u00f2giques, o, si s\u00f3n ben veritat professors, gent que d’autoestima ha de caminar fatal per pensar que un farcellet d’algorismes resultons els expulsar\u00e0 de l’aula. Jo, robot<\/em>: es va muntar l’en\u00e8sim rebombori tecnol\u00f2gic que desconeix la radical interpersonalitat i socialitat de l’aprenentatge [nota etimol\u00f2gica: robot t\u00e9 arrel eslava i significa servent].<\/p>\n

La IA \u00e9s una revoluci\u00f3 indubtable. Com totes les tecnol\u00f2giques, la seva escala \u00e9s inferior a la que pregonen els seus defensors; amb tot, els seus efectes en la productivitat, fins i tot al seu estadi actual, s\u00f3n sorprenents. Un diria que s\u00f3n una ocasi\u00f3 descomunal per a combatre, per exemple, la burocr\u00e0cia, donat que, si afecta l’empresa, fereix mortalment els professors. I en veritat ho pot ser si \u00e9s que hi ha (ja, ja) voluntat pol\u00edtica. En comptes de parlar-se d’aix\u00f2, d’aplacar el drac burocr\u00e0tic de set caps, hem escollit all\u00f2 de sempre, perqu\u00e8 ens va la marxa: carregar contra els professors.<\/p>\n

Jordi Nieva Fenoll escriu a elDiario.es<\/em> <\/a><\/span>que \u00abel paper del professorat es limitar\u00e0 a la generaci\u00f3 de continguts i a l’organitzaci\u00f3 d’activitats interactives presencials per a treballar el raonament abstracte, que encara s\u00f3n tan penosament infreq\u00fcents\u00bb. El senyor Nieva \u00e9s catedr\u00e0tic, per\u00f2 tamb\u00e9 \u2018perieducatiu\u2019 en aquesta afirmaci\u00f3 en el moment en qu\u00e8 el diari l’acompanya d’una foto d’una aula entre prim\u00e0ria i secund\u00e0ria; per\u00f2 anem als seus arguments. Generar continguts ja \u00e9s el menys important a l’hora de fer classe, de manera que D\u00e9u sap per qu\u00e8 seria important en un futur. I respecte all\u00f2 d’organitzar \u00abactivitats interactives presencials per a treballar el raonament abstracte\u00bb (ho he hagut de llegir diverses vegades, i diria que no sol costar-me entendre el que llegeixo), un pensava que interactiu \u00e9s tot el que es fa a classe , i es pregunta per qu\u00e8 precisament el raonament abstracte.<\/p>\n

Tot i les confuses fotos i l’interessat clickbait<\/em> d’elDiario.es<\/em>, sembla referir-se el senyor Nieva a la universitat i les classes (pseudoclasses) que consisteixen en un simple bolcat d’informaci\u00f3 que els patits assistents regurgiten en apunts. Per sorpresa de ning\u00fa, aquest model de mala doc\u00e8ncia ja estava desfasat fa trenta anys, i abans que ChatGPT pos\u00e9s l’ou ja existien apunts en l\u00ednia que els estudiants, en la seva immensa majoria, es descarreguen quan un docent pret\u00e9n sotmetre’ls a aquesta p\u00e8rdua de temps . Restant rimbomb\u00e0ncia a l’assumpte: s\u00ed, la IA afectar\u00e0 els professors mediocres, com afectar\u00e0 els advocats mediocres, els periodistes mediocres, etc\u00e8tera. La IA arrasar\u00e0 amb la mediocritat, almenys en aquells camps on no es pot ser un mal professional i mantenir el lloc de treball. Per\u00f2 el que far\u00e0 amb els professors bons \u00e9s tornar-los encara m\u00e9s importants, perqu\u00e8 s\u00f3n elles i ells els que capaciten els treballadors del dem\u00e0, que s\u00f3n els de sempre: els que saben moltes coses, els que desenvolupen una professi\u00f3 basada en un s\u00f2lid coneixement.<\/p>\n

Aqu\u00ed entra la segona secci\u00f3 del rebombori: els autoproclamats defensors de la just\u00edcia social i no obstant favorables a la proliferaci\u00f3 en \u00e0mbits educatius de la IA, que aposten per una escola \u00abinclusiva i per tant de l’\u00e9sser i el benestar de l’alumne\u00bb, per a els qui el coneixement ha deixat de ser rellevant (si \u00e9s que alguna vegada ho va ser). Res m\u00e9s lluny de la realitat: deixada al seu albur, i si no es canvien els criteris d’avaluaci\u00f3 (reduint els treballs fora de l’aula i dotant de m\u00e9s pes els ex\u00e0mens), la IA far\u00e0 el nostre m\u00f3n m\u00e9s desigual. Els Estats Units, un sistema en qu\u00e8 abunden aquests treballs i escassegen els ex\u00e0mens rigorosos, un pa\u00eds on el 40% dels estudiants no sap llegir a un nivell b\u00e0sic, ja \u00e9s un mirall d’aquesta id\u00f2cia tecnol\u00f2gicament augmentada: les universitats reben els primers estudiants que han quedat inc\u00f2lumes al sistema educatiu, convertit en un proc\u00e9s de xapa i pintura amb segell final que a penes fa efecte en la ignor\u00e0ncia. El que el rincondelvago.com<\/em> va apuntar, ho rematar\u00e0 la IA: qui no aprengui a estimar el saber i tingui el privilegi de l’exig\u00e8ncia, conclour\u00e0 al no-res. En definitiva, aquesta tecnologia fa m\u00e9s capa\u00e7os als capa\u00e7os i m\u00e9s incapa\u00e7os als incapa\u00e7os, \u00e9s a dir, potencia els millors i fa m\u00e9s vulnerables els vulnerables; \u00e9s un assistent fant\u00e0stic, per\u00f2 estafa a l’estudiant quan aquest encarrega, sense m\u00e9s ni m\u00e9s, les tasques a la m\u00e0quina.<\/p>\n

Compto que els professors honestos faran all\u00f2 de sempre: mostrar amb els seus actes i la seva pres\u00e8ncia que fer-se capa\u00e7, culte i intel\u00b7ligent \u00e9s una estrat\u00e8gia personal i professional que no caduca. A l’era de la IA la doc\u00e8ncia de qualitat importar\u00e0 m\u00e9s que mai.<\/p>\n

\n

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

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

Hi ha un enrenou monumental al voltant de la Intel\u00b7lig\u00e8ncia Artificial i ja han sortit els primers espontanis a l’arena: els professors magistrals tenen els dies comptats. 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