{"id":34220,"date":"2026-03-26T08:26:55","date_gmt":"2026-03-26T07:26:55","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=34220"},"modified":"2026-03-26T08:27:05","modified_gmt":"2026-03-26T07:27:05","slug":"el-projecte-lamb-i-el-codi-obert-a-leducacio","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/el-projecte-lamb-i-el-codi-obert-a-leducacio\/","title":{"rendered":"El projecte LAMB i el codi obert a l\u2019educaci\u00f3"},"content":{"rendered":"<p>Il\u00b7lustraci\u00f3 de Marta Forment<\/p>\n<p>&nbsp;<\/p>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.ca\" target=\"_blank\" rel=\"license noopener noreferrer\">Llic\u00e8ncia Creative Commons<img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/cc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><strong><img decoding=\"async\" class=\"alignleft wp-image-15012\" src=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/04\/Therfer-web-color-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"color: #0000ff;\"><a style=\"color: #0000ff;\" href=\"https:\/\/twitter.com\/therfer\" target=\"_blank\" rel=\"noopener\"><strong>Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p>Durant anys, el <strong>professorat de tecnologia a secund\u00e0ria<\/strong> ha intentat ensenyar a programar, comprendre sistemes d&#8217;informaci\u00f3 i desenvolupar el pensament cr\u00edtic i computacional del seu alumnat. Amb aquest objectiu, ha utilitzat eines que, en molts casos, funcionen com a caixes negres. \u00c9s una paradoxa dif\u00edcil d&#8217;ignorar: pretenem formar ciutadans cr\u00edtics en <strong>compet\u00e8ncies digitals<\/strong>, alhora que moltes vegades estem supeditats a eines o plataformes que no podem auditar, modificar ni explicar en profunditat, en general perqu\u00e8 hi ha patents de grans corporacions que fan negoci amb l&#8217;educaci\u00f3, que viuen de l&#8217;opacitat. Per\u00f2, si l&#8217;objectiu \u00e9s comprendre la tecnologia, quin sentit t\u00e9 fer-ho sobre infraestructures tancades el funcionament real de les quals roman ocult?<\/p>\n<p>Encara m\u00e9s, en el context actual de la <strong>intel\u00b7lig\u00e8ncia artificial (IA)<\/strong>, aquesta contradicci\u00f3 s&#8217;intensifica. Potser la IA l&#8217;ha visibilitzada. Cada cop m\u00e9s docents incorporen <strong>assistents o xatbots a l&#8217;aula<\/strong>, tot fent servint-se acr\u00edticament d\u2019eines comercials, de manera que deleguen a les empreses tamb\u00e9 els criteris pedag\u00f2gics impl\u00edcits en el seu disseny. El risc no \u00e9s \u00fanicament t\u00e8cnic, sin\u00f3 tamb\u00e9 educatiu: l\u2019acceptaci\u00f3 sense discussi\u00f3 de models d&#8217;aprenentatge, biaixos d&#8217;entrenament i limitacions que, llevat d&#8217;excepcions, no han estat pensats per al nostre context espec\u00edfic, ni per als nostres objectius formatius.<\/p>\n<p>En aquest escenari, cal agrair que sorgeixin projectes com <strong>LAMB (Learning Assistants Manager and Builder)<\/strong>. LAMB (Alier et al., 2025) \u00e9s una <strong>plataforma alternativa de codi obert<\/strong> que permet a docents i institucions crear assistents d&#8217;aprenentatge basats en models de llenguatge, alimentats amb materials propis (apunts, llibres, v\u00eddeos, etc.), i integrats directament a entorns com <em>Moodle<\/em>, molt habituals als instituts. Aix\u00ed, l&#8217;assistent d&#8217;IA passa a convertir-se en un recurs pedag\u00f2gic alineat amb el curr\u00edculum, les decisions i el criteri del professorat. LAMB permet aix\u00ed <strong>dissenyar tutors especialitzats en una mat\u00e8ria concreta<\/strong>, tot garantint que les respostes que la IA d\u00f3na als nostres alumnes es mantinguin dins del marc del curs, amb una arquitectura modular que facilita la integraci\u00f3 en sistemes existents i que evita la depend\u00e8ncia externa d&#8217;altres eines comercials.<\/p>\n<p>Perqu\u00e8 el m\u00e9s rellevant de LAMB no \u00e9s la seva funcionalitat, sin\u00f3 el seu enfocament. Com a eina <em>open source<\/em>, <strong>retorna el control al docent i a la instituci\u00f3 educativa<\/strong>: permet decidir quins models s&#8217;utilitzen, com es gestionen les dades i de quina manera s&#8217;adapta l&#8217;assistent d&#8217;IA a les necessitats de l&#8217;aula. Aix\u00f2 \u00e9s particularment important a secund\u00e0ria, on l&#8217;\u00fas de la tecnologia no nom\u00e9s ha de ser efica\u00e7, sin\u00f3 tamb\u00e9 formatiu en si mateix, seguint el codi deontol\u00f2gic docent (Hern\u00e1ndez-Fern\u00e1ndez, 2025), els principis tecno\u00e8tics (Bunge, 1974; Steels &amp; L\u00f3pez de M\u00e1ntaras, 2018), i les recomanacions i marcs d\u2019\u00fas segur de la IA (\u00c4lier et al.,2024; UNESCO, 2022). Treballar amb eines obertes no \u00e9s nom\u00e9s una elecci\u00f3 t\u00e8cnica, sin\u00f3 una <strong>oportunitat pedag\u00f2gica<\/strong> per a ensenyar com funciona realment la tecnologia. I, si se&#8217;m permet, una manera d&#8217;empoderar de nou el docent de tecnologia, arrumbat curricularment i relegat a molts centres a mer encarregat de manteniment de l&#8217;aula d&#8217;inform\u00e0tica. Perqu\u00e8 els coordinadors TIC haurien d&#8217;estar molt m\u00e9s reconeguts, salarialment i en hores de dedicaci\u00f3 a la tasca, fonamental en els temps que corren.<\/p>\n<p>A l&#8217;\u00e0mbit espec\u00edfic de l&#8217;ensenyament de la programaci\u00f3, aquesta q\u00fcesti\u00f3 adquireix encara m\u00e9s pes. Els assistents de codi poden ser aliats poderosos, per\u00f2 tamb\u00e9 poden convertir-se en dreceres opaques i f\u00e0cils per als estudiants. Les solucions obertes permeten al professorat no nom\u00e9s intentar evitar el seu \u00fas cec per part dels alumnes, sin\u00f3 tamb\u00e9 analitzar, modificar i, en \u00faltima inst\u00e0ncia, integrar la tecnologia de manera cr\u00edtica en el proc\u00e9s d&#8217;aprenentatge i, seguint el t\u00f2pic, l&#8217;hum\u00e0 al bucle. \u00c9s <strong>coher\u00e8ncia did\u00e0ctica<\/strong>: ensenyar tecnologia des de dins, no des de la superf\u00edcie.<\/p>\n<p>En definitiva, projectes com <strong>LAMB<\/strong> apunten cap a un gir necessari a l&#8217;era de la IA: passar de generar als instituts usuaris passius d&#8217;IA a formar agents actius, ciutadans cr\u00edtics en la seva construcci\u00f3 i \u00fas. I per al professorat de tecnologia a secund\u00e0ria, o en formaci\u00f3 professional de disciplines t\u00e8cniques, aix\u00f2 no \u00e9s un luxe ni una q\u00fcesti\u00f3 ideol\u00f2gica, sin\u00f3 una extensi\u00f3 natural de la seva pr\u00f2pia \u00e0rea de coneixement. Si ensenyar tecnologia implica comprendre-la, aleshores el codi obert deixa de ser una opci\u00f3 per convertir-se en una part imprescindible de <strong>l&#8217;educaci\u00f3 preuniversit\u00e0ria<\/strong>.<\/p>\n<hr \/>\n<h6><strong>Refer\u00e8ncies:<\/strong><\/h6>\n<p>Alier, M., Pereira, J., Garc\u00eda-Pe\u00f1alvo, F. J., Casa\u00f1, M. J., &amp; Cabr\u00e9, J. (2025).\u00a0<em>LAMB: An open-source software framework to create artificial intelligence assistants deployed and integrated into learning management systems<\/em>.\u00a0<em>Computer Standards &amp; Interfaces<\/em>, 92. DOI: 10.1016\/j.csi.2024.103940.<\/p>\n<p>Alier, M., Garc\u00eda-Pe\u00f1alvo, F., Casa\u00f1, M. J., Pereira, J. A., &amp; Llorens, F. (2024, October 8).\u00a0<em>Safe AI in Education Manifesto<\/em>\u00a0(Version 0.4.0).\u00a0<em>Safe AI in Education Manifesto<\/em>.\u00a0<a href=\"https:\/\/manifesto.safeaieducation.org\/\">https:\/\/manifesto.safeaieducation.org<\/a><\/p>\n<p>Bunge, M. (1974). Por una tecno\u00e9tica. En: Bunge, M. (2013).\u00a0<em>Pseudociencia e ideologia<\/em>. Pamplona: Laetoli.<\/p>\n<p>Hern\u00e1ndez-Fern\u00e1ndez, A. (2025). Tecnologia, tecno\u00e8tica i codi deontol\u00f2gic docent.\u00a0<em>Revista de tecnologia<\/em>, 13, p. 56-59. DOI: 10.2436\/20.2004.01.69.\u00a0<a href=\"https:\/\/hdl.handle.net\/2117\/442517\">https:\/\/hdl.handle.net\/2117\/442517<\/a><\/p>\n<p>Steels, L., &amp; Lopez de Mantaras, R. (2018). The Barcelona declaration for the proper development and usage of artificial intelligence in Europe.\u00a0<em>AI Communications.<\/em>\u00a0SAGE Publications.\u00a0<a href=\"http:\/\/doi.org\/10.3233\/aic-180607\">http:\/\/doi.org\/10.3233\/aic-180607<\/a><\/p>\n<p>UNESCO (2022): Recommendation on the Ethics of Artificial Intelligence.\u00a0\u00a0<a href=\"https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000381137\">https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000381137<\/a><\/p>\n<p>WEB de LAMB (con materiales, tutoriales, enlaces\u2026):\u00a0<a href=\"https:\/\/lamb-project.org\/\">https:\/\/lamb-project.org\/<\/a><\/p>\n<hr \/>\n<p>Font:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Durant anys, el professorat de tecnologia a secund\u00e0ria ha intentat ensenyar a programar, comprendre sistemes d&#8217;informaci\u00f3 i desenvolupar el pensament cr\u00edtic i computacional del seu alumnat. Amb aquest objectiu, ha utilitzat eines que, en molts casos, funcionen com a caixes negres.<\/p>\n","protected":false},"author":4,"featured_media":34204,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[246],"tags":[4275,4277,808,4276],"class_list":["post-34220","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-tecnologia-ca","tag-codi-obert","tag-projecte-lamb","tag-tecnologia","tag-tutors-especialitzats"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>El projecte LAMB i el codi obert a l\u2019educaci\u00f3 - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Durant anys, el professorat de tecnologia a secund\u00e0ria ha intentat ensenyar a programar, comprendre sistemes d&#039;informaci\u00f3 i desenvolupar el pensament cr\u00edtic i computacional del seu alumnat. 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