DSpace 9
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Communities in DSpace
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- W-STEM
- Supporting Culturally Responsive Leadership and Evaluation in Schools
- A Digital Ecosystem Framework for an Interoperable NEtwork-based Society (DEFINES)
- Evaluation environment for fostering intercultural mentoring tools and practices at school
Recent Submissions
Safe AI in Education Manifesto. Version 0.4.0
(2024-10-08) Alier-Forment, Marc; García-Peñalvo, Francisco José; Casañ, María José; Pereira, Juanan; Llorens-Largo, Faraón
The Safe AI in Education Manifesto outlines ethical principles for integrating AI into educational environments. It emphasizes the need for human oversight, ensuring AI complements rather than replaces educators. Decision-making must remain transparent and appealable, protecting the educational process's integrity. Confidentiality is paramount; institutions must safeguard student data and ensure AI systems comply with stringent privacy standards. AI tools should align with educational strategies, supporting learning objectives without enabling unethical practices or adding complexity.
The manifesto calls for AI systems to respect didactic practices, adapting seamlessly to instructional designs without burdening educators or students. It stresses accuracy and explainability, requiring AI outputs to be reliable, transparent, and verifiable. Interfaces must be intuitive, communicating their limitations to foster trust and critical engagement.
Ethical training and transparency in AI model development are essential, including minimizing biases and disclosing data sources. The manifesto commits to advancing AI’s potential in education while prioritizing privacy, fairness, and educational integrity, providing a living framework adaptable to technological evolution.
It can be signed at: https://manifesto.safeaieducation.org/
Workshop about developing educative scenarios with GenAI tools
(Zenodo, 2024-06-12) García-Carrasco, J.
The document outlines a workshop designed for Master’s students in ICT applied to education at the University of Salamanca. Led by Francisco José García-Peñalvo, the workshop aims to explore the application of generative AI (GenAI) tools like ChatGPT in education. The objectives include learning to integrate GenAI in teaching, reflecting on its potential and risks, and designing educational scenarios collaboratively.
The eight-hour session is part of a course on "Design and Assessment of Digital Resources." Students, mostly with educational backgrounds, engage in a structured process involving an introduction, AI-focused discussions, and hands-on sessions with ChatGPT. Teams of three work to develop and present educational scenarios using GenAI. Examples of tasks include creating stories for primary school, designing gamified learning activities, or developing subject-specific assessments.
The emphasis is on the process over the final product. Teams document prompts and workflows and present findings to facilitate peer discussion on lessons learned, focusing on benefits and challenges.
Key takeaways stress the importance of an initial introduction to GenAI, collaborative work, and reflection. The workshop highlights the transformative potential of GenAI in education while advocating for critical engagement with its ethical and practical implications.
Embracing GenAI literacy in education: A roadmap for empowerment
(Zenodo, 2024-06-12) García-Peñalvo, Francisco José
The paper discusses the emergence of Generative Artificial Intelligence (GenAI) as a transformative force in education and the necessity of GenAI literacy for both educators and students. GenAI literacy involves understanding generative AI systems, their societal impacts, and ethical implications. It encompasses skills ranging from basic knowledge of how these systems work to critical evaluation and innovative application.
For teachers, fostering GenAI literacy requires integrating GenAI concepts into existing curricula without overhauling them, organizing professional development workshops with hands-on training, and forming collaborative learning communities to share best practices. For students, the focus should be on developing critical thinking and ethical reasoning skills, engaging in active-based learning using GenAI tools, and promoting interdisciplinary approaches that span STEM, humanities, and social sciences.
The paper argues that GenAI literacy is not limited to mastering tools but also involves cultivating a critical perspective on technology’s role in society. By emphasizing complex thinking competencies, it aims to prepare future generations for AI-augmented environments. This literacy is positioned as a cornerstone for responsibly harnessing AI’s potential and addressing challenges like bias, privacy, and intellectual property.
Ultimately, the paper presents a roadmap for empowering individuals and institutions to navigate and shape the evolving AI landscape responsibly and innovatively. It underscores the importance of equipping society with the knowledge and skills necessary to engage meaningfully with one of the most influential technologies of the 21st century.
Using ChatGPT for discovering conceptual classes in object-oriented modeling
(Zenodo, 2023-07-31) García-Peñalvo, Francisco José
Using ChatGPT to discover conceptual classes in UML diagram class
Uso seguro de la IA en la Educación. Perspectivas tras dos años de ChatGPT
(Grupo GRIAL, 2024-12-12) García-Peñalvo, Francisco José
La conferencia magistral invitada “Uso seguro de la IA en la Educación. Perspectivas tras dos años de ChatGPT” se impartió el 12 de diciembre de 2024 de forma virtual dentro del 5º Congreso Internacional de Tendencias en Innovación Educativa (CITIE 2024), celebrado del 11 al 13 de diciembre de 2024 en el Centro Universitario de los Valles de la Universidad de Guadalajara (México).
Se aborda cómo la inteligencia artificial generativa (IAGen), ejemplificada por ChatGPT, ha transformado el panorama educativo desde su lanzamiento el 30 de noviembre de 2022. Este análisis destaca tanto el impacto positivo como los desafíos asociados con la integración de estas tecnologías en el ámbito académico.
El contenido explora los conceptos básicos de los modelos de lenguaje grande (LLM), incluyendo su arquitectura, tamaño, y costos económicos y energéticos de entrenamiento. Se discuten las capacidades de generación de contenido, como texto, imágenes y audio, y se subraya el papel crítico del diseño de prompts y del contexto en la calidad de las respuestas generadas.
En el ámbito educativo, la presentación evalúa cómo la IA ha potenciado la creatividad, productividad y personalización del aprendizaje, beneficiando tanto al profesorado como al estudiantado. Sin embargo, se identifican riesgos como la despersonalización, el uso deshonesto y la dependencia tecnológica. Para mitigar estos problemas, se proponen buenas prácticas que incluyen formación continua, integración equilibrada y fomento de un uso ético.
Se introduce el Manifiesto para una IA Segura en la Educación, que propone principios clave como la supervisión humana, la confidencialidad, y la alineación con estrategias educativas y prácticas didácticas.
Se concluye reflexionando sobre el impacto disruptivo de la IAGen y subrayando la necesidad de un enfoque ético, inclusivo y colaborativo para garantizar que esta tecnología sea una herramienta beneficiosa en el futuro de la educación. Finalmente, se resalta la importancia de preparar a profesores y estudiantes para un uso crítico y responsable, alineando estas tecnologías con los valores educativos y sociales.