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IA: haciendo en segundos lo que a ti te tomaría tres cafés y una crisis existencial

IA: haciendo en segundos lo que a ti te tomaría tres cafés y una crisis existencial
Faraón Llorens Largo
Lección magistral de apertura de curso 2024/2025
Miércoles 25 de septiembre de 2024
UE STEAM School
Universidad Europea de Madrid

Noticias en prensa:
https://universidadeuropea.com/noticias/faraon-llorens-analiza-presente-futuro-ia-clase-magistral

AI in Education Integration Checklist

AI in Education Integration Checklist

This checklist is designed to guide the evaluation and integration of AI tools in educational settings, ensuring they align with the principles of the Safe AI in Education Manifesto.

This checklist is designed to be used by educators, technologists, and educational institutions to evaluate and integrate AI tools in education.

https://manifesto.safeaieducation.org/checklist

Personalización y Adaptabilidad con IA

Mesa redonda: Personalización y Adaptabilidad con IA
Ricardo Martínez, Oficial Nacional de Educación de la Oficina Regional de la UNESCO en San José. Representación para Costa Rica, El Salvador, Honduras, Nicaragua y Panamá
Constanza Abadía, UNAD Colombia
Faraón Llorens, catedrático E.U. de IA de la Universidad de Alicante
Modera: Olga Hernández, RIACES

III Seminario Iberoamericano sobre Calidad de la Educación en Línea
Potenciando la Excelencia con Inteligencia Artificial
Ciudad de Panamá, 3 y 4 de septiembre de 2024
https://oei.int/oficinas/secretaria-general/seminario-iberoamericano-sobre-calidad-en-la-educacion-en-linea/iii-seminario
Organizan:
Organización de Estados Iberoamericanos (OEI)
Consejo Nacional de Evaluación y Acreditación Universitaria de Panamá (CONEAUPA)
Red Iberoamericana de Asesoramiento para la Calidad de la Educación Superior (RIACES)
Asociación Iberoamericana de Educación Superior a Distancia (AIESAD)
Acoge:
Learning Vila de la Universidad Interamericana de Panamá (UIP)

Safe AI in Education Manifesto

Safe AI in Education Manifesto

http://manifesto.safeaieducation.org

Preamble
In the rapidly evolving landscape of education, Artificial Intelligence (AI) holds great promise to enhance learning experiences, streamline administrative tasks, and support both students and educators. However, with these advancements come significant responsibilities.
The Safe AI in Education Manifesto establishes the foundational principles that ensure AI is deployed in educational settings in a manner that is ethical, secure, and aligned with the core objectives of education.
This principles are intended to provide a framework to guide educators, educational institutions, developers and AI vendors in their decision making process about the use of AI in education.

Principle 1: Guaranteeing Confidentiality
Principle 2: Alignment with Educational Strategies
Principle 3: Alignment with Didactic Practices
Principle 4: Accuracy and Minimization of Errors
Principle 5: Comprehensive Interface and Behavior
Principle 6: Ethical Training and Transparency

Conclusion
The integration of AI into education is inevitable and holds great potential. However, this integration must be guided by principles that prioritize the well-being, privacy, and educational success of students. The Safe AI in Education Manifesto is a commitment to these principles, ensuring that AI enhances the educational experience without compromising ethical standards or educational integrity.

El Reglamento Europeo de Inteligencia Artificial

El Reglamento Europeo de Inteligencia Artificial
Moisés Barrio Andrés (director)
Colección Reformas
Editorial Tirant lo Blanc (www.tirant.es)

https://editorial.tirant.com/es/libro/9788410713031

Lectura para las vacaciones. La ley original (AI Act) se puede descargar desde:
Reglamento (UE) 2024/1689 del Parlamento Europeo y del Consejo, de 13 de junio de 2024, por el que se establecen normas armonizadas en materia de inteligencia artificial y por el que se modifican los Reglamentos (CE) n.° 300/2008, (UE) n.° 167/2013, (UE) n.° 168/2013, (UE) 2018/858, (UE) 2018/1139 y (UE) 2019/2144 y las Directivas 2014/90/UE, (UE) 2016/797 y (UE) 2020/1828
https://eur-lex.europa.eu/eli/reg/2024/1689/oj?locale=es
(pdf en español)

Pero el libro me ha permitido una lectura más descriptiva y ya interpretada (no hay quien entienda los textos legales 😉

Frases entresacadas e ideas interesantes que puedo utilizar:

(Página )
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Doctor Honoris Causa UA – Francesc Michavila

Francesc Michavila Pitarch

Doctor Honoris Causa por la Universidad de Alicante
Padrino: Faraón Llorens Largo
Propuesto por: Escuela Politécnica Superior
Fecha: 11 de julio de 2024
Lugar: Paraninfo de la Universidad de Alicante
Hora: 11:30 h

https://web.ua.es/es/protocolo/eventos/honoris/michavila-pitarch-francisco-2024/doctor-honoris-causa-francisco-michavila-pitarch.html

Hoy ha sido uno de los días más emotivos de mi trayectoria profesional en la Universidad de Alicante, con el nombramiento de Doctor Honoris Causa a Francesc Michavila, del que he tenido el privilegio de hacer la laudatio.

“És per a mi un enorme honor pronunciar la laudatio del professor Francesc Michavila Pitarch, per la profunda admiració que sent pel seu treball i trajectòria professional al servei del sistema universitari i, per damunt de tot, per la seua tremenda qualitat humana.
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Pues mi elevator pitch, es decir, la idea fundamental en un minuto para persuadirles sobre la pertinencia de nombrar doctor honoris causa por la Universidad de Alicante al profesor Francisco Michavila, es el título de su penúltimo libro, Pasión por la educación. En él califica a la docencia como el oficio más hermoso que existe, que impregna de espíritu crítico los conocimientos y habilidades que transmiten, en oposición a la simple instrucción y pasividad.
Esa pasión por la educación, por la universidad, que siente el profesor Michavila ha ido impregnando y calando en todos y cada uno de los que hemos tenido el privilegio de colaborar con él.
Pero la palabra concluir también tiene otra acepción: “Deducir algo después de haber considerado sus circunstancias”. Y a este segundo significado es al que apelo ahora.
Así pues, considerados y expuestos todos estos hechos, dignísimas autoridades y claustrales, solicito con toda consideración y encarecidamente ruego que se otorgue y confiera al Dr. Francisco Michavila Pitarch el supremo grado de Doctor honoris causa por la Universidad de Alicante.”

La laudatio completa, así como el discurso de Francesc Michavila y el resto de discursos del acto se puede leer en:
https://web.ua.es/es/protocolo/eventos/honoris/acto-de-investidura-dhc-castro-borges-y-michavila-pitarch-2024/discursos-castro-y-michavila-cast.pdf

Fotos:









Todas las fotos: https://audiovisual.ua.es/fotoweb/archives/5011-Universidad-de-Alicante-2024/?q=honoris%20causa%20Pedro%20Castro%20y%20Francisco%20Michavila

Tools to Support the Design of Network-Structured Courses Assisted by AI

Tools to Support the Design of Network-Structured Courses Assisted by AI
Juan-Luis López-Javaloyes, Alberto Real-Fernández, Javier García-Sigüenza, Faraón Llorens-Largo, & Rafael Molina-Carmona
26th International Conference on Human-Computer Interaction (HCII 2024)
Washington DC, USA
29 June – 4 July 2024
11th International Conference on Learning and Collaboration Technologies (LCT 2024).

Lecture Notes in Computer Science book series (LNCS,volume 14724) (https://link.springer.com/chapter/10.1007/978-3-031-61691-4)

https://link.springer.com/chapter/10.1007/978-3-031-61672-3_4

https://doi.org/10.1007/978-3-031-61672-3_4

Abstract
The integration of Information Technologies into education has lately focused on implementing learning systems to enhance the educational experience through innovative teaching methodologies. The rise of Artificial Intelligence has enabled the development of advanced strategies and algorithms, catering to individual learning styles. However, implementing these innovative approaches requires teachers to learn during the design and structuring of course content. As an example of this we have Khipulearn, a learning platform based on Customised Adaptive Learning Model (CALM), that offers a personalized educational experience. It allows the teachers to structure knowledge into interconnected competences, forming a competence graph for learners to navigate. The platform also employs an AI algorithm to select activities based on learners’ characteristics and needs. We propose two tools for teachers to optimize course design on Khipulearn. The first tool, a shortest path viewer, helps identify critical competences, providing control over essential knowledge of the course. The second tool visualizes the number of activities required for each competence, aiding in improving the efficiency on an adaptive activity selection. These tools aim to streamline the design process, ensuring teachers can leverage CALM’s adaptability and personalization principles without hindrance on the Khipulearn platform.

Keywords
learning design · AI tools · graph structure

Cite this paper as:
López-Javaloyes, JL., Real-Fernández, A., García-Sigüenza, J., Llorens-Largo, F., Molina-Carmona, R. (2024). Tools to Support the Design of Network-Structured Courses Assisted by AI. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2024. Lecture Notes in Computer Science, vol 14722. Springer, Cham. https://doi.org/10.1007/978-3-031-61672-3_4

Evolution of the Adoption of Generative AI Among Spanish Engineering Students

Evolution of the Adoption of Generative AI Among Spanish Engineering Students
Faraón Llorens-Largo, Rafael Molina-Carmona, Alberto Real-Fernández, & Sergio Arjona-Giner
26th International Conference on Human-Computer Interaction (HCII 2024)
Washington DC, USA
29 June – 4 July 2024
11th International Conference on Learning and Collaboration Technologies (LCT 2024).

Lecture Notes in Computer Science book series (LNCS,volume 14724) (https://link.springer.com/chapter/10.1007/978-3-031-61691-4)

https://link.springer.com/chapter/10.1007/978-3-031-61691-4_20

https://doi.org/10.1007/978-3-031-61691-4_20

Abstract
The irruption of ChatGPT has led to a technological change that could affect all sectors, concretely education. University students are facing this change, and the adoption of generative AI will be key to both their learning and job performance. This paper aims to study the adoption and evolution of generative AI among engineering students by analysing two surveys conducted in 2022 and 2023. The results show that engineering students are mostly aware and they are using generative AI tools. On the other hand, it has been studied whether gender can influence their adoption, and the results do not indicate significant changes. Regarding the evolution of the adoption of generative AI, a great change is shown, since it is being more used in all fields, also in education. This change indicates the attitude of engineering students to explore and take advantage of innovative tools, which can have a current and future impact on their learning and development.

Keywords
Generative AI · Technology Adoption · ChatGPT

Cite this paper as:
Llorens-Largo, F., Molina-Carmona, R., Real-Fernández, A., Arjona-Giner, S. (2024). Evolution of the Adoption of Generative AI Among Spanish Engineering Students. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. HCII 2024. Lecture Notes in Computer Science, vol 14724. Springer, Cham. https://doi.org/10.1007/978-3-031-61691-4_20

International Conference on Human-Computer Interaction – HCII 2024

26th International Conference on Human-Computer Interaction (HCII 2024)
Washington DC, USA
29 June – 4 July 2024
11th International Conference on Learning and Collaboration Technologies (LCT 2024).

Lecture Notes in Computer Science book series (LNCS, volume 14722-14724) (https://link.springer.com/book/10.1007/978-3-031-61672-3)

hic sunt dracones

hic sunt dracones
Faraón Llorens Largo
Conferencia inaugural
26 de junio de 2024
XVIII Jornadas Internacionales de Innovación Universitaria
Educar en la Era Digital: impacto y desafíos de la Inteligencia Artificial
https://jiu-ia.es
Universidad Europea de Madrid