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Senior Researcher Chris Dede isn't overly worried about growing concerns over generative artificial intelligence, like ChatGPT, in education. As a longtime researcher on emerging technologies, he's seen many decades where new technologies promised to upend the field. Instead, Dede says artificial intelligence requires educators to get smarter about how they teach in order to truly take advantage of what AI has to offer."The trick about AI is that to get it, we need to change what we're educating people for because if you educate people for what AI does well, you're just preparing them to lose to AI. But if you educate them for what AI can't do, then you've got IA [Intelligence Augmentation]," he says. Dede, the associate director of research for the National AI Institute for Adult Learning and Online Education, says AI raises the bar and it has the power to significantly impact learning in powerful ways.

In this episode of the Harvard EdCast, Dede talks about how the field of education needs to evolve and get smarter, in order to work with - not against - artificial intelligence.

ADDITIONAL RESOURCES

TRANSCRIPT

Jill Anderson: I'm Jill Anderson. This is the Harvard EdCast.

Chris Dede thinks we need to get smarter about using artificial intelligence and education. He has spent decades exploring emerging learning technologies as a Harvard researcher. The recent explosion of generative AI, like ChatGPT, has been met with mixed reactions in education. Some public school districts have banned it. Some colleges and universities have tweaked their teaching and learning already.

Generative AI raises que

Chris Dede: I've actually been working with AI for more than half a century. Way back when when I was a graduate student, I read the first article on AI in education, which was published in 1970. And the author confidently predicted that we wouldn't need teachers within five or six years because AI was going to do everything. And of course, we still see predictions like that today.

But having lived through nine hype cycles for AI, I'm both impressed by how much it's advanced, but I'm also wary about elaborate claims for it. And there is a lot of excitement now about generative AI is the term that people are using, which includes programs like ChatGPT. It includes things like Dolly that are capable of creating images. It includes really AI on its own doing performances that we previously would have thought were something that people would have to do.

But it's interesting to compare ChatGPT to a search engine. And people don't remember this, but there was a time when-- before search engines when people really struggled to find resources, and there was enormous excitement when search engines came out. And search engines are, in fact, AI. They are based on AI at the back end, coming up with lists of things that hopefully match what you typed in. In fact, the problem with the search engine becomes not trying to find anything, but trying to filter everything to decide what's really useful.

So you can think of ChatGPT as the next step beyond a search engine where instead of getting a list of things and then you decide which might be useful and you examine them, you get an answer that says, this is what I think you want. And that is really more the AI taking charge than it is the AI saying, I can help you. Here's some things that you might look at and decide about. That makes me wary because AI is not at a stage where it really understands what it's saying.

And so it will make up things when it doesn't know them, kind of a not very good student seeing if they can fake out the teacher. And it will provide answers that are not customized to somebody's culture or to somebody's reading level or to somebody's other characteristics. So it's really quite limited.

I know that Harvard has sent some wording out that I've now put into my syllabi about students being welcome to use whatever tools they want. But when they present something as their work, it has to be something that they wrote themselves. It can't be something that somebody else wrote, which is classic plagiarism. It can't be something that Chat AI wrote that they're presenting as their work and so on. I think that what Chat AI does is it raises the bar for human performance.

I know a lot about what people are going through now in terms of job interviews because my older daughter is an HR manager, and my younger daughter just graduated. And she's having a lot of job interviews. And in contrast to earlier times, now, job interviews typically involve a performance.

If you're going to be hired for a marketing position, they'll say bring in a marketing plan when we do our face-to-face interview on this, and we'll evaluate it. Or in her case, in mechanical engineering, they say when you come in, there's this system that you're going to have a chance to debug, and we'll see how well you do it. Those employers are going to type the same thing into Chat AI. And if someone comes in with something that isn't any better than Chat AI, they're not going to get hired because why hire somebody that can't outcompete a free resource?

Jill Anderson: Oh interesting.

Chris Dede: So it raises the bar for human performance in an interesting way.

Jill Anderson: Your research looks at something called intelligence augmentation. I want to know what that means and how that's different from artificial intelligence.

Chris Dede: Intelligence augmentation is really about the opposite of this sort of negative example I was describing where now you've got to outthink Chat AI if you want to get a job. It says, when is the whole more than the sum of the parts? When do a person and AI working together do things that neither one could do as well on their own?

And often, people think, well, yeah, I can see a computer programmer, there might be intelligence augmentation because I know that machines can start to do programming. What they don't realize is that it applies to a wide range of jobs, including mine, as a college professor. So I am the associate director for research in a national AI institute funded by the National Science Foundation on adult learning and online education. And one of the things the Institute is building is AI assistants for college faculty.

So there's question answering assistants to help with student questions, and there's tutoring assistants and library assistants and laboratory assistants. There's even a social assistant that can help students in a large class meet other students who might be good learning partners. So now, as a professor, I'm potentially surrounded by all these assistants who are doing parts of my job, and I can be deskilled by that, which is a bad future. You sort of end up working for the assistant where they say, well, here's a question I can't answer.

So you have to do it. Or you can upskill because the assistant is taking over routine parts of the job. And in turn, you can focus much more deeply on personalization to individual students, on bringing in cultural dimensions and equity dimensions that AI does not understand and cannot possibly help with. The trick about AI is that to get it, we need to change what we're educating people for because if you educate people for what AI does well, you're just preparing them to lose to AI. But if you educate them for what AI can't do, then you've got IA.

Jill Anderson: So that's the goal here. We have to change the way that we're educating young people, even older people at this point. I mean, everybody needs to change the way that they're learning about these things and interacting with them.

Chris Dede: They do. And we're hampered by our system of assessment because the assessments that we use, including Harvard with the GRE and the SAT and so on, those are what AI does well. AI can score really well on psychometric tests. So we're using the wrong measure, if you will. We need to use performance assessments to measure what people can do to get into places like Harvard or higher education in general because that's emphasizing the skills that are going to be really useful for them.

Jill Anderson: You mentioned at the start artificial intelligence isn't really something brand new. This has been around for decades, but we're so slow to adapt and prepare and alter the way that we do things that once it reaches kind of the masses, we're already behind.

Chris Dede: Well, we are. And the other part of it is that we keep putting old wine in new bottles. I mean, this is - if I had to write a headline for the entire history of educational technology, it would be old wine in new bottles. But we don't understand what the new bottle really means.

So let me give you an example of something that I think generative AI could make a big difference, be very powerful, but I'm not seeing it discussed in all the hype about generative AI. And that is evidence-based modeling for local decisions. So let's take climate change.

One of the problems with climate change is that let's say that you're in Des Moines, Iowa, and you read about all this flooding in California. And you say to yourself, well, I'm not next to an ocean. I don't live in California. And I don't see why I should be that worried about this stuff.

Now, no one has done a study, I assume, of flooding in Des Moines, Iowa, in 2050 based on mid-level projections about climate change. But with generative AI, we can estimate that now.

Generative AI can reach out across topographic databases, meteorological databases, and other related databases to come up with here's the parts of Des Moines that are going to go underwater in 2050 and here's how often this is going to happen if these models are correct. That really changes the dialogue about climate change because now you're talking about wait a minute.
You mean that park I take my kids to is going to have a foot of water in it? So I think that kind of evidence-based modeling is not something that people are doing with generative AI right now, but it's perfectly feasible. And that's the new wine that we can put in the new bottle.

Jill Anderson: That's really a great way to use that. I mean, and you could even use that in your classroom. Something that you said a long, long time ago was that - and this is paraphrasing - the idea that we often implement new technology, and we make this mistake of focusing on students first rather than teachers.

Chris Dede: In December, I gave a keynote at a conference called Empowering Learners for the Age of AU that has been held the last few years. And one of the things I talked about was the shift from teaching to learning. Both are important, but teaching is ultimately sort of pouring knowledge into the minds of learners. And learning is much more open ended, and it's essential for the future because every time you need to learn something new, you can't afford to go back and have another master's degree. You need to be able to do self-directed learning.

And where AI can be helpful with this is that AI can be like an intellectual partner, even when you don't have a teacher that can help you learn in different ways. One of the things that I've been working on with a professor at the Harvard Business School is AI systems that can help you learn negotiation.

Now, the AI can't be the person you're negotiating with. AI is not good at playing human beings - not yet and not for quite a long time, I think. But what AI can do is to create a situation where a human being can play three people at once. So here you are. You're learning how to negotiate a raise.

You go into a virtual conference room. There's three virtual people who are three bosses. There's one simulation specialist behind all three, and you negotiate with them. And then at the end, the system gives you some advice on what you did well and not so well.

And if you have a human mentor, that person gives you advice as well. Ronda Bandy, who was a professor in HGSE until she moved to Hunter College, she and I have published five articles on the work we did for the HGSE's Reach Every Reader Project on using this kind of digital puppeteering to help teachers practice equitable discussion leading. So again, here's something that people aren't talking about where AI on the front end can create rich evocative situations, and AI and machine learning on the back end can find really interesting patterns for improvement.

Jill Anderson: You know, Chris, how hard is it to get there for educators?

Chris Dede: I think, in part, that's what these national AI institutes are about. Our institute, which is really adult learning with a workplace focus, is looking at that part of the spectrum. There's another institute whose focus is middle school and high school and developing AI partners for students where the student and the partner are learning together in a different kind of IA. There's a third Institute that's looking at narrative and storytelling as a powerful form of education and how can AI help with narrative and storytelling.

You can imagine sitting down. Mom and dad aren't around. You've got a storybook like Goldilocks and the Three Bears, and you've got something like Alexa that can listen to what you're reading and respond.

And so you begin, and you say, Goldilocks went out of her house one day and went into the woods and got lost. And Alexa says, why do you think Goldilocks went into the woods? Was she a naughty girl? No. Or was she an adventurous girl, or was she deeply concerned about climate change and wanting to study ecosystems?

I mean, I'm being playful about this, but I think the point is that AI doesn't understand any of the questions that it's asking but it can ask the questions, and then the child can start to think deeper than just regurgitating the story. So there's all sorts of possibilities here that we just have to think of as new wine instead of asking how can AI automate our order thinking about teaching and learning.

Jill Anderson: I've been hearing a lot of concern about writing in particular-- writing papers where young people are actually expressing their own ideas, concerns about plagiarism and cheating, which I would say the latter have long existed as challenges in education, aren't really a new one. Does AI really change this? And how might a higher ed or any educator really look at this differently?

Chris Dede: So I think where AI changes this is it helps us understand the kind of writing that we should be teaching versus the kind of writing that we are teaching. So I remember preparing my children for the SAT, and it used to have something called the essay section. And you had to write this very formal essay that was a certain number of paragraphs, and the topic sentences each had to do this and so on.

Nobody in the world writes those kinds of essays in the real world. They're just like an academic exercise. And of course, AI now can do that beautifully.

But any reporter will tell you that they could never use Chat AI to write their stories because stories is what they write. They write narratives. If you just put in a description, you'll be fired from your reportorial job because no one is interested in descriptions. They want a story.

So giving students a description and teaching them to turn it into a story or teaching them to turn it into something else that has a human and creative dimension for it, how would you write this for a seventh-grader that doesn't have much experience with the world? How would you write this for somebody in Russia building on the foundation of what AI gives you and taking it in ways that only people can? That's where writing should be going.

And of course, good writing teachers will tell you, well, that's nothing new. I've been teaching my students how to write descriptive essays. The people who are most qualified to talk about the limits of AI are the ones who teach what the AI is supposedly doing.

Jill Anderson: So do you have any helpful tips for educators regardless of what level they're working at on where to kind of begin embracing this technology?

Chris Dede: What AI can do well is what's called reckoning, which is calculative prediction. And I've given some examples of that with flooding in Des Moines and other kinds of things. And what people do is practical wisdom, if you will, and it involves culture and ethics and what it's like to be embodied and to have the biological things that are part of human nature and so on.

So when I look at what I'm teaching, I have to ask myself, how much of what I'm teaching is reckoning? So I'm preparing people to lose to AI. And how much of what I'm teaching is practical wisdom?

So for example, we spend a lot of time in vocational technical education and standard academic education teaching people to factor. How do you factor these complex polynomials?

There is no workplace anywhere in the world, even in the most primitive possible conditions, where anybody makes a living by factoring. It's an app. It's an app on a phone. Should you know a little bit about factoring so it's not magic? Sure.

Should you become fluent in factoring? Absolutely not. It's on the wrong side of the equation.
So I think just teachers and curriculum developers and assessors and stakeholders in the outcomes of education need to ask themselves, what is being taught now, and which parts of it are shifting over? And how do we include enough about those parts that AI isn't magic? But how do we change the balance of our focus to be more on the practical wisdom side?

Jill Anderson: So final thoughts here - don't be scared but figure out how to use this to your advantage?

Chris Dede: Yeah, don't be scared. AI is not smart. It really isn't. People would be appalled if they knew how little AI understands what it's telling you, especially given how much people seem to be relying on it. But it is capable of taking over parts of what you do that are routine and predictable and, in turn, freeing up the creative and the innovative and the human parts that are really the rewarding part of both work the life.

EdCast: Chris Dede is a senior research fellow at the Harvard Graduate School of Education. He is also a co-principal investigator of the National Artificial Intelligence Institute in adult learning and online education. I'm Jill Anderson. This is the Harvard EdCast produced by the Harvard Graduate School of Education. Thanks for listening.
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Educating in a World of Artificial Intelligence

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Chris Dede discusses how education can evolve to work with - rather than fight against - artificial intelligence

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43 ejemplos para aplicar IA en la educación

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43 ejemplos para aplicar IA en la educación

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The potential of using artificial intelligence in education to enhance learning, assist teachers and fuel more effective individualized learning is exciting, but also a bit daunting. To even have an intelligent conversation about AI in education, one must first push past imaginary science-fiction scenarios of computers and robots teaching our children, replacing teachers and reducing the human element from what is a fundamentally human activity.

One of the leading writers on the benefits of artificial intelligence in education, Matthew Lynch ( "My Vision for the Future of Artificial Intelligence in Education"), is careful to explore the potential pitfalls along with the benefits, writing that "the use of AI in education is valuable in some ways, but we must be hyper-vigilant in monitoring its development and its overall role in our world."

The ethical considerations are profound, as they are when it comes to using artificial intelligence in any type of setting. AI lacks a so-called "moral compass." So, by one way of looking at it, AI programming is "as ethical as its developer," according to TowardsDataScience, in an article about AI ethics that prescribes two important recommendations moving forward:

1. We need to have ethics built into the idea of why a certain piece of technology, equipped with AI, is being developed.

2. We need to monitor/check/police the outcomes of that specific piece of technology in order to fully understand its behavior and make sure that it's not violating our (human) moral compass.

There is robust debate throughout the technology community and beyond about ethics in artificial intelligence and most university degree programs are integrating courses on AI ethics into their curriculum. There, now that we have identified the ethical elephant in the room, let's talk about the exciting possibilities of AI in education.

The Potential Benefits of AI in Education

Ideally, writes Lynch in The EdAdvocate, "AI does not detract from classroom instruction but enhances it in many ways." He summarizes five intriguing potential pluses of integrating AI in education:

Personalization: "It can be overwhelmingly difficult for one teacher to figure out how to meet the needs of every student in his/her classroom. ... AI systems easily adapt to each student's individual learning needs and can target instruction based on their strengths and weaknesses."

Tutoring: AI systems can "gauge a student's learning style and pre-existing knowledge to deliver customized support and instruction."

Grading: Sure, AI can help grade exams using an answer key; but it can also "compile data about how students performed and even grade more abstract assessments such as essays."

Feedback on course quality: For example, if many students are answering a question incorrectly, "AI can zero in on the specific information or concepts that students are missing, so educators can deliver targeted improvements in materials and methods."

Meaningful and immediate feedback to students: Some students may be shy about taking risks or receiving critical feedback in the classroom, but "with AI, students can feel comfortable to make the mistakes necessary for learning and receive the feedback they need for improvement."

Much of the potential envisioned for AI in education centers on reducing time spent by teachers on tedious tasks to free up time for more meaningful ones.

Automating administrative tasks is also one of five potential benefits spotlighted by Bernard Marr, an author, futurist and technology advisor who cites figures forecasting 47.5% growth from 2017-2021 in the use of artificial intelligence in education in the U.S.

In a video on the potential of AI in education, Marr explains why he sees AI having a "massive impact" in education - emphasizing that "AI is not a threat to teachers; it is not there to replace teachers," but rather to deliver a better education to our children." He envisions a future hybrid model that is designed to "get the best out of our artificially intelligent-enabled systems and our teachers." Marr outlines the potential of AI to help our education provide enhanced:

Differentiated and individualized learning

Automation of administrative tasks

Tutoring and support outside the classroom

Universal access for all students

43 Examples of AI in Education

Inspired by a challenge from "an old school teacher who thinks that AI is ruining education," Matthew Lynch reviews a wide range of topics in a piece titled "26 Ways That Artificial Intelligence Is Transforming Education For The Better." For example:

Adaptive Learning: "Used to teach students basic and advanced skills by assessing their present skill level and creating a guided instructional experience that helps them become proficient."

Assistive Technology: AI can help special needs students access a more equitable education, for example by "reading passages to a visually impaired student."

Early Childhood Education: "AI is currently being used to power interactive games that teach children basic academic skills and more."

Data and Learning Analytics: "AI is currently being used by teachers and education administrators to analyze and interpret data," enabling them to make better-informed decisions.

Scheduling: Helping administrators to schedule courses and individuals to manage their daily, weekly, monthly or yearly schedules.

Facilities Management: AI is effective at "monitoring the status of power, Wi-Fi and water services; alerting the facilities management workers when problems arise."

Overall School Management: AI is currently being used to manage entire schools, powering student records systems, transportation, IT, maintenance, scheduling, budgeting, etc.

Writing: Not only does Lynch assert that AI is already at work helping students improve their writing skills, he confesses, "I am currently using a grammar and usage app to help me write this article."

Running down his list, Lynch also cites current uses of AI in education that include:

Classroom/Behavior Management

Lesson Planning

Classroom Audio-Visual

Parent-Teacher Communication

Language Learning

Test Prep

Assessment

Learning Management Systems

Gamification for Enhanced Student Engagement

Staff Scheduling and Substitute Management

Professional Development

Transportation

Maintenance

Finance

Cybersecurity

Safety and Security

Examples of how artificial intelligence is currently being used in higher education include:

Plagiarism Detection

Exam Integrity

Chatbots for Enrollment and Retention

Learning Management Systems

Transcription of Faculty Lectures

Enhanced Online Discussion Boards

Analyzing Student Success Metrics

Academic Research

Connected Campuses

In terms of AI-infused specific technologies now being used in education, the list grows longer every day. Here are just a few:

Thinkster Math: described by its creators as a "math tutoring program leverages human interaction and groundbreaking artificial intelligence to create personalized learning programs"

Jill Watson: an AI-enabled virtual teaching assistant introduced by the Georgia Institute of Technology in 2016

Brainly: a social media site for classroom questions

Nuance: speech recognition software used by students and faculty; capable of transcribing up to 160 words per minute; especially helpful for students who struggle with writing or have accessibility needs

Cognii: AI-based products, including a virtual learning assistant, for K-12 and higher education institutions, as well as corporate training organizations

KidSense: AI educational solutions designed for children, including a voice-to-text tool with algorithms built to recognize the sometimes harder-to-translate speech of young learners

Content Technologies: instructional design and content application solutions fueled by artificial intelligence research engines

As explained by CEO Dr. Scott Parfitt ( see video), Content Technologies Inc. develops AI learning systems that are focused on "turning big data into information, and information into knowledge."

"We send an engine out, it starts reading at light speed every article it can read. It's learned its own material," says Parfitt. The company's education-focused solutions include:

Palitt: built to help instructors easily create "your own custom lecture series, syllabus or textbook"

Cram101: AI technology that can "turn any textbook into a smart study guide complete with chapter summaries, unlimited true-false and multiple choice practice tests and flashcards all drilled down to a specific textbook, ISBN number, author and chapter."

JustTheFacts101: intended to function as the AI equivalent of an old-fashioned yellow marker, instantly highlighting and generating book and chapter-specific summaries

AI in Education [Inclusion and Universal Access]

Bernard Marr explains that AI tools can enhance inclusion and universal access to education in a number of ways, including:

Helping to "make global classrooms available to all, including those who speak different languages or who might have visual or hearing impairments"

Creating access for "students who might not be able to attend school due to illness"

Better serving "students who require learning at a different level or on a particular subject that isn't available in their own school"

Overall, it is hoped that AI will ultimately help educators make continued progress in addressing the broad range of physical, cognitive, academic, social and emotional factors that can affect student learning and ensure that all students have equal opportunity in education, regardless of their social class, race, gender, sexuality, ethnic background or physical and mental disabilities.

AI in Education [Individualized Learning]

There is also considerable optimism around the idea that, as artificial intelligence becomes a more integral part of the classroom, teachers will be better equipped to offer an individualized learning experience for every student.

According to an article in The Atlantic, ( "Artificial Intelligence Promises a Personalized Education for All"), artificial intelligence holds the potential to "enhance human teachers' abilities to tailor lessons to each student without knocking their class schedule off track," eliminating the need for educators to "teach to the middle," as often happens when their students have a range of skill levels and learning abilities.

Rose Luckin, a professor of learning-centered design at University College London, is quoted as saying that, "The real power of artificial intelligence for education is in the way that we can use it to process vast amounts of data about learners, about teachers, about teaching and learning interactions." Ultimately, AI can "help teachers understand their students more accurately, more effectively."

The Future of AI in Education

Though there continues to be widespread debate over the pros and cons of deploying AI technology in the field of education, including the concerns about depersonalization and the ethical considerations cited above, there is an emerging consensus that the extraordinary range of current and future benefits will carry the day.
This report on Artificial Intelligence in Education was developed by the University of San Diego's innovative, online Master of Science in Applied Artificial Intelligence program, an AI industry thought leader and education partner.

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43 Examples of Artificial Intelligence in Education

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The potential for using artificial intelligence in education to assist teachers and enhance learning is profound. Here's an overview, plus examples of how AI is being used in education today.

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'Doctor ChatGPT', la inteligencia artificial aprueba los exámenes para ser médico en Estados Unidos

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'Doctor ChatGPT', la inteligencia artificial aprueba los exámenes para ser médico en Estados Unidos

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Un equipo de investigadores médicos ha examinado a ChatGPT en el (USMLE), el programa de exámenes para convertirse en médico en Estados Unidos

La inteligencia artificial alcanzó o se acercó al umbral de aprobado en los tres exámenes sin ser entrenada con ningún tipo de información médica adicional

Los autores del estudio creen que a medida que la IA adquiera mayor competencia transformará la medicina clínica en todos los sectores sanitarios

La inteligencia artificial ChatGPT de la empresa Open AI se ha convertido en todo un fenómeno. Desde su lanzamiento a finales del año pasado millones de personas están interactuando con ella con una mezcla de asombro y temor ante las increíbles capacidades que está logrando exhibir. Y aunque es cierto que la inteligencia artificial no siempre da con las respuestas correctas, también lo es que su índice de acierto es muy alto en casi todos los temas sobre los que se le pregunta.

Con esto en mente, un equipo de investigadores médicos ha puesto a prueba a ChatGPT en el United States Medical Licensing Exam (USMLE), un programa de pruebas estandarizadas en tres fases que cubre todos los temas del fondo de conocimientos de los médicos, desde las ciencias básicas hasta el razonamiento clínico, la gestión médica y la bioética.

La primera prueba de este examen la suelen realizar estudiantes de medicina que han completado dos años de aprendizaje. Se suelen invertir de 300 a 400 horas de estudio para pasarlo. La segunda prueba está destinada estudiantes de cuarto año que además hayan completado entre 1,5 y 2 años de rotaciones clínicas y la tercera parte está destinada a médicos que generalmente han completado al menos entre seis meses y un año de formación médica de postgrado.

Para examinar a la inteligencia artificial se obtuvieron 376 preguntas de examen disponibles públicamente de la versión del examen de muestra de junio de 2022 en el sitio web oficial del USMLE. Se realizó una comprobación aleatoria para garantizar que ninguna de las respuestas, explicaciones o contenido relacionado estuviera indexado en Google antes del 1 de enero de 2022, que representa la última fecha accesible para el conjunto de datos de entrenamiento ChatGPT. Se filtraron todas las preguntas de prueba de muestra y se eliminaron las preguntas que contenían activos visuales como imágenes clínicas, fotografías médicas y gráficos. Tras el filtrado, 305 ítems USMLE pasaron a codificación.

En el preprint publicado por los investigadores - que también incluye a ChatGPT entre los firmantes del artículo científico - y que aún no ha sido revisado por pares, ChatGPT, tal como está, sin ser entrenada con ningún tipo de información médica específica o adicional, alcanzó o se acercó al umbral de aprobado en los tres exámenes. Además, la inteligencia artificial demostró un alto nivel de concordancia y perspicacia en sus explicaciones.

Dado que el umbral de aprobados del USMLE, aunque varía según el año, es de aproximadamente el 60%. Según los investigadores, ChatGPT se encuentra cómodamente dentro del rango de aprobados, algo que los autores del estudio consideran un resultado sorprendente e impresionante. Más aún si se tiene en cuenta que no se le ha proporcionado a la IA ninguna instrucción ni entrenamiento médico específico, y más aún cuando, comparada con una inteligencia Artificial que sí está especialmente entrenada en medicina, como lo es PubMedGPT, el modelo de lenguaje de Open IA obtuvo mejores notas, por decirlo de algún modo, sin estudiar.

La explicación para esto que apuntan los investigadores es que una IA como ChatGPT, que está enfocada a un conocimiento más general, puede tener ventaja ante una específica porque también está expuesta a contenidos clínicos más amplios, como cartillas de enfermedades dirigidas a los pacientes y prospectos de medicamentos dirigidos a los proveedores, que son más definitivos y congruentes.

Sin embargo, y curiosamente, la precisión de ChatGPT tendió a ser menor para el primer examen que en los demás, igual que entre los estudiantes de medicina, que consideran a la primera de las pruebas como la más difícil de todas. Así, según el artículo científico: "La capacidad de la IA queda supeditada a la capacidad humana. El rendimiento de ChatGPT en el paso uno es peor precisamente porque los usuarios humanos perciben su temática (por ejemplo, la fisiopatología) como más difícil u opaca.

Entre las conclusiones del estudio se encuentra que ChatGPT produjo al menos una una información significativa en el 88,9% de todas las respuestas, por lo que, según los investigadores, estos resultados sugieren que los grandes modelos lingüísticos pueden tener el potencial de ayudar en la educación médica y, potencialmente, en la toma de decisiones clínicas.

Los datos indican, además, que un alumno humano objetivo (por ejemplo, un estudiante de medicina de segundo año que se prepara para el Paso 1), si responde incorrectamente, es probable que obtenga información nueva o correctiva del resultado de la IA ChatGPT. Por el contrario, es menos probable que un alumno humano, si responde correctamente, obtenga información adicional.

Los autores del estudio sostienen que las respuestas generadas por la IA para los exámenes ofrecieron una visión significativa, modelando un proceso de razonamiento deductivo valioso para los alumnos humanos. Así, aproximadamente el 90% de las respuestas contenían al menos una idea significativa. Por lo tanto, ChatGPT posee la capacidad parcial de enseñar medicina sacando a la luz conceptos novedosos y no evidentes que pueden no estar en la esfera de conocimiento de los alumnos.

Esta ganancia cualitativa proporciona una base para futuros estudios en el mundo real sobre la eficacia de la IA generativa para aumentar el proceso de educación médica humana.

Los investigadores, reconocen, sin embargo, que su estudio tiene varias limitaciones importantes. Sobre todo en lo relativo al tamaño relativamente pequeño de los datos de entrada que restringió la profundidad y el alcance de los análisis. En cualquier caso, sostienen que a medida que la IA adquiera mayor competencia, pronto se convertirá en omnipresente y transformará la medicina clínica en todos los sectores sanitarios.

Un ejemplo que se menciona en la investigación y que ha nacido inspirado en los resultados de de ChatGPT en el USMLE, es el de los médicos de AnsibleHealth, una clínica virtual de enfermedades pulmonares crónicas que ha empezado a experimentar con ChatGPT como parte de sus flujos de trabajo. Ya la usan para tareas tediosas como la redacción de facturas pero también para simplificar informes radiológicos, para generar explicaciones más entendibles para los pacientes libres de jerga médica, e incluso como un asistente a la hora de diagnosticar lanzándole ideas y conversando con ella para que devuelva sugerencias que ayuden a los médicos cuando se enfrentan a casos nebulosos y difíciles de diagnosticar.

Los médicos de esta clínica aseguran que la implementación de la IA en su trabajo les ha ahorrado, de media, un tercio del tiempo que antes invertían en documentación y en tareas indirectas de atención al paciente. En definitiva, y según los investigadores, los resultado obtenidos en esta prueba son un señal temprana pero importante de que los modelos de lenguaje como ChatGPT están alcanzando un nivel de madurez que pronto repercutirá en la atención clínica en general y en su capacidad para ofrecer una asistencia sanitaria verdaderamente individualizada, compasiva y escalable.

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'Doctor ChatGPT', la inteligencia artificial aprueba los exámenes para ser médico en Estados Unidos

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Un equipo de investigadores médicos ha examinado a ChatGPT en el (USMLE), el programa de exámenes para convertirse en médico en Estados Unidos La inteligencia artificial alcanzó o se acercó al umbral de aprobado en los tres exámenes sin ser entrenada con ningún tipo de información médica adicional Los autores del estudio creen que a medida que la IA adquiera mayor competencia transformará la medicina clínica en todos los sectores sanitarios La inteligencia artificial ChatGPT de la empresa Open AI se ha convertido en todo un fenómeno.

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ChatGPT y las evaluaciones en la universidad

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ChatGPT y las evaluaciones en la universidad

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Chat Generative Pre-Trained Transformer ( ChatGPT) is an artificial intelligence tool that has been trained using deep learning algorithms to generate conversational interactions to user prompts. A conversational chatbot that answers questions and provides information rapidly generating a typed response. According to the OpenAI website, the trained model can answer follow up questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests.

I became aware of ChatGPT in early December 2022 although I didn't get a chance to properly play with it until the day before my holidays when I had a quieter inbox. The technology was released for public use on November 30, 2022, and during this research preview, ChatGPT is free for public use. In recent days, the number of users has reached capacity, so it has not always been available.

I am an advocate of incorporating technology in learning. I use polling tools such as Mentimeter in the classroom to promote active learning. I have flipped the student role using PeerWise where students create multiple choice questions, write explanations, and evaluate the work of their peers. My research evidence supports this technology enhanced learning. My level of curiosity was naturally piqued with ChatGPT. As an academic, I had questions: Can ChatGPT answer assessment questions? If yes, what is the quality like? Can it be detected by the plagiarism software Turnitin? If several users use the same prompt will ChatGPT generate very similar responses?

Here's my perspective with investigating ChatGPT. I wanted to better understand its functionality. My discipline is chemistry and the examples I share are chemistry assessment questions.
Can ChatGPT answer assessment questions?
In some instances, yes but not all assessment questions. For questions that focus on knowledge and understanding of knowledge with "describe" and "discuss" verbs, then ChatGPT can generate responses. For questions that focus on application of knowledge and interpretation then ChatGPT reaches a limitation. Questions that refer to information presented, for example, in a figure or graph cannot be answered.

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Chat Generative Pre-Trained Transformer ( ChatGPT) is an artificial intelligence tool that has been trained using deep learning algorithms to generate conversational interactions to user prompts. A conversational chatbot that answers questions and provides information rapidly generating a typed response.

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PicFinder.ai - AI-Powered Image Generator

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PicFinder.AI - Unleash Your Creativity with AI-Generated Images

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Unleash your creativity and let us help you bring your vision to life with our AI-powered image generator. As you scroll through the page, our technology will transform your description into a stunning work of art.

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Herramientas para generar imágenes con IA

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Herramientas para generar imágenes con IA

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Aditya Ramesh, Prafulla Dhariwal, Alex Nichol, Casey Chu, Mark Chen
Engineering, Design, Product, and Prototyping
Jeff Belgum, Dave Cummings, Jonathan Gordon, Chris Hallacy, Shawn Jain, Joanne Jang, Fraser Kelton, Vishal Kuo, Joel Lehman, Rachel Lim, Bianca Martin, Evan Morikawa, Rajeev Nayak, Glenn Powell, Krijn Rijshouwer, David Schnurr, Maddie Simens, Kenneth Stanley, Felipe Such, Chelsea Voss, Justin Jay Wang
Comms, Policy, Legal, Ops, Safety, and Security
Steven Adler, Lama Ahmad, Miles Brundage, Kevin Button, Che Chang, Fotis Chantzis, Derek Chen, Frances Choi, Steve Dowling, Elie Georges, Shino Jomoto, Aris Konstantinidis, Gretchen Krueger, Andrew Mayne, Pamela Mishkin, Bob Rotsted, Natalie Summers, Dave Willner, Hannah Wong
Acknowledgments
Thanks to those who helped with and provided feedback on this release: Sandhini Agarwal, Sam Altman, Chester Cho, Peter Hoeschele, Jacob Jackson, Jong Wook Kim, Matt Knight, Jason Kwon, Anna Makanju, Katie Mayer, Bob McGrew, Luke Miller, Mira Murati, Adam Nace, Hyeonwoo Noh, Cullen O'Keefe, Long Ouyang, Michael Petrov, Henrique Ponde de Oliveira Pinto, Alec Radford, Girish Sastry, Pranav Shyam, Aravind Srinivas, Ilya Sutskever, Preston Tuggle, Arun Vijayvergiya, Peter Welinder

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DALL·E 2 is an AI system that can create realistic images and art from a description in natural language.

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Directorio de herramientas de Inteligencia Artificial

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Directorio de herramientas de Inteligencia Artificial

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Base de datos IA y buscador de aplicaciones y software de inteligencia artificial. Puedes buscar y filtrar cualquier aplicación IA por categoría y precio. Encuentra apps como ChatGPT, Dalle2, Midjourney, Stable Siffusion, AdCreative y muchas más!

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ChatGPT-3 en la Educación: ¿Qué beneficios y riesgos puede traer?

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ChatGPT-3 en la Educación: ¿Qué beneficios y riesgos puede traer?

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Episodio de El siglo 21 brinda un análisis completo de los beneficios y riesgos de usar esta avanzada tecnología de lenguaje natural en el aula

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¿Quieres conocer cómo el GPT-3 podría revolucionar la educación? ¡Este episodio del pódcast te brinda un análisis completo de los beneficios y riesgos de usar esta avanzada tecnología de lenguaje natural en el aula! Escucharemos cómo el GPT-3 podría proporcionar instrucción más personalizada, mejor evaluación del aprendizaje y aprendizaje más rápido para los estudiantes. ¡Pero también exploraremos los posibles problemas, como el reemplazo de maestros y preocupaciones de privacidad! ¡No te pierdas esta oportunidad de conocer todos los detalles sobre el impacto del GPT-3 en la educación!

En esta temporada 11 que comienza tenemos algunas canciones debidamente licenciadas dentro del pódcast. En este episodio son:
- I'm Here - Printz Board
- Good Country People - Brother James

Si quieres también tener licencia para canciones en tus pódcast o videos de YouTube yo te recomiendo este enlace: https://ref.audiio.com/3n4qg4x3 y usa el código "SAVE70" para ahorrar el 70%

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chatgpt-3 en la educación: ¿qué beneficios y riesgos puede traer?

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‎El Siglo 21 es Hoy: ChatGPT-3 en la Educación: ¿Qué beneficios y riesgos puede traer? en Apple Podcasts

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¿Quieres conocer cómo el GPT-3 podría revolucionar la educación? ¡Este episodio del pódcast te brinda un análisis completo de los beneficios y riesgos de usar esta avanzada tecnología de lenguaje natural en el aula! Escucharemos cómo el GPT-3 podría proporcionar instrucción más personalizada, mejor...

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La educación tradicional y la inteligencia artificial pueden ser grandes amigos.

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La educación tradicional y la inteligencia artificial pueden ser grandes amigos.

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Miguel Peña, en el episodio presenta su opinión sobre el uso de la Inteligencia artificial en la educación, su prohibición y la propuesta para que sea incluida en espacios académicos

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La educación tradicional y la inteligencia artificial pueden ser grandes amigos.

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Listen to this episode from El Reportaje on Spotify. En el episodio encuentras mi opinión sobre el uso de la Inteligencia artificial en la educación, lo que creo sobre su prohibición y la propuesta para que sea incluida en espacios académicos, muchas gracias a los aportes de: Andrea Carolina - @ancamobe, Tulio Enrique - @gothikxx y obviamente Chat GPT de Open IA.

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En este episodio de The Thinking Leader, Bryce Hoffman, Marcus Dimbleby y el productor del programa James Burtt debaten sobre la Inteligencia Artificial y el impacto que tendrá en el futuro de la educación.

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In this episode of The Thinking Leader, Bryce Hoffman, Marcus Dimbleby, and show producer James Burtt discuss Artificial Intelligence and the impact it will have on the future of education.

ChatGPT is the fastest growing tech platform ever, with over 1 million registered users in just 5 days. Many children are already using ChatGPT to do their homework for them, which presents new challenges for teachers but also brings new opportunities.

They discuss the issues with the current education system, and how AI can both hinder and improve the modern classroom. They also consider the processes required to fully integrate AI into modern society.

In this episode:

What is ChatGPT

How ChatGPT is being used currently

How AI can be utilized effectively in the current education system

Why teachers can be the blockers or unlockers for AI in education

Bryce's Forbes article: https://www.forbes.com/sites/brycehoffman/2022/12/11/the-future-of-ai-is-finally-here--and-a-lot-of-people-are-going-to-be-out-of-a-job/

https://openai.com/blog/chatgpt/

Want to find out if you're a Red Team Thinker? Click here to take a free assessment and get your personalized report: https://www.redteamthinking.com/rttassessment

Visit our website: https://redteamthinking.com

Watch this episode on YouTube: www.red-team.tv

Follow us on LinkedIn: https://www.linkedin.com/company/redteamthinking/

Connect with Bryce: https://www.linkedin.com/in/brycehoffman/

Connect with Marcus: https://www.linkedin.com/in/marcusdimbleby/

Bestselling business author Bryce Hoffman and agility expert Marcus Dimbleby talk about decision making, strategy, resilience and leadership with some of the world's best CEOs, cognitive scientists, writers, and thinkers in this weekly podcast. Each episode offers new ideas and insights you can use to become a better leader and a better thinker - because bad leaders react, good leaders plan, and great leaders think!

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Episode 51: ChatGPT and the Future of Education

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In this episode of The Thinking Leader, Bryce Hoffman, Marcus Dimbleby, and show producer James Burtt discuss Artificial Intelligence and the impact it will have on the future of education. ChatGPT is the fastest growing tech platform ever, with over 1 million registered users in just 5 days....

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Tecnología disruptiva: ChatGPT en la educación

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Tecnología disruptiva: ChatGPT en la educación

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Dr. Catlin Tucker en los círculos educativos se habla mucho de las implicaciones de ChatGPT, una nueva tecnología de IA. En este episodio,  la Dra habla de las implicaciones de esta tecnología disruptiva en la educación y de cómo los profesores pueden abordar este trabajo en un mundo que cambia rápidamente.

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Education circles are buzzing with the implications of ChatGPT, a new AI technology. In this episode, I discuss the implications of this disruptive technology in education and how teachers can approach this work in a rapidly changing world.

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disruptive technology: chatgpt and education

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‎The Balance, by Dr. Catlin Tucker: Disruptive Technology: ChatGPT and Education on Apple Podcasts

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Education circles are buzzing with the implications of ChatGPT, a new AI technology. In this episode, I discuss the implications of this disruptive technology in education and how teachers can approach this work in a rapidly changing world.

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ChatGPT e IA en la educación - ¿Qué se va a eliminar? ¿Qué oportunidades se crearán?

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ChatGPT e IA en la educación - ¿Qué se va a eliminar? ¿Qué oportunidades se crearán?

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A.J. Juliani Con ChatGPT superando el millón de usuarios en menos de dos semanas, estamos asistiendo a un cambio en tiempo real de lo que podemos hacer ahora mismo con las herramientas de inteligencia artificial.

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ChatGPT and AI in Education - What is going to be eliminated? What opportunities will be created?

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Chat GPT Nutrición. Inteligencia Artificial

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Chat GPT Nutrición. Inteligencia Artificial

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Instituto Iberoamericano de Auxiliares presenta un ejemplo de cómo ChatGPT puede apoyar en la nutrición.

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Chat GPT Nutrición. Inteligencia Artificial

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Thomas Blakemore presenta en este vídeo profundiza en cómo utilizar CHAT GPT y cómo puede apoyar a los  profesores ahorrando tiempo al planificar lecturas, generar respuestas y crear planes de estudio.

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ChatGPT y el arte de escribir buenos prompts

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ChatGPT y el arte de escribir buenos prompts

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Henrik Roth, presenta a través de su podcast 200 ejemplos de tips para utilizar ChatGPT

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ChatGPT and the art of writing good prompts for AI-generated content (ChatGPT & GPT Prompt mastering)

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ChatGPT and the art of writing good prompts for AI-generated content (ChatGPT & GPT Prompt mastering)

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Times Higher Education presenta ideas de cómo poder utilizar ChatGPT en el aula (enero, 2023)

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Based on a prompt from THE Campus editors, the language generation software ChatGPT argues why it should be used in the classroom and gives examples of how it can assist faculty in teaching

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I bring new and engaging ways for students to learn in the classroom

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Based on a prompt from THE Campus editors, the language generation software ChatGPT argues why it should be used in the classroom and gives examples of how it can assist faculty in teaching

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ChatGPT está cambiando la educación. Expertos en IA indican cómo lo está haciendo. 

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ChatGPT está cambiando la educación. Expertos en IA indican cómo lo está haciendo. 

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ChatGPT is changing education, AI experts say — but how? – DW – 01/24/2023

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Experts say artificial intelligence chatbots like ChatGPT are changing the way students are taught and study. These “language model” AIs can write flawless-looking academic essays. Is it a threat or opportunity, or both?

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Serie de YouTube La era de la Inteligencia artificial

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Serie de YouTube La era de la Inteligencia artificial

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9 capítulos que muestran cómo la inteligencia artificial se está aplicando en diferentes ámbitos de la sociedad.

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Cómo utilizar ChatGPT. Una guía simple para desbloquear un potencial infinito.

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Cómo utilizar ChatGPT. Una guía simple para desbloquear un potencial infinito.

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Ravi Mishra a través de 34 diapositivas presenta una forma fácil para poder escribir Prompts e iniciar a utilizar ChatGPT

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Lending to small borrowers by reaching them through camps. It is truly amazing to work for the small borrowers who are associated with grass root level of our economy. Took help of technology upto the extend possible. Local Police also attended the event in support. Got many things as a learning while interacting with those customers. The sense of lending to them with the knowledge of risk and knowing how to mitigate them has shown a new path of banking which otherwise not possible perhaps to learn from books. My wonderful team at our Bank of India, Wadala East Branch being very supportive at all the time stood very strong with a smile on face during this challenging task of the growth and prosperity.

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Ravi Mishra on LinkedIn: Use CHAT GPT | 82 comments

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Lending to small borrowers by reaching them through camps. It is truly amazing to work for the small borrowers who are associated with grass root level of our economy. Took help of technology upto the extend possible. Local Police also attended the event in support.

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ChatGPT para profesores: consejos para escribir indicaciones

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ChatGPT para profesores: consejos para escribir indicaciones

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Erintegration explica qué son los Prompts y ejemplo de cómo poder escribirlos en ChatGPT para la educación

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Writing prompts for ChatGPT should not take longer than the task you are using it for. If you are an elementary teacher using ChatGPT to save time in your classroom, I have some tips for prompt writing to help you get the best output for writing lesson plans, creating activities and problem sets, and more!

What is ChatGPT?

ChatGPT is a type of language model, specifically a transformer-based language model, which is trained on a large dataset of text. It is not a chatbot, but it is typically used as a tool for generating text. is ChatGPT can be used by teachers to save time when planning lessons, creating activates, or even for administrative "housekeeping" purposes.

I've shared some of my favorite ways to use ChatGPT in this post and I've since received many questions asking for more information about how I "ask" ChatGPT to do the tasks I've shared.

What is a Prompt in ChatGPT?

A prompt is a statement or question that is given to ChatGPT to guide its output. The prompt is the starting point for ChatGPT's response, and it can be used to generate a wide variety of outputs such as text, dialogue, or creative writing. The prompt serves as a way to give ChatGPT a specific task or question to answer, and it can be used to control the output in a number of ways.

In the ChatGPT home screen, you enter the prompt in the small box at the bottom of the screen. The important thing to note is as of this publishing, that box is SMALL. It looks like it would only fit one line. This leads many to input a prompt in the same way you might search Google. Don't do this! While the box LOOKS small, you can paste detailed, multi-line prompts into the box.

For example, a prompt can be used to specify the topic, style, or tone of the output. It can also be used to give context or background information that ChatGPT can use to generate a more accurate or detailed response. By providing a clear and specific prompt, you can help ChatGPT to understand what you are looking for and generate an output that is tailored to your needs.

ChatGPT Prompts Should Include

I use a Google Doc to store my prompts in a folder titled ChatGPT Prompts. I use a separate Doc for each prompt to keep it organized. After writing my prompt, I copy and paste the whole thing into the input box on ChatGPT.

Writing Prompts in ChatGPT - Best Practices for Teachers

To get the best output from ChatGPT, it's important to write clear and specific prompts. Here are a few things to keep in mind when writing prompts for ChatGPT:

Be specific about the task or question you want ChatGPT to answer. For example, instead of asking "Write a story about a dragon," you might ask "Write a story about a dragon that is friendly and helps a group of lost travelers."

Provide context for the task. This can include information about the setting, characters, or background of the story or activity. For example, you might ask ChatGPT to "Write a news article about a new school being built in the city, include information about funding and community support."

Use specific words and phrases to guide the output. For example, if you want ChatGPT to generate a story that is humorous, you might include words like "funny" or "laugh" in the prompt.

Use clear and simple language when writing the prompt. ChatGPT is a powerful tool, but it can't read your mind. Be sure to use language that is easy to understand, and avoid using jargon or complex vocabulary.

Be mindful of the age and skill level of your students. Keep in mind that ChatGPT's output may not be appropriate for young children or students with limited reading and writing skills. Be sure to review the output and make any necessary edits before sharing it with your students.

Use placeholders instead of student data. Do not sure student names or otherwise identifying information. For example use fake names in ChatGPT then use "replace all" in Google Docs, Excel, Word.

Basic ChatGPT Prompt Template for Teachers

To give you an idea of what a good prompt for ChatGPT would look like, here is the template I use:

"Write a __________" Here I specify type of writing - email, blog post, narrative, descriptive paragraph, word problem etc.]

Audience: I tell ChatGPT who the piece of content is for...children, parents, elementary teachers, etc. I might even further specify with a description such as "parents of primary age children."

Tone:

Output: Here I tell it what exactly I want the output to look like. A numbered list? A table? A paragraph? A 500 word essay? etc.

Include: Here I list any additional things I want the output to include. For example, if I am writing a lesson plan, I may tell it to include the CCSS or to use the acronym "SWBAT." I write out each additional ask separately. Think of it like you are telling or giving details about the task to an intern or assistant.

Sample Word Problem Prompt for ChatGPT

Here is an example a simple prompt I used for math and my edits:
A couple things to note... You will notice I specified "diverse names." This is because I have noticed it often will default to using male names like Michael, John, etc. for any problem! You can see it included them here too but it did at least use Luna and Sarah. But I often end up changing them. You can also add as a bullet the list of names you want it to include to avoid that!
I also like to have it list the CCSS if I'm grabbing problems because it sort of checks that the AI understood what I was looking for. You can also add the CSS in your "include" section to keep it on task.
I asked for 10 problems and got 5. This can happen. You can just say "write 5 more" in the prompt box below to continue to build off the output. The AI does best when instructions are written in the positive versus telling it what "not" to do.
Rewriting, Editing, and Further Adjusting the ChatGPT Output

One of my favorite things about ChatGPT is the ability to further refine the output. I rarely accept what it gives the first time. Below the output, I give feedback or ask for additional information. Sometimes I will realize I was not clear the first time, so I will ask for changes.

I use the terms "rewrite with..." "rewrite and change..." or "add..." to adjust the output.

By following these tips and using clear and specific prompts, you can get the most out of ChatGPT and create engaging and meaningful learning experiences for your students. Remember, ChatGPT is a tool to help you, but it's always important to review the output and make any necessary adjustments before sharing it with your students.

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ChatGPT for Teachers - Tips for Writing Prompts

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Writing prompts for ChatGPT should not take longer than the task you are using it for. If you are an elementary teacher using ChatGPT to save time in your classroom, I have some tips for prompt writing to help you get the best output for writing lesson plans, creating activities and problem sets, and more!

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Games4sl presenta 5 formas de cómo utilizar CHATGPT en clase.

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5 formas geniales de usar ChatGPT en el aula

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5 formas geniales de usar ChatGPT en el aula

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Games4sl presenta 5 formas de cómo utilizar CHATGPT en clase.

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Estrategias para utilizar ChatGPT en el aula

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Estrategias para utilizar ChatGPT en el aula

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Revista Andalucía Educativa presenta estrategias para implementar ChatGPT en el aula

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La tecnología del chat GPT ( Generative Pretrained Transformer) fue desarrollada por OpenAI en 2019 como una forma de mejorar la capacidad de los sistemas de inteligencia artificial para generar texto. Utilizando un enfoque de aprendizaje profundo basado en transformadores, el chat GPT aprende de grandes cantidades de texto y puede generar respuestas coherentes y naturales a preguntas y comandos.

Desde su lanzamiento, ha ganado popularidad en Internet y ha sido utilizado en diversas aplicaciones, desde chatbots de atención al cliente hasta sistemas de respuesta automática en redes sociales. Además, ha sido utilizado en investigaciones en áreas como la generación de contenido creativo y la mejora del lenguaje natural en sistemas de inteligencia artificial.

A medida que la tecnología del chat GPT se ha desarrollado y mejorado, ha comenzado a ser utilizada en una variedad de aplicaciones y ha sido adoptada por una creciente cantidad de empresas e investigadores en todo el mundo. Esto ha llevado a su reciente irrupción en Internet y a su papel cada vez más importante en el mundo de la inteligencia artificial.

Un desafío para el profesorado

Esta tecnología plantea un desafío en cuanto a cómo evaluar y calificar los trabajos realizados por los estudiantes. ¿Cómo se puede determinar si un texto es original o ha sido generado por una herramienta de inteligencia artificial? ¿Cómo se puede valorar el trabajo individual del estudiante en un contexto donde la producción de texto es cada vez más automatizada?

Por un lado, la utilización de la inteligencia artificial y el chat GPT puede ser beneficiosa para los estudiantes en términos de agilizar y mejorar la calidad de sus trabajos. Sin embargo, esto también puede generar una dependencia excesiva de estas herramientas, lo que puede afectar negativamente el desarrollo de habilidades de pensamiento crítico y creatividad en los estudiantes.

Por otro lado, el uso de estas tecnologías puede ser perjudicial para el profesorado en términos de desvalorización de su labor. Si los trabajos de los estudiantes son generados de forma automática, ¿cuál es el papel del profesorado en la evaluación y calificación de estos trabajos? ¿Cómo se puede garantizar la calidad y originalidad de los trabajos si estos son generados por una herramienta tecnológica?

Para evitar que los alumnos utilicen el chat GPT al hacer sus deberes las nuevas pasan por implementar tareas que no puedan ser realizadas de forma automatizada por esta herramienta. Estos son algunos ejemplos:

Se pueden asignar tareas que impliquen la realización de experimentos o la interpretación de datos, en lugar de tareas puramente basadas en la producción de texto.

La promoción del pensamiento crítico y creativo en los estudiantes. Esto se puede lograr a través de la implementación de actividades y tareas que fomenten la reflexión y la generación de ideas propias. Asimismo, es importante que el profesorado brinde orientación y apoyo para que los estudiantes desarrollen sus habilidades en esta área.

La implementación de un sistema de plagio electrónico que permita detectar si un texto ha sido generado por una herramienta de inteligencia artificial. De esta forma, se puede garantizar la originalidad y calidad de los trabajos realizados por los estudiantes.

Además, se podría utilizar la tecnología de forma didáctica, enseñando a los estudiantes a utilizar el chat GPT de manera responsable y ética. De esta forma, se pueden enseñar habilidades tecnológicas valiosas, mientras se fomenta la originalidad y el pensamiento crítico.

Ejemplos de tareas que fomenten las habilidades críticas y creativas en los estudiantes y que no puedan ser realizadas con inteligencia artificial incluyen:

Elaboración de un mapa conceptual sobre un tema determinado. En este tipo de tarea, los estudiantes deben leer y analizar información sobre un tema específico, y luego organizarla de forma lógica y coherente en un mapa conceptual. Esta tarea requiere de habilidades de lectura comprensiva, análisis y síntesis, así como de creatividad para la elaboración del mapa conceptual.

Realización de un debate en grupo sobre un tema determinado. En este tipo de tarea, los estudiantes deben leer y analizar información sobre un tema, y luego formular argumentos a favor y en contra de una postura determinada. Esta tarea requiere de habilidades de lectura comprensiva, análisis, argumentación y persuasión, así como de habilidades sociales para trabajar en equipo.

Realización de un experimento: se puede asignar a los estudiantes la tarea de diseñar y llevar a cabo un experimento científico para probar una hipótesis. Esta tarea requiere habilidades de planificación, observación y análisis de datos, así como habilidades críticas y creativas para interpretar los resultados del experimento.

Interpretación de una obra de arte: se puede asignar a los estudiantes la tarea de analizar una obra de arte y expresar su interpretación a través de un ensayo escrito. Esta tarea requiere habilidades de observación, análisis y síntesis, así como habilidades críticas y creativas para construir un argumento basado en evidencia.

Creación de un producto: se puede asignar a los estudiantes la tarea de diseñar y crear un producto utilizando habilidades técnicas y artísticas. Esta tarea requiere habilidades de planificación, ejecución y evaluación, así como habilidades críticas y creativas para resolver problemas y mejorar el producto.

Elaboración de un ensayo crítico. En este tipo de tarea, el estudiante debe leer un texto y analizarlo desde diferentes perspectivas, identificando sus fortalezas y debilidades, y proponiendo posibles soluciones o alternativas.

Realización de un proyecto de investigación. En este caso, el estudiante debe seleccionar un tema de interés y desarrollar un plan de investigación que incluya la recopilación y análisis de datos, la formulación de hipótesis y la elaboración de conclusiones basadas en evidencia.

Tareas que requieran la resolución de problemas y la toma de decisiones. Por ejemplo, se puede pedir al estudiante que identifique un problema social relevante y proponga una solución innovadora que tenga en cuenta diferentes factores y perspectivas.

En resumen, hay una amplia variedad de tareas que fomentan las habilidades críticas y creativas en los estudiantes y que no pueden ser realizadas con inteligencia artificial.

Prácticas que deben evitarse

Es importante evitar la asignación de tareas que puedan realizarse con la ayuda de IA, a fin de favorecer un aprendizaje más auténtico y significativo. Estas son algunas prácticas poco recomendables:

Un ejemplo concreto de ejercicio que debe evitarse porque resultará difícil detectar que está hecho con ayuda de la inteligencia artificial es la elaboración de un ensayo sobre un tema determinado. En este caso, es fácil que el estudiante utilice una herramienta de inteligencia artificial para generar el ensayo, lo que dificultará la tarea del profesorado en la evaluación y calificación del trabajo.

Otro ejercicio que debe evitarse es la redacción de un informe basado en un conjunto de datos proporcionados. En este caso, el estudiante puede utilizar una herramienta de inteligencia artificial para analizar los datos y generar el informe, lo que dificultará la tarea del profesorado en la verificación de la originalidad y calidad del trabajo.

También se debe evitar la asignación de tareas que requieran la traducción de un texto de un idioma a otro. En este caso, es fácil que el estudiante utilice una herramienta de inteligencia artificial para realizar la traducción, lo que dificultará la tarea del profesorado en la verificación de la corrección y coherencia del trabajo.

También resulta difícil detectar si ha sido hecho con ayuda de inteligencia artificial la elaboración de resúmenes de textos. En este caso, una herramienta de inteligencia artificial puede generar un resumen de alta calidad que incluya todas las ideas principales del texto, pero que no demuestre el pensamiento crítico y reflexivo del estudiante.

Otro ejemplo es la redacción de ensayos argumentativos. En este caso, una herramienta de inteligencia artificial puede generar un ensayo bien estructurado y coherente, pero que carezca de originalidad y profundidad en los argumentos.

De igual modo, resulta difícil detectar si un trabajo de investigación ha sido realizado con ayuda de inteligencia artificial. En este caso, una herramienta de inteligencia artificial puede generar un trabajo bien documentado y estructurado, pero que no refleje el esfuerzo y el pensamiento crítico del estudiante.

En conclusión, la inteligencia artificial y el chat GPT están cambiando la forma en que se realizan los deberes basados en producción de texto en el ámbito educativo. Estas herramientas pueden ser beneficiosas para los estudiantes en términos de agilizar y mejorar la calidad de sus trabajos, pero también pueden generar una dependencia excesiva de estas herramientas, lo que puede afectar negativamente el desarrollo de habilidades de pensamiento crítico y creatividad.

Para el profesorado, esta tecnología representa un desafío en cuanto a cómo evaluar y calificar los trabajos realizados por los estudiantes. Es importante implementar estrategias que eviten la utilización de la inteligencia artificial y el chat GPT en los deberes, como la implementación de tareas que requieran habilidades críticas y creativas y la implementación de medidas de seguridad para detectar la utilización de herramientas de inteligencia artificial.

El profesorado debe estar preparado para adaptarse a este nuevo contexto y generar tareas que sean adecuadas para el desarrollo de habilidades críticas y creativas en los estudiantes. Esto requerirá de un esfuerzo constante por parte del profesorado para innovar y buscar nuevas formas de evaluación y calificación que se adapten a las características de esta tecnología.

¿Y tú? ¿Serías capaz de detectar si este artículo ha sido redactado con ayuda de la inteligencia artificial?

Spoiler: el 99% de las ideas expresadas en este artículo han sido generadas con la tecnología del chat de OpenAI. La imagen de cabecera también se ha generado con Stable Diffusion

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Contenidos - Consejería de Desarrollo Educativo y Formación Profesional

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La tecnología del chat GPT ( Generative Pretrained Transformer) fue desarrollada por OpenAI en 2019 como una forma de mejorar la capacidad de los sistemas de inteligencia artificial para generar texto. Utilizando un enfoque de aprendizaje profundo basado en transformadores, el chat GPT aprende de grandes cantidades de texto y puede generar respuestas coherentes y naturales a preguntas y comandos.

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Los líderes universitarios discuten las preocupaciones y los beneficios de Chat GPT

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Los líderes universitarios discuten las preocupaciones y los beneficios de Chat GPT

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Education leaders says there are also concerns about how the technology could rob students of valuable learning skills

LEXINGTON, Ky (WTVQ)- The use of Chat GPT is raising some eyebrows at higher education institutions about its use.

The artificial intelligence tool was launched in November. It's owned by research company Open AI. In simple terms, it's a bot that creates generated content.
You can ask it anything. And it can easily create a response.

"The interesting thing about this is it can respond to a prompt and mimic human intellect in ways that other technological advances cannot," says Dr. Kevin Brown, the president of Asbury University.

The website can write poetry and produce music. It's even aced exams.

"You could say write an essay, write a summary of 'To Kill a Mockingbird", you could say write it like a freshman in high school, write it like a five year old, write it like a graduate student, and so it would write at that level," says Brown.

Now, schools and colleges across the country are talking about it and the possibility it could encourage cheating. Education leaders says there are also concerns about how the technology could rob students of valuable learning skills.

"We're using writing in the classroom not just for students to show us what they know, but so that they can have the opportunity to learn in the first place and that writing itself is an activity of discovery," says Dr. Trey Conatser, the director of University of Kentucky's Center for the Enhancement of Learning and Teaching.

At the University of Kentucky, staff are finding themselves learning more about artificial intelligence. Dr. Conatser works with instructors about curriculum developments. He says teachers are seeing more students use CHAT GPT. And while he says there's a lot of speculation about how long it will be openly available to the public, it could be used to help classrooms going forward.

"O, the other hand, people are thinking a little more deeply about it and how it might be part of a longer narrative of different kind of digital aids that we have in writing and how that might be part of the future of how we think with writing and through writing," says Conatser.

Conatser says instructors plan to use Chat GPT by asking students to critique the output from the site themselves. He says it will help students think about the kind of writing their supposed to do in class to see how it measures up to the writing style and structure they're learning about.

Some universities are outright banning the technology.
At Asbury- Dr. Brown says there are conversations going on about artificial intelligence. They're still trying to learn more before making any future decision about banning it or embracing it.

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University leaders discuss concerns and benefits of Chat GPT - ABC 36 News

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LEXINGTON, Ky (WTVQ)- The use of Chat GPT is raising some eyebrows at higher education institutions about its use. The artificial intelligence tool was launched in November. It's owned by research company Open AI. In simple terms, it's a bot that creates generated content. You can ask it anything.

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Chat-GPT- ¿es esto una alerta sobre cambios en la forma en que brindamos educación?

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Chat-GPT- ¿es esto una alerta sobre cambios en la forma en que brindamos educación?

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Chat-GPT is causing a lot of chatter in the education world. Is this the end of assessments as we know it or the beginning of other ways students to can explore knowledge and understanding information even better. This article looks at the gains and potential losses and what it could mean for neurodivergent students to ensure greater equity in education.
We have feared and debated 'new tech' in the past few decades. Looking back we were concerned about the potential damage of too much screen time watching on a TV and concluded in many ways it is not the hours but the content and engagement with others that counts; essay mills and plagiarism by students is constantly discussed; and more recently the impact of overuse of social media on mood and wellbeing.

A balanced debate of both gains and losses usually takes place and in the end, it is not technology perse, or software that is usually at the heart of the problem but how it is being used and by whom.

In contrast to the downsides is amazing impact we have seen on use of technology to increase access to learning and information globally. So much so that we don't even consider about how a phone can open up the ability to learn to read; how we use a spellchecker, grammar checker, text to speech and speech to text software, online calendars with alarms and alerts in our everyday lives without considering how this technology first evolved. You may even use closed captions, despite not having a permanent hearing challenge, on our phone allowing us to understand an Instagram post sitting in a noisy coffee shop.

However, there is a big difference in 'nice to use' and 'have to use'. We still don't always appreciate the value for example of using alt-tags in an image for someone with a visual impairment so they know what the image is; or the need for words to be further explained for someone with a developmental language disorder (DLD). How often do you consider how technology opens the possibilities for inclusion and engagement?

In the last few weeks, I started seeing increasing interest in Chat-GPT. A recent Guardian article was headed: " The Chat-GPT bot is causing panic now - but it'll soon be as mundane a tool as Excel ".

Chat GPT 'scrapes' information from the web and can source almost everything that has ever been published up to 2021. It does this at amazing speed. What is interesting and different from searching in Google for example is the response it provides from a question is that it mimics human language in a format that is very easy to digest. It is a conversation mode. This is called a large language model (LLM) that has been augmented with a conversational interface. Open AI, the AI company behind the AI art generator DALL·E, released the viral bot Chat GPT in November. The increasing buzz has been accompanied by fear over the implications especially in educational settings.

I asked Chat GPT these questions:

How can I use Chat GPT to write my essay for me?
Response:
I'm sorry, but I am not able to write essays for you. However, I can assist you in generating ideas and text for your essay by answering questions and providing information on your topic. You can also use me to proofread and edit your writing. It's important to remember that any work produced using my assistance should be properly cited and not submitted as your own original work.

How would someone know I had not written my essay and Chat GPT had done so?
Response:
It is difficult to know for certain if an essay was written by a person or a machine like me. However, there are a few ways that someone may suspect or detect that an essay was not written by a human. For example, the writing may contain repetitive or unnatural language, or the content may be overly complex or technical for the writer's supposed level of education or expertise. Additionally, if the essay is found to be identical or very similar to text from other sources, it may be flagged as plagiarized. It's important to note that using my assistance to write an essay and then submitting it as your own work constitutes plagiarism and is a serious academic offense

How can Chat-GPT helps someone who is neurodivergent?
Response: There are several ways that Chat-GPT can assist individuals who are neurodivergent. Some examples include:

Helping with writing tasks: Chat-GPT can assist with generating ideas and text for writing assignments, which may be particularly helpful for individuals with dyslexia, dysgraphia, or other conditions that affect writing abilities.

Improving communication skills: Chat-GPT can assist with practicing conversation and social interactions, which may be beneficial for individuals with autism or other conditions that affect social communication.

Providing information and answering questions: Chat-GPT has a vast amount of knowledge, it can provide information and answer questions on a wide variety of topics, which can be helpful for individuals with ADHD or other conditions that affect attention and focus.

Providing a distraction-free environment: Chat-GPT can be used in a text-based format, which may be a less distracting environment for individuals with sensory processing disorders or other conditions that affect sensitivity to noise and other stimuli.

It's important to note that every individual is unique and has different needs, so the way Chat-GPT can help one person may differ from another. It's always important to consult with a specialist in the field to find the best way to use the tool to help a specific individua

Literally in seconds I had these responses in front of me. What do you think of the content and the written style? How useful could they be as a starting point for discussion? Did they provide you with some ideas that you hadn't even thought about?

What do Chat GPT, and other Ai tools really mean for education?

They are here and they are getting better and better. You can't ignore them. Students today have never known a time when you had no choice but to go physically to a library to access one or more books, and then spend hours turning the pages to extract the information to write an assignment or essay. The combination of skills required for that task included being physically mobile, having good visual skills, fine motor skills to turn the pages, being quiet, sitting in one place, understanding what questions you had been asked, selecting the right sources of information, reading, and usually handwriting and formatting your responses. You also did need problem solving and critical thinking skills too. This approach worked well for some students far more than for others. If you had physical (fine or gross motor skills), language, communication, or visual difficulties this was much more challenging for you despite having the capability to think and reflect.

What is the difference today?

Delivering standard systems may certainly result in equal delivery but they do not allow for choice and achieve equity. Despite a global fixation with standardisation in education, there are some prominent people over the last century who have fought against it including people like Maria Montessori. Reuven Feuerstein, an Israeli clinical, developmental, and cognitive psychologist, like Montessori, recognised the importance of modifying the environment, and developing students' cognitive functions and metacognitive skills. Feuerstein emphasised the need to create meaningful learning environments where children can realise their potential.

The use of technology in the 21st Century has irrevocably made the pursuit of learning and the acquisition of knowledge more efficient and changes the way that people can engage with it. My grandchild of 8 years efficiently codes in different computer languages and actively navigates the world of Minecraft. They can already type in questions into their computer and can read or listen to the responses immediately. Handwriting difficulties can also become obsolete when you can use speech- to- text software. Helping children with Developmental Coordination Disorder to showcase their skills is something I am passionate about and find it extraordinary in 2023 we even have something as barbaric as pen licenses in schools.

Is the fear of Chat GPT by many educators that student's will be able to quickly create essays and assignments in minutes that cannot be identified as plagiarized because of the style of language being used. Your students already use grammar and spell checkers to enhance the way they write, and they seek out answers and information from others online. They will importantly also need to do so for efficieny in their workplaces. While Chat-GPT is really interesting the reality is that you still need to know what a good question is. The system is scraping the information that is already there. Just think what that means. It also doesn't provide the reference sources to check the validity of the information (now). You also still need to read through it and check it is accurate. It also has no emotions.

What does this mean for the future of education?

What skill is being measured in an exam hall?

Our present systems remain inequitable and exclusive. Written exams favour some students more than others. We need to ask ourselves if it is time to move away from sitting in an exam hall with students all writing within a set time which has remained the primary approach for so long. I understand the reasons for doing so as this has the means of delivering bulk assessments. We can also mark comparative pieces of work against a marking matrix. I also know this is not the only way we ass's skills in many settings.

However, we also need to be honest that this approach favours those who can sit still for hours, or can write fast and neatly, and those with the ability to recall information within a set time. This approach does not favour those who need longer to process information and respond to questions; those with Dyslexia where reading, interpreting, spelling may be challenging; those with Dyspraxia (Developmental Coordination Disorder) where handwriting may be difficult and painful and slow to ensure legibility; those with Attention Deficit Hyperactivity Disorder (ADHD) where focusing in a room for several hours is impossibly difficult; or those with sensory preferences which mean that the noises and smells of others can be very off putting.

How does writing an assignment to time align with real life skills? Do you want a doctor who writes a good essay on how to do a surgical technique, or a brick layer or writes how to build a wall or someone with the actual technical skills?

Who do we need in the workplaces and spaces of the future? Do we need to ensure we can showcase the skills of the abstract thinker, or the magpie who collates information from multiple dimensions and brings new solutions to life?

You will not stop technology advancing

Digital tools while they provide us with access to data and aid our analysis and can save us thousands of hours of work. It can allow complex information to be efficiently and accessibly be understood and results acted on in an agile manner.

As I often say you can have the best car in the world but if you don't have a responsible driver then it can be dangerous and cause damage to others around them. Kindness, compassion, humility, curiosity, and critical reflection are harder to code for! The question we need to critically ask ourselves ( and maybe we can ask Chat-GPT too) who are we continuing to exclude from education in 2023 who could be contributing to society new ideas, and thinking.
By Professor Amanda Kirby MBBS MRCGP PhD, CEO of Do-IT Solutions Find Amanda's new book here, co-authored with Paul Ellis and Abby Osborne

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Chat-GPT- is this an alert for changes in the way we deliver education? | FE News

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Chat-GPT is causing a lot of chatter in the education world. Is this the end of assessments as we know it or the beginning of other ways students to can explore knowledge and understanding information even better. This article looks at the gains and potential losses and what it could mean for neurodivergent students to ensure greater equity in education.

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Consejos de ChatGPT para profesores de idiomas

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Consejos de ChatGPT para profesores de idiomas

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Eltcation presenta ideas de cómo utilizar ChatGPT en los cursos de idiomas.

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ChatGPT PROMPTS FOR LANGUAGE TEACHERS - ELT-CATION

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Are you a language teacher looking to stay up-to-date with the latest educational technology? If you said 'NO, not tech again', this post is definitely for you. As the saying goes, 'know thy enemy'. Even if you're not particularly interested in educational technology, it's important to at least be aware of what's out there and [...]

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IA en la educación: ChatGPT es solo el comienzo

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IA en la educación: ChatGPT es solo el comienzo

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Newsletter
Large language models like ChatGPT can generate coherent, believable text. How does this impact education and teaching?
Strictly speaking, ChatGPT - artificial intelligence that generates texts in response to input prompts - is not even the beginning, but merely an intermediate stage in natural language processing (NLP), which has been observed for about ten years.

ChatGPT also can't do anything fundamentally new that earlier tools couldn't. It differs only in the quality of the generated output, the focus on interactivity (input of questions and AI-generated answers) and, above all, in its captivating simplicity: a URL, a registration, a single simple empty text field and the infinity of text generation is open to you, which moreover (depending on the question, mostly) provides meaningful and well-founded results, since it accesses a corpus of about 1 trillion words (from 6 million Wikipedia articles and millions of books and websites).

It should be noted that the training dataset consists almost exclusively of English-language texts, but AI-assisted translation also comes into play when communicating with users. This integrated translation sometimes leads to tragic misunderstandings in communication.

Despite all the teething problems, the results are impressive, disturbing, and impressively disturbing. The entire academic world, from elementary schools to top universities, is in turmoil, some out of dystopian panic, others out of utopian naiveté. Both positions are highly understandable.

For all readers to whom ChatGPT does not mean anything yet, we have asked ChatGPT to introduce itself briefly:

ChatGPT, can you briefly introduce yourself?

I am an assistant, a large language model trained by OpenAI. I am able to respond to questions and requests in different languages and provide information. I am also able to have small conversations and provide human-like responses. However, I am not a real person and have no personal experience or opinions. My level of knowledge is limited to the year 2021 and I have no ability to follow current events or obtain new information. I am merely a computer program designed to provide information and try to respond to questions and inquiries as best I can.

What is the disruptive potential of ChatGPT in terms of academic writing processes?

ChatGPT is a chatbot trained with machine learning to have human-like conversations. It is designed to help students and academic professionals support and improve their writing processes.

One of the disruptive potentials of ChatGPT in terms of academic writing processes is that it can help students structure and formulate their ideas and thoughts. ChatGPT can also act as a "smart" writing assistant by providing users with suggestions for possible changes or improvements to their writing style or grammar.

In addition, ChatGPT provides the ability for users to share their writing processes with others and collaborate on projects. This can be especially beneficial for students participating in collaborative projects or shared writing processes.

Overall, ChatGPT offers the possibility to simplify and improve academic writing processes by helping users structure and formulate their ideas, suggesting possible changes, and offering the possibility to collaborate on projects.

On the other hand, what about the dangers?

There are some potential dangers related to the use of ChatGPT or other chatbots designed for academic writing processes. One of the main concerns is that chatbots are not able to replicate the deep analytical skills and critical thinking abilities of humans. Chatbots can make suggestions for possible improvements or changes to writing style or grammar, but they cannot perform deep analysis or critical reflection that is often required for academic papers.

Another concern is that chatbots may not be able to accommodate the cultural and linguistic diversity of people. It is important that students learn to express their thoughts and ideas in their own language and style, and chatbots may not be able to support this ability.

It is also important to note that chatbots may not be able to address the complex requirements and standards of academic papers. While they can help simplify and improve writing processes, they cannot be a substitute for thorough research, in-depth analysis, and critical reflection.

Finally, there are concerns about the privacy and security aspects of chatbots. It is important that students are informed about how their data is used by chatbots and that they understand that chatbots may not be able to provide the same confidentiality and security as human writing consultants.

Overall, there are some potential dangers associated with using chatbots like ChatGPT in academic writing processes. It is important that students consider these concerns and understand that chatbots cannot be a substitute for in-depth research, deep analysis, and critical reflection.

Thank you. This helps me a lot.

You're welcome! I hope that my answers have helped you better understand the disruptive potential of ChatGPT in relation to academic writing processes and also consider the potential dangers associated with its use. If you have further questions or need more information, please do not hesitate to contact me. I am here to help you!

This dialog was created within a few seconds and without any post-processing. With a little more effort, much better results could have been produced, but even the result of this clueless input is enough to pass the Turing test.

The discussion about how (higher) education schools should react to this, which has been fueled since November 30, 2022, with the free release of ChatGPT, fails in most cases, because higher education policy is usually - and for good reason - inert.

As a result, tools like ChatGPT are usually more than one step ahead of higher education policy discussions. For example, many university committees are still discussing the systematic introduction of plagiarism detection software. In the meantime, plagiarism is playing an increasingly minor role, as AI tools can produce complete papers that are neither factually nor legally plagiarized.

One exception is structural plagiarism, in which existing text is intentionally distorted using AI-powered paraphrasing tools, also called rewriting tools, to hide the source from detection by plagiarism-detection software.

In our opinion, the questions to be asked and negotiated in (higher) education are therefore not how to react to this or that tool, this or that development, but rather: What fundamental qualitative changes in relation to scientific work can be expected as a result of the future collaboration of human and artificial intelligence that will determine our (academic) everyday life? How do we want to deal with this in the context of (educational) training?

Answering these questions requires historical awareness with an eye to the future.

The future of generative AI language models

The following chart shows that the development of large language models (LLMs) is progressing rapidly. The focus is on the parameter count indicator, which correlates positively with the performance of LLM, here in the period from 2019 to 2021.

The development of the most important AI language models to date thus shows an exponential increase in performance. However, the graph also reflects the American and Chinese pioneering role (see the German start-up Aleph Alpha in the comparison on the far right of the graph).

Jörg Bienert, in his role as Chairman of the Board of the German AI Association, explicitly emphasized the high strategic relevance of generative AI language models for the German and European economy and the associated future potential of AI language models in a guest article in Handelsblatt in June 2022.

The German AI Association launched its LEAM initiative (short for "Large European AI Models") as early as 2021 to promote the development of large AI models in Europe and to avoid dependence on solutions outside the EU. Supported by renowned research institutions, companies, associations and startups, LEAM is intended to be a European AI lighthouse project.

Looking into the future is difficult, because there is no end in sight to the development. Currently, the most discussed shortcoming of AI language models is the fictional character of some generated texts ("hallucinating" systems), but this problem should also be solved in the near future.

DeepMind offers the Retro language model, a model with database search for a fact check. OpenAI is working on the research prototype WebGPT, which should cover an additional Internet search as an extension to GPT-3 or GPT-3.5 to be able to generate more factual texts.

As an alternative to OpenAI's ChatGPT, AI text service provider Writesonic is positioning itself with Chatsonic, already promising a solution to the difficulties with fictional texts: "Write factual content with real-time topics." Other providers are already following with similar announcements.

OpenAI's next model, GPT-4, is scheduled for release in a few months and will likely represent another quantum leap, like the version jump from GPT-2 to GPT-3 in mid-2020.

Further progress is also on the horizon in the interaction between humans and machines in the actual writing process. As recently as August 2022, Meta announced the PEER writing bot, a collaborative language model designed to provide support throughout the entire writing process.

Like a "jack-of-all-trades," PEER is supposed to be able to provide quick drafts, add suggestions, suggest edits, and explain its actions as well. And as mentioned earlier, this is undoubtedly just the beginning.

With its AI Act bill, the EU Commission aims to comprehensively regulate the impact of AI. Depending on the risk classification of the EU AI Act, this will result in certain obligations, AI strategies, documented and communicated AI guidelines for companies as providers and users of AI systems.

Where are the boundaries to the field of education? Can these be identified at all, or do they tend to merge?

The use of generative AI language models in education

The core question controversially discussed in the educational context is: Should AI-supported writing tools be used proactively in the sense of generators of draft texts in the classroom to ultimately generate higher quality work via the automated creation of initial draft texts and the subsequent "manual" optimization of the texts?

From our standpoint, the answer is: Yes. Or rather: Yes, but.

It is what it is: AI language models and systems are a fact of life in knowledge work. Hiding and ignoring are not appropriate tactics. But if it's no longer a matter of "whether" to use AI tools, then the question must be: How should we use these tools in the future? What knowledge, what competencies do students (teachers, pupils) need?

These include, for example, the ability to work scientifically, knowledge of text patterns, etc., but above all the analytical and critical thinking needed to evaluate automated products and control their use.

The far more difficult question currently revolves around the problem of assessing these student achievements, which are the result of human-machine co-production. If written homework and final papers are to remain relevant forms of examination in the future, our proposed solution starts with the analogy to the assessment of product quality: In the future, we should not only assess the final result, but also the quality of the design that led to this finished, elaborate product.

Two dimensions are relevant here: the methodological-technical design (in the sense of a research design) and the associated technical tool design, whereby both classic software solutions (e.g., word processing, literature management, statistical programs) and modern AI-supported tools can be considered. Realistically, however, even this suggested approach is only suitable as an interim solution.

Two reasons are crucial for this (from a January 2023 perspective): AI-powered digital research assistance tools like elicit.org already provide us with a method designer that gives us a wealth of scientific methods at our fingertips, depending on the research question.

This development is still in beta, but can be considered groundbreaking. Thus, this approach could lead to methodological scientific design at the push of a button, with human performance increasingly taking a back seat.

It is also expected that the AI tools used will become exponentially more powerful. This in turn means that the quality of the first drafts will keep improving and human post-processing will become increasingly superfluous.

Our conclusion

We need fundamentally renewed new teaching and learning settings and, above all, we need to rethink our teaching, learning, and examination culture at German schools and universities.

Now we as university representatives and teachers, with our human creativity and critical judgment, are particularly called upon; we may and must prove ourselves. We are only at the beginning - and, unfortunately, or fortunately, not at the end.

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AI in education: ChatGPT is just the beginning

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Large language models like ChatGPT can generate coherent, believable text. How does this affect education and teaching?