{"id":69282,"date":"2023-08-09T01:21:56","date_gmt":"2023-08-09T05:21:56","guid":{"rendered":"https:\/\/world.edu\/?p=69282"},"modified":"2023-08-09T01:21:56","modified_gmt":"2023-08-09T05:21:56","slug":"the-educational-skills-that-help-us-in-the-face-of-artificial-intelligence","status":"publish","type":"post","link":"https:\/\/world.edu\/the-educational-skills-that-help-us-in-the-face-of-artificial-intelligence\/","title":{"rendered":"The educational skills that help us in the face of artificial intelligence"},"content":{"rendered":"

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\nI put on a podcast where they tell me how to make a recipe.\u00a0Listening to the description makes my mouth water, the way of telling it impresses me.\u00a0I imagine the result on the table and I can’t wait.\u00a0I buy everything that is required quickly and I’m on my way.\u00a0Regarding that “a pinch of salt” thing, I’ll see what I do.<\/span><\/p>\n

I don’t have the correct measurements of almost anything.\u00a0The same audio already says it like this: “You will see it, the dish will ask you for it.”\u00a0Nor have I searched what its final appearance will be like.\u00a0I just got excited about the idea.<\/span><\/p>\n

I finally cook and the result is a disaster.\u00a0Cooking is horrible.<\/span><\/p>\n

The importance of being prepared<\/strong><\/h4>\n

Whether or not something is a nightmare depends largely on how it is explained to us, how we prepare ourselves to face it, how we use notions and concepts that we have already mastered, and how we retroanalyze it once we get the first results<\/span><\/p>\n

In full explosion of popularity of artificial intelligence, when its use by students, as well as teachers, abounds in university educational environments.\u00a0The feeling may be similar to what we feel when we listen to the preparation of that recipe without precise instructions.<\/span><\/p>\n

But let’s think that since its hatching at the end of 2022 we have one more tool.\u00a0Well introduced into our teaching strategy, it can give us more pleasures than dislikes.<\/span><\/p>\n

However, given the range of possibilities that opens up, teachers ask ourselves many questions: what will happen if students use it in the classroom?\u00a0They already use it: how do I act to detect if, among other things, they plagiarize or not?\u00a0Will I be left behind as a teacher?\u00a0Why do I feel lost?\u00a0In short, how can I face the existence of AI and not die trying?<\/span><\/p>\n

Continuous training<\/strong><\/h4>\n

Teachers are continually adapting to the use of new\u00a0<\/span>educational methodologies and the way of learning<\/span><\/a>\u00a0of each generation.\u00a0To this we must add the redesign of our functions as university educators in the face of a\u00a0<\/span>labor present<\/span><\/a>\u00a0that is no longer the future and to which we cannot turn our backs.<\/span><\/p>\n

We must guide the group of students from a previous base that they bring from primary and secondary education;\u00a0if they did not bring it, we promoted it.\u00a0We do it from a strategy where continuous training is the axis, also for ourselves.<\/span><\/p>\n

As teachers, we continue to learn through courses, workshops and seminars that provide us with transversal skills, including dissemination\u00a0<\/span>,<\/span><\/a>\u00a0communication and also conflict resolution, without forgetting updating our own fields of knowledge.<\/span><\/p>\n

All this allows us to improve the results, from our kitchen or from the\u00a0<\/span>hidden curriculum<\/span><\/a>\u00a0.<\/span><\/p>\n

This is how we can go beyond what is expected, using a whole series of strategic, analog and digital tools that facilitate the improvement of the\u00a0<\/span>learning curve<\/span><\/a>\u00a0of each student.\u00a0That’s where artificial intelligence comes in.<\/span><\/p>\n

New threats?<\/strong><\/h4>\n

Artificial intelligence also has its dark side.\u00a0Plagiarism is one of them, but it is not a new problem.\u00a0The investigation of\u00a0<\/span>other specialists<\/span><\/a>\u00a0can help us to face this problem and give us support guidelines.<\/span><\/p>\n

Faced with these and other threats, we must compare the information and investigate our doubts \u2013necessary capacities not only to deal with AI, but with all university and work subjects\u2013.<\/span><\/p>\n

Active listening and previous experience in the use of other recent tools, such as that caused by the also recent emergence of the\u00a0<\/span>educational podcast<\/span><\/a>\u00a0, can also help us.<\/span><\/p>\n

Turn threats into opportunities<\/strong><\/h4>\n

We can promote strategies that serve to fill the gaps in reading comprehension and its impact on the\u00a0<\/span>learning methods<\/span><\/a>\u00a0of our students for several years.<\/span><\/p>\n