Webinar: 2 años con Chat GPT

The conversation begins with a discussion about using GPT for educational purposes, particularly in philosophy classes. The speaker confirms using GPT assistants with students, even though there are limitations for free users, such as restricted interactions. The idea is that while only paid users can create personalized GPTs, free users can still benefit from them under certain conditions. This creates an opportunity for educators to craft educational tools that are potent for both teaching and learning, despite some restrictions and evolving accessibility.

The speaker emphasizes the potential of GPTs as robust educational resources as students can utilize them for philosophical discussions. However, a limitation exists for free accounts, which restricts interaction to around 10-12 times. Teachers create the accounts, and students benefit from them although they are not personalized. This accessibility change is revolutionary, allowing free account holders to edit documents with AI help. The tools' rapid progression has indeed outpaced expectations, highlighting the need for educators and students to adapt quickly.

The introduction discusses artificial intelligence's influence on education, sparking a shift in pedagogical approaches. The speaker directs focus toward what has been learned over two years and the future challenges and expectations AI brings. Reflecting on past experiences with tools like Visual Thinking and gamification, it’s noted AI adapts to pre-existing educational frameworks. The main task ahead is to recognize what AI can offer in terms of future educational potential, balancing immediate and long-term expectations and intuitions about its evolution.

A specific example involving Google I Studio is highlighted as a robust educational tool, demonstrating future AI applications. Google I Studio evolves with additional tools showcasing AI's generative capabilities. The speaker shares a use case involving syntactic analysis and chemistry exercises, illustrating AI's ability to cross various educational domains. The conversation pivoted to how multimodal integration of AI tools - text, audio, image - could reshape learning environments by offering dynamic interactive experiences yet underscoring it's still in early technological phases.

The discussion extends to practical applications of AI in education, stressing that AI tools enable real-time classroom assessments and document live evaluations. The speaker shares enthusiasm over AI's potential to significantly enhance interactivity and engagement in classrooms. Ongoing development positions AI tools as beacons for future learning, though the path remains lengthy as such tools refine over time while AI usage normalizes. Encouraging educators to embrace trials and exploration is key in unlocking AI's comprehensive educational use.

The narrative transitions to shared experiences from a professional perspective relating to AI in education. The primary focus lies in productivity enhancement where AI can drastically reduce workload from paperwork to planning - an area ripe for AI intervention. By leveraging AI, educators may eliminate non-essential tasks and optimize productivity. The narrative suggests contemporary challenges exist primarily at an educational level where AI is underutilized, and misapplication or inadequate use skews its full potential for educational transformation.

The speaker remarks how gamification and AI education share similarities - both are strategic, gradual processes involving experimentations and learning from failures or missteps. Discussion revolves around the value of openly sharing 'bad prompts’ to advance collective learning among educators. Encouraging a culture of 'prompt sharing’ helps educators improve collectively, likened to the introductory stages of visual thinking where sharing vulnerabilities led to stronger competency development across educational spheres.

Educators reflect on practical implications involving AI integration in teaching, highlighting the dichotomy in AI acceptance among teachers. Some eagerly adopt AI to enhance productivity and student learning, whilst others resist due to misconceptions or fear of the unknown. Experiences shared indicate that overcoming technological resistance requires understanding AI’s potential for educational enhancement, dispelling fears. The narrative encourages adopting AI not merely as an academic convenience but transformative educational tool.

A participant shares their recent involvement with AI, detailing personal experiences from learning to actively using GPT. Initial challenges with prompt engineering illustrate AI's demand for precision; successful engagements require trial and error, structured learning processes. Reflections on educators’ mixed reactions reveal a spectrum of AI engagement levels, stressing educational institutions' responsibility to educate future professionals adequately. The account closes by advising to embrace AI in research and academic contexts as a resourceful partner.

Participants delve into crucial educational implications of AI, particularly diversification within classrooms. AI's role in addressing student heterogeneity by tailoring learning resources is emphasized. Case study examples like adapting philosophical concepts to relatable contemporary contexts through AI aid demonstrate AI’s potential in personalizing learning experiences. The narrative proposes that AI-assisted, personalized learning transcends traditional pedagogical constraints, enhancing both teaching efficacy and learner engagement.