Conferencia: Pedagogías Emergentes con Gamificación, STEAM e IA

Well, greetings to everyone

from the PhD program in

Educational Sciences at the Pedagogical and

Technological University of Colombia. We are

broadcasting today from Tunja and with Rud

Colombia.

The conference is called

emerging pedagogies based on gamification,

steaming and generative artificial intelligence

in the framework of

higher education within the framework of the seminar

on pedagogical knowledge one that

I, Celina Triminio

Velázquez, am coordinating. Uh, this broadcast is

also being done here via

the Google

Meet platform and will be published on YouTube

later. Before we begin, I want to

thank the entire

administrative team of the PhD program at the Center for Education,

who also make these

activities possible. I would also like to thank Gina

Suun, a dedicated education student

who was also there in

conversation with Dr. Francisco Ruiz

Rey, who is your thesis advisor, and of

course Dr. Francisco Rey, who is

our special guest. He has been

in Tunja and at this moment he is

virtually from Malaga. He holds a PhD in

Educational Sciences from the

National University

of Distance Education of Spain (UNED) in

2011. He graduated in

Exalted Sciences from the University of Malaga in

1989. He is an expert in the use of the internet and

its

applications, a member of the

DUTtec evaluation panel, a member of the

Editorial Board of

Digital Journals, a tutor at INTEF, and a

permanent professor at the University of

Malaga in the department of didactics

in mathematics, didactics of

social sciences and experimental science.

member of the GT research group,

globalization, technology, teaching and

learning at the University of Malaga.

The research work focuses on the

effective implementation of the use of

new technologies in the classroom, having

relevant experience

in training teachers in the use

of web 2.0 tools, the

educational management of interactive digital whiteboards

and the use of

mobile devices together with the use of

intelligence in educational environments. The

researcher has regularly attended

conferences and congresses

related to educational technology, where he has

been a speaker and a collaborator in

expert panels. Furthermore, the

researcher has

articles, books and book chapters of an

educational nature. As I was saying, I

coordinate this seminar on

pedagogical knowledge and I am also the coordinator of the

study group on feminism, gender and

human rights at UPTC, which is one

of the support groups for the doctorate.

So, before giving the floor to

Dr.

Francisco, he will talk about

his presentation, his

lecture, after which there will be

a space for the audience in the

room, both doctoral and undergraduate students, to

participate, and then for those watching

online. But before

giving the floor to the doctor, I want to

tell him that this conference

also arose from the interest of the

students of this

educational sciences and we immediately

thought he was an expert on these

topics. So thank you again.

From this moment on, you have the

floor.

Well, first of all, good afternoon to

everyone. It's a pleasure to be here,

even if it's just online. I was there in person

and it was a real

pleasure to meet you all personally. Celina, and

some other colleagues. Well, for me it is

also an honor to work with Gina,

helping her with her doctoral thesis

as an international co-director. And well,

thank you for the presentation. Uh, let me

briefly comment on my

profile. I was a

high school teacher, I'm a

math teacher, I was a high school teacher

until practically May of last year. I

was also working simultaneously as

both a high school teacher

and a university professor.

I spent 10 years juggling both things and now

I am dedicated full time to

university. Well, the title of the

conference is emerging pedagogy

based on gamification, the STEN approach and

generative artificial intelligence in the

framework of higher education. I'm going to

try to give you some brief overviews,

ideas, and suggestions about

gamification, about exchange and

robotics, and finally about

artificial intelligence, which is

perhaps the real battleground today,

especially in

higher education institutions, right? Regarding the

GPT chat issue, the copying, whether it's good

to use it or not. There is a lot of debate surrounding

that. Um, first of all,

when we talk about

emerging pedagogy, we are talking about

an approach, a pedagogical idea that

has to do with the use of ICTs in

education in new

social scenarios that affect it, right?

Obviously, the technologies arrived,

they arrived in their time. There were

several waves in Spain, weren't there? We used to work with

computers, we used to work with

digital whiteboards, we used to work with

Weto Zero tools, and today we are

at a

higher stage and we are working with

tools related to

robotics, related to

artificial intelligence and also with

augmented reality. Well, all of this has

been a long procedure or process

, but it is true that we are now

at a point where

these

emerging pedagogies are taking center stage. We mentioned some of them

here. There are some

pedagogies that are related to

virtual

learning communities.

A new design has also emerged called DUA,

Universal Design for Learning, which

aims to introduce and integrate

technology into the lives of everyone without

excluding anyone, by designing or creating

specific designs for people who

have learning difficulties.

Uh, learning, of course, based

on play, the maker movement

related to ST and STAM,

gamification, and then also a new

emerging pedagogy that has to do with, uh, I

think its origin or source is

in Japan, lesson study. All these

technologies, all this

methodology or pedagogy, can at

a certain point use technology

as an element that integrates them all. I'm

going to start with gamification.

Well, we've all been children and

played when we were little, haven't we? Uh, when

we played we had a feeling of

fun, we had a feeling of

escapism, we had a feeling of challenge,

competition, I mean, all those concepts

were present in any game,

right? Call it games,

even football, right? I am a great

admirer and player of football at the

time and it was a challenge, a challenge,

to do well, to learn, to really

have a motivation that could be both

extrinsic and intrinsic. When

we talk about gamification,

we are really talking about the use and

design of game mechanics in environments

that are no longer going to be playful, in order to

motivate, generate concentration, build

loyalty and generate positive values

from the game. To truly bring

the use and design of game mechanics into educational environments

. It is a way to help the

teaching and learning processes.

Well, the concept comes from game, it's an

English word, it means game in

English and it refers to the use of

game elements and game

design techniques in a non-playful context.

We're really talking about a

learning technique that transfers the

mechanics of games to the

educational field to try to improve

results, right? Improve motivation,

improve, as I say, both extrinsic

and intrinsic motivation, and try to make

play the means, even though the end

we pursue is learning. What are the

characteristics of gamification? It

promotes friendly competition,

imparts a sense of accomplishment or

generates what is known as

achievement motivation, also generates a

change in behavior, motivates the

development of skills, influences

learning directly and allows

students to learn more

meaningfully.

Gamification can bring about a

change in behavior, a

motivation, and help us solve

problems in a playful or more

fun way. The game features

interesting elements such as

questions, challenges, levels, competition, and

collaboration. Many users are

struggling with gamification. There are many

types of our students who are very

different when it comes to playing and

gamifying. Some are

socializers, others are more free-spirited,

others like to succeed, and others are

more philanthropic; in other words, it all has something to do

with each person's character

. What rewards can we

obtain when we use

camification? Points, badges, achievements,

trophies, gifts, even money, which

is not the case in educational settings. And

motivation improves, right? Eh,

interesting concepts appear such as

creativity that can be

improved, autonomy, mastery,

purpose. The purpose is important.

There are many times when we can provoke

altruism, which is so

necessary in today's society.

In short, play, as I

said before, has been with us since we were

little and we can bring it into the classroom

always keeping in mind all those

connotations we have discussed.

Let's now enter the STEN.

When we talk about SEN, we are talking

about an educational approach that integrates

mathematical and scientific content

using the engineering design process

in order to develop

through teamwork. This is

very important because ST requires

collaboration, cooperation,

teamwork, and the use of technology

to solve real-life or

real-world problems.

The term is quite popular, and some

authors in other times of the year 2013 did

not agree on whether there was

a single or universal definition for

this

concept. The pedagogical movement

aimed at integrating the disciplines or

specialties that constitute the STEM.

There is a movement that revolves around

STEAM that is related to

robotics, which I will now talk about in

a little more detail and we have to

take it into

account. Why are they there? What skills does

an individual need in the 21st century?

You need to develop

critical thinking, which involves

reasoning, analysis,

decision making, and problem solving.

Um, you need to improve your

communication and collaboration skills; that is, you need to

learn clarity in conveying

ideas, listening skills, respect, and

above all, flexibility—knowing how to listen

to others, knowing when to be quiet

, having empathy, and knowing how to

put yourself in other people's situations.

All those values ​​that we see as

particularly

interesting are fundamental, aren't they?

Creativity and

entrepreneurship, creation techniques,

observation skills,

positive attitude towards failure. And

finally, a very important issue which

is digital literacy, a

digital world that surrounds us with mobile phones,

online banking, and

then all the negative aspects too,

cyber addiction, harassment, all of that, we have to

educate people from a

digital point of view. And I have always been in favor,

in my

closest environment, of

ensuring that students are as

literate as possible, not only in terms of

curriculum, but also from a digital point of view

. Because? Because it is essential

that students not only know how to

access a social network, but also know what to

do with their data, know

how to defend their privacy, that is,

all these kinds of issues that seem

so basic are not, and that is why so

many problems arise. We are

talking about the use and management of

information, multimedia analysis and production,

and finally a

very important concept that is

already included in the educational programs of the European Union

, which is

computational thinking. When we talk

about STEN, we are really mixing technicians,

engineers, scientists, and mathematicians.

Science, on the one hand, seeks to explain

the complexity of the natural world and

uses this understanding to make

useful and valid predictions over

time, right? Technology uses

innovative tools, materials, and processes to solve problems and

meet people's needs

, right? Society, environment

and more. And engineering, finally,

creatively applies

scientific principles to analyze events,

design processes, develop materials,

and build objects that benefit

society. They all mix together: science,

engineering, technology, but they

use mathematics as a vehicle

to analyze data and perform or

develop a relationship with it

, right? So,

mathematics would be at the center

of everything. Science on one hand,

engineering, technology, interconnected

thanks to

mathematics. Okay, I'm going to ask you

now to talk a little bit about robotics. And

before we talk about robotics, I'd like to

mention a few books. I have them

here. There is a book by Nicolas Car

called Trapped: How Machines

Take Over Our Lives. I

highly recommend it because

this gentleman is very, very enlightened on

the subject of

technology and it is really quite

interesting to read him. He is quite critical

of some things. He has another,

slightly older book, "The Internet Is Doing

to Our Minds," also by

Nicolas Car. They're interesting books

for getting a bit more concrete, for

understanding where we are right now, are

n't they? What will happen to

machines or robots? The other day,

yesterday or the day before, I think it was a couple

of days ago, a very interesting video came out here

where a robot

ran a half

marathon, something that seems so easy,

is not easy at all for a machine, it took

much longer than a human,

but it finished the race and that was in

China. Let's

not forget that the Chinese

are

researching at an incredible speed

in artificial intelligence, robotics, and

other fields. And there is not

only a trade war, as the

United States has tried to sell us—which is good that it

exists as such—but there is also

a significant knowledge war at the

technological level between the

Chinese and the Americans. And in

fact, it is likely, from my humble point

of view, that the Chinese will soon

acquire significant potential, isn't it?

And they may become the world's leading power

in artificial intelligence in I don't

know how long, but I believe so.

The American Robotics Institute

RIA defines us as a robot. Let's look at this

definition in a little more detail

to reflect on it. A

reprogrammable multifunctional manipulator designed

to move materials, parts,

tools, or special devices

through programmed and

variable movements that allow for the performance of

various tasks. Freedman already told us this

in 1996.

We are talking about a

robotic entity framed

primarily in factories, in

cars, that is, everything today

is computerized and

robotized. And of course, we're going further; this

also has a double aspect. It

may happen that

a very significant percentage

of jobs will disappear and that people will have to be

retrained in other types

of work environments, or that there will be

many people who will

not be able to find a place for themselves at a

certain time, right?

So, we'll have to think about what can be

done. There has been talk of a

universal basic income that has already been implemented

in some

Nordic countries. We are in a

delicate moment, where dynamic, fluid,

also liquid, in a moment of much

change and the truth is that I find it

exciting. I am

fortunate, even though I am already of an

age, I am 60 years old, but I am

fortunate to be living through these

rapid and very

important changes that are happening in

our environment. And we have to be

careful, we have to be careful with

them. And lately I've been

reading about issues related to

the moral environment of robotics, and

the philosophy of

artificial intelligence. There is also a book I

have here that is very, very

interesting called Ethics or

ideology of artificial intelligence,

the eclipse of communicative reason in

a technologized society. This is

written by a philosopher from Cortina

who is famous here in Spain, and the

truth is that I'm finding it

quite interesting to read and it's helping me understand

a bit about what's going to happen on a

moral level with machines, right? What's going to

happen to them?

Um, how can a machine's software

decide to do one thing or another, and

under what moral framework? That is very, very

important and it needs to be legislated. If

we don't legislate all of that and

leave everything in the hands of companies, we're in

trouble. We need to legislate from a

humanist point of view with a

human vision of the machine, and that needs to be

legislated deeply and

reflected upon deeply.

Well, robotics at the

educational level is a resource that facilitates the

development of skills such as

socialization, creativity,

initiative, and all of this contextualized

in our current world. It has a

multidisciplinary character that generates

learning environments related

to real-world problems. This

will allow students to

imagine and formulate possible solutions

and implement new ideas in a

motivating way. Lian already told us this

in

2007. Educational robotics

can also be known by another term such as

pedagogical robotics and is a discipline

that aims to conceive,

create and put into operation

robotic prototypes and

specialized programs for pedagogical purposes.

Ruiz Velasco didn't say this in 2007.

This educational robotics has to

generate

interdisciplinarity and must encompass

concepts related to science,

technology, engineering and mathematics.

What in English is known, as I

mentioned earlier, as ST science,

technology, engineering in mathematics, as well as the

area of ​​linguistics, and even

creativity.

Well, uh, we have to say this is

old news, Malek was already talking to us in 2001,

right? We need to learn robotics and

learn with robotics. They are two

different things. Learning robotics is

learning how to manage and generate robots, how to

create devices, how to work with them at a

technological level, and how to learn with

robotics. In each of the

disciplines, both in science and in

other disciplines, we can use

robotics to learn, right?

So, we're talking about two

different approaches, right? Students

should have access to learning about

robotics and its use in

learning about topics in various

areas of knowledge. In other words,

we have to see, we cannot lose

sight of the fact that these two approaches, these two

perspectives, these two points of view must

accompany each other. This

dual approach allows the construction of

meaningful learning educational projects that must include

objectives, content,

methodologies, physical resources for the

development of activities, and

evaluation criteria to assess the level of

student performance. Okay, when we talk about

robotics, we're thinking about

programming, we're thinking about

creating robotic prototypes,

we're thinking about

modular programming. What is Scratch, for example? It's a

modular programming system

that's good for

elementary school, and even the first levels

of secondary school. When we talk here a

little, I'm focusing a bit on the

content of education in Spain,

Arduino, which is already talking about

programming at a slightly more

important level, and then there are other

platforms and programs such as

Tinker, which is about working with

children on programming, Codable and

then especially Lego too, right?

Lego does a pretty good job with robotics in education

. I remember Lego when I was

a child. Lego pieces were pieces that fit together

, they were interlocking, pulle, all

that kind of stuff. Today, then, the ego has

already emerged in the world of

robotics.

Okay, now I'm going to talk to you about

generative artificial intelligence. The use of

generative artificial intelligence in

higher education institutions has generated a

real cataclysm that has been

gradually fading away, hasn't it? But at

first, when GPT chat appeared,

people in

university institutions were saying that it was

a disaster, that now

students were going to copy all the

work, that we were going to use GPT to

ask them to copy everything, that is, all that

atmosphere was generated, also with

some unease, because of course, the

professors didn't know if the work

had been copied, or not

. We have to keep in mind

that the start of this GPT, which was in

November

2022, I think, or 23, uh, well at

that time Charl GPT still

had flaws, it had what were called

gaps, right? that at a

certain moment you would ask CH

GPT something and he would answer with something he made up,

that he really wasn't clear on it, he did

n't have any data about it and he resorted

to making it up. It has gradually been

refined and today CH GPT is a

very powerful tool, quite a

powerful tool, and well, we

as teachers, as members of

the different faculties of

education sciences who are

teaching students who are going to be

future teachers, we have to

keep in mind that these tools

are there and we have to use them

appropriately and teach them what we can do

with them. No, that's the idea.

Generative artificial intelligence is actually

a type of intelligence or

artificial intelligence technology

that can create new and

original content, encompassing text,

images, music, video, code, and

so on. Unlike other

artificial intelligence systems that were previously

only used to analyze

data or make decisions, generative intelligence

focuses primarily on

creativity, attempting to replicate the

human capacity to generate original ideas and

material

. What applications can

generative logic have? Creating images and art. There is

also an important idea that

can be generating music,

generative music, text,

video games, animation graphic design

, graphic design, and

scientific simulations. In other words, this is the

new framework where we will be working with

artificial intelligence. What specific applications

can generative artificial intelligence have

in education? Creating and

adapting

personalized content, tutoring tasks

based on dialogue,

problem-solving using

computational thinking, and artificial intelligence. We ca

n't ask the machine

certain questions to see if it gives us

solutions. Virtual and

intelligent assistants. Evaluate in an

automated and more personalized way.

Generate educational content. Generate

documentation. Generate content,

practice languages ​​and simulate

conversations, support writing,

create

teaching materials, and analyze data for

decision-making. We are talking about

generative intelligence already within the

educational framework, which can have benefits,

but also has challenges and problems,

right? The benefits are there, I see them

clearly, don't you? They are improved

learning, greater efficiency, greater

accessibility, and then a fairly

important innovative character.

Challenges, costs, the

paid version of GPT chat because it has an

access cost, privacy problems,

as always when we work with the

internet, privacy and

security, what digital competence does

the individual who interacts

with artificial intelligence have?

The ethical issues and

ethical biases, which I have already mentioned

when I was talking about the books I

recommended, and a

sometimes excessive dependence on the

machine environment and the environment of that

artificial intelligence. I mean, maybe at some point

we're going to become

super dependent on those kinds of tools, right?

And that's not good either.

GPT chat, let's get into a little more detail about

it. It

represents a new opportunity to

improve the quality and accessibility of

teaching and learning processes in

higher education, but we must

approach it, as I have said before,

with caution and fully understand what

opportunities and challenges its

use entails. Raguas already told us that in

2023, didn't he? In other words, we really need to

tell the students, from my point of

view, that CH GPT can be used, that it is

very important to know how to design the prompt,

which is the input element for

the AI ​​to answer us. And it is very

important, that is, to read what

the IAR has given us back, to reflect on it, to

think about it and then to give it our

human touch. No, no, of course, we shouldn't

just be guided by what

the AI ​​has said. It has given us information,

but we have to investigate

it, improve it, expand it, reflect

on it—all of that is very, very

important. And that's where the

power of intelligence lies, giving us that

information which we, as

thinking human beings, then improve,

right? Its main function is to process and

generate text in a manner similar to how

a human would, using the extensive

knowledge acquired during its

training since the beginning of its

tethering.

In the case of mathematics, which is the

discipline I work in, in which I

move more easily, it opens up a

new world of possibilities for the

teaching and learning processes in

which we are investigating. We

are here at my university, in my

faculty, conducting

research and generating ideas in the

context of

mathematics didactics, arithmetic didactics,

and geometry didactics,

fundamentally. So, we already have

some articles written about it. Okay,

now later I'll show you

some graphs of

questionnaires and questions that we've

worked on with the students, and see if I can contribute

anything interesting.

I think some issues

of interest have come up.

Well, the advantage of using GPT chat,

as we mentioned earlier

, is access to

instant information, it fosters

active learning, personalizes the

learning experience, and stimulates

critical thinking, promoting

accessibility and inclusion. All of this is true

if we use it well, if we use it

as one more element in the

teaching and learning processes, and if we

accompany it with the appropriate ethical considerations,

proper reflection, and an understanding of the

importance of the human being in

all processes.

Some GPT chat applications can

extract definitions and answer

questions. Explaining concepts, translating

into another language, writing

essays, analyzing social media content

, and creating podcast video scripts

. I

also have it here on another

computer. Okay, no

problem, I'll

talk about it. Okay, when we talk about

"Can you hear me now?" Sorry for

all the technical problems. Uh, uh,

some GPT chat applications. Well,

they're useful, huh? Yes, you can hear me now,

right?

Yes, professor, yes, we heard you.

Yes, doctor, we heard you. Alright.

Definition. What is the purpose of GPT chat in

general? Perfect. Uh, definitions.

Answering questions, explaining

concepts, working as translators, translating into

another language, writing an essay,

writing a

novel, speaking, analyzing

social media content, making lists,

brainstorming, creating multiple-choice

questions, creating a

course syllabus, writing a legal document,

drafting a contract, writing a video script, writing a

podcast script,

summarizing a book, summarizing a video,

creating letters, emails, even something more

playful, like telling jokes, something

creative, like writing

poems, writing

song lyrics, creating a profile,

writing improvement ideas, writing

code, analyzing code and debugging it, in other words

, I can do all of that. GPT chat.

Let's move on to the

next one. Let's move on to the next

slide, please.

Yes, doctor, we're already on the next

slide. Can you continue?

[Music]

Yes.

Yes, yes, we're on the next

slide, doctor.

[Music]

Okay. Uh, we also considered it. Yes,

thank you. Thank you.

Uh, we here in

our faculty, we in our

faculty have worked mainly

on the aspect related to the teaching

of mathematics, right? And of course, we've

conducted surveys, we've done

research, and we've asked the

students some questions. For example,

are you for or against the use of CH

GPT and AI tools in the

teaching and learning process of classes? The

vast majority of students

rated it as three, four, or five, indicating they

were in favor; in other words, there was

a highly positive response

regarding this tool. Let's move on to

the next one, please.

[Music]

We move on to the next one.

Yes, we're already on the next one, doctor.

Can you continue?

Yes,

yes, yes. We're on the

next slide now, please.

Yes, we're there, doctor. Perhaps the

question is, have you encountered any

problems using the

AI ​​presentation tool? Which is it? Uh,

exactly.

Thank you. Thank you. Have you encountered any

problems using the

AI ​​presentation tool? Which is it?

Uh, when we talk about presentations,

when we talk about

presenting, thank you. So, the question is,

have you encountered any problems using

the AI ​​presentation tool

? Which is it?

When we talk about that, we're talking

about a tool that still needs

polishing and improvement. So, the

students were telling us that

these tools still had

limitations when it came to inserting

images; sometimes they wouldn't let you download them in

PDF or PowerPoint format.

The text of the presentation was

limited, some tools were not

online and needed to be installed

beforehand. The tool's interface

is difficult to

use. Well, the presentations were

simple and unattractive. The tools

that a car sometimes has,

economical, a limited number of uses, that

is, the presentation tool,

were still to be improved and polished.

Let's move on to the next question,

please.

[Music] We

're on to the next one, doctor.

The next slide, please.

Have you encountered any problems using

the presentation tool? That's the one

we've seen. Let's move on to the

next

[Music]

[Music]

Yes. Would you recommend using it? The next

question is about AI tools for the

learner. Thank you. Thank you, Celina.

I would recommend the use of

AI tools for learning in

mathematics subjects such as

arithmetic teaching. The

same thing happens. The recommendation from

the students is broad with three,

four and five, that is, the students

recommend [Music] in a

significant way, right? Uh, now

a

slide appears that includes some

interesting tools for working with

artificial intelligence in

training and educational environments. The

next one, the one on the next

slide, please.

Doctor, the next one is ready. We'll wait

until you're able to speak.

[Music]

Yes, let's move on to the next one, please.

Yes,

[Music]

could we move on to the next

slide,

please. Now, what

artificial intelligence tool?

Thank you. Which tool?

Indeed, what

artificial intelligence tool could we

use in education in

training environments? In addition to the GPT chat,

there's a new or interesting tool,

Emini, that Google recently released

. Pilot is another

interesting tool, and then there are

a number of

artificial intelligence tools or platforms

that, well, at a certain point,

can be interesting for working with

mathematics, and one that is GPT

Pro, which I think could be interesting

for mathematics teachers.

Megaprofe, a platform for

teachers,

Eduide, that is, there you have a series of

platforms that can help you in

educational environments when using

artificial intelligence. Next, please. We

already have the next one.

Yes, the next one.

[Music]

We passed. Yes.

[Music] Let

's move on to the next one, please.

[Music]

Yes,

[Music]

very good. Thank you. Thank you. Other

artificial intelligence tools,

besides GPT chat, include

DAL E2, which deals with

image issues; Podcastle, which

deals with podcasts;

Grammar Le, which is focused on

creating

Sonic text; and

Flicky, which is a

tool that transforms text into

video. In other words, we should

always try to find

useful tools that will help us at a given

time with what we

are doing, and above all,

try to use

free ones as much as possible, because later on

, obviously, they will

become paid tools,

but at the beginning they cannot be used.

Let's move on to the next one, please. We

're already on the next one, doctor.

Let's move on to the next one.

[Music]

Yes.

Let's move on, please, to the

next [Music]. The next slide,

please.

Specifically, the Thank you, Celina,

thank you. Specifically, applications of

AI for education. Well, we have

content creation assistants like BIN, Google Bar, CH GPT

Perplexity. That's

a pretty interesting tool,

similar to the one with GPT text work for

creating slide presentations. And

then we have GPT for

presentations and Motionit, creating

images from text that

already appeared on a previous slide,

and then some for various uses like

depl.com.com, which is a translator. And

then there's an interesting one called

smoding. And this mod is a

plagiarism checker that helps us

paraphrase text and thus eliminate

possible plagiarism. In other words, this tool,

especially for researchers, could

be quite

interesting. Please move on to

the next one.

Okay, doctor, we

're on the next slide. Yes.

[Music] We'll

move on to the next one, sorry.

[Music]

Yes, the next one, please.

[Music]

[Music]

Yes,

the next one. That is. Well, there you have

a slide that covers

general tools as well as text,

video and image tools, that is,

video generation,

image generation,

text generation. Perfect, thank you. Thank you.

Generals, CH GPT, Gemini, eh, Genai.

Well, there's another Canba. Can is

interesting. We tell this to

the students a lot here because

Canar images, infographics,

presentations that already have

artificial intelligence incorporated.

There are also some

interesting videos, like the one I mentioned earlier

called Flicky, which we have around here

. Text, well, Copilot Gemini, uh

Deep L, which is the

translator, chat PDF is also

interesting to

transform, uh, work with or generate

PDFs. Uh, there's one

interesting image called Mid Journey. And well,

there you have a series of... I hope you

pass the presentation on to everyone who

is interested because I think there is a

lot of material for people to

investigate. And I think we've moved on to the

last one, if I

remember correctly. Doctor, email on the next

slide, please.

Yes, doctor, we're already on the last

slide where your email is, and we'll

send the presentation to all the

students and

interested people. The next and last one,

please.

Luis.

Yes,

[Music]

Luis

@ Yes, the last one, please.

[Music]

The last

slide. That's

the last one.

[Music]

Well, there you have my details and, most

importantly,

thank you.

Hey, you have my information, especially my

email address. That's it

, that's

for

Exactly. Indeed. And well, and please

excuse me a little, I think it was

mainly a

connectivity problem, right? Maybe here,

well, we don't know about there. Okay, let's

open the floor then for

people to ask questions and

if there are any suggestions,

comments, or any issues you'd like to

raise.

Okay, that sounds good.

Okay, doctor. Hey, Francisco, if anyone

wants to ask or

question something.

Yes, yes, yes, yes. I want to close by saying to

Dr. Francisco Ru, thank you very much for

your intervention, for your important and

excellent lecture. Well, here you

leave us with a great many things

to reflect on, to analyze. Does

anyone have a question? And we're going

to listen first to the

questions from here in the room, if there are any to

ask.

So, we'll give the floor to a

doctoral student in

education, please.

Any questions? Anything? Celina,

you speak, you speak. Can you

hear me?

Yes,

doctor, good morning. Uh, any

questions? It catches my

attention that you have taught

mathematics in

elementary, middle, and high school.

Um, based on your experience I wanted to

ask you a question.

Um, my research problem is

focusing on the

meaningful learning of mathematics,

making use of the context, taking all

those everyday situations that

the student encounters,

but then that's how

Auswell proposes it, yes, that's how Auswell proposes it,

but then we're not doing it

that way. So, I wanted to

propose a strategy for

teaching mathematics, for achieving

meaningful learning based on

context recognition, but I've

encountered other things

that have led me to

change course, to take a different direction in my studies, and now

I plan to study why

this meaningful learning isn't happening

, what problems

students face. that

prevent them from

having meaningful learning experiences.

Within this, I have found that

one of the reasons is because it is not

contextualized, another reason is

because the community where

the students are does not consider

mathematics or education important and what does

not interest them because it does not

generate utility in economic terms, well, it is

not going to attract their attention. Another

thing I've encountered

is that

flexibility is being confused with relaxing all

educational processes. Well, another

big problem is that

many primary school teachers,

which is a very

important stage, are not

math teachers, and the institutions don't

have a strategy to

address certain topics that are

important in this area, which means we're

always falling behind in

knowledge.

Many teachers even feel apathy towards the

subject

because they don't understand certain topics.

Therefore, an

institution should have a strategy

to handle this. And the biggest problem is the

demotivation that the

students have. You mentioned, for

example, the issue of

mobile devices, technology, but it turns out that when it comes

to using it to learn,

they lose motivation. They are

interested in the topic, they are

interested in how they entertain themselves with the

cell phone, with the internet, but they are not

interested in using it for learning.

They feel completely

demotivated. I don't know what's going on,

but sometimes it's impossible to motivate them.

Then, other things could arise

, such as

extrinsic motivation when the teacher

addresses the topics

with authority, making them not

flexible, but managing a certain

rhythm so that the student

considers learning important,

because that is also what is

happening, even teachers in

rural areas with so many difficulties, sometimes

we suddenly feel demotivated as

well. That gets passed on to the

students. So, all of this creates

a series of situations that

hinder

meaningful learning for

students. Um, focusing on studying

this, could it be

representative for a doctoral thesis,

or what advice would you give me, doctor?

Thank you very much.

A moment of silence. M.

[Music]

Very good. Hey, can you

hear me? Can you hear me?

Yes, yes, yes. Can you hear me okay?

Okay, doctor. We heard well.

Yes, I can be heard fine.

Yes, yes. I can't be

heard,

sorry. Yes,

yes, yes, yes, yes. Can you

hear me okay?

Yes, I can be

heard fine.

Yes, doctor, it sounds great. But

? Perfect. Thank you. Well, well, what my

colleague is telling me,

well, my experience with respect to

mathematics is

that, well, I have worked in all

areas of teaching. Perfect.

So, I've been working with

students of all ages. Right now I'm

working with students,

I'm preparing students who are

older, right? That

everything. Okay, perfect. So, I'm

working with

university students, but it's true that I've

worked a lot with students who

have to go to secondary school. What's wrong

with math? Mathematics is

always the workhorse, isn't it?

Because? Because in mathematics we often

fall, we mathematics teachers

fall into the idea that we have to

apply formulas,

automatisms only and we don't

contextualize, as you have rightly

commented, it is not

contextualized. Today there is a trend

that I believe is very important, which is what

is called

experiential learning based on experience.

And there's already a book out there. I

actually have a review written for a book

called

Experiential Learning. It is primarily focused on

science, but

mathematics can also benefit from this

information.

Well, there are other methodologies such as, for

example, for working on mathematics and

another subject, such as the

flipped classroom. The flipped classroom involves

creating a video, a material that the

student

can consult at home at a certain time, and then at a

certain time in class,

generating creative and

collaborative work.

So, of course, as you rightly said,

why do students often

use technology in

social or

recreational settings and not use it

to learn? Why don't we

tell them, or shouldn't we tell them, or

should we instruct them, to

use technological tools

to save themselves work, to learn

better, and to motivate themselves? And we are

able to design technology-based activities

that save the student

work and at a certain point, with

these activities, they can easily see things

that they don't see with

more traditional tools.

Then, technology will make sense and

help us.

Technology makes sense as long as we

contextualize it

properly to learn something and

use that

tool well. No, no, we cannot

let ourselves be carried away by a trend. Artificial intelligence has been released today

. Okay,

I'm going to dedicate myself to working on this.

As teachers, we have to

gradually learn how to use each tool

, seeing how it works, its pros and

cons. But it's true that

I am a big advocate of

technology; in fact, I've been working

with it for over 25

years, practically since 2000, and I've

always tried to implement it in

the classroom. And they're good. And what about

student motivation? Well, at the

beginning it has a very high curve

because with something new, with something novel, there will

always be a high curve and

then the curve goes down and we have to

try to maintain it, right? The idea is to

diversify the activities, not

only in the past when

math teachers worked

with newspapers, with the graphs that

appeared in

newspapers, we learned in another

way too, or we taught in another

way.

Look, and nowadays technology can be

used for that, and

artificial intelligence will allow me to do a large

number of mathematical problems, to

solve mathematical problems and

all that. I encourage you to

explore that:

experiential learning, experience-based learning,

collaborative learning, creative learning, and especially

technology-mediated learning. Okay? I don't know if I've been able to shed some

light on the things I've

mentioned to you. I hope so. Thank you.

Any further questions?

Yes, thank you, doctor. Uh, do we have anything

else? Any questions? We have three

questions written in the chat,

please read them and answer them however you like;

we did it to make things easier. Two of the

questions here were about

artificial intelligence,

asking if it could help us to

learn, generate more

knowledge, or improve our

knowledge.

Artificial intelligence will help us generate

new knowledge because machines

themselves have a database that

we do not

have; we do not have that

database. So what happens? So,

artificial intelligence is going to help us, it's going to

answer many

questions that we might have

. Because? Because it has

a lot of data.

In fact, he has more and more of it, and he's

training and learning from it, and he's getting

more and more refined and improving.

So, it's not going to help us. The

problem with artificial intelligence

is asking it the

right questions. In other words

, if we are very precise with

the prompt, what we enter in

the GPT chat, for example, and we are

precise and we specify very well

what we want, the

artificial intelligence will return things of higher

quality.

And that's important, it's important to

work along those lines, right? From

teaching people who use

technology.

Yes, yes,

tell me. Yes,

yes. Let's see.

If I open it.

[Music]

Yes. Let's

see [Music]. You can see it yourselves.

Can you tell me? I can't see it. Now.

Now. Yes. I see it now. He's

gone. Let's

see, about diversity and so that we

forget or move away from exclusion a little

.

So,

obviously, with all its

tools, it can perfectly help us

to

solve the gaps, in this case the

gaps of a cognitive nature. How can you

help? Well, simply by firstly enabling

these students with

cognitive disabilities to

interact with

artificial intelligence at a given moment, to

teach them how to

interact, to give them the

technological skills or competencies necessary to

interact with it

in that context,

right? So, we're talking about

tools that have

significant potential at that level. And well, there are

many tools that at a

given moment can help us to

generate

text, image. Often, people with

cognitive disabilities may find it

easier to

interpret or

see an image than to see a text.

So what happens? Well, if

we use the tool that transforms

text into images, then we're going to

help that person, right? So, all

this kind of thing as future

teachers

in the teaching career, well, imagine

a little,

improve, uh, give ourselves uh,

investigate, analyze, see the

tools, see if those tools

help us or take another one, and

the idea

of ​​working with a lot of

tools is not valid either, choose a couple of them,

start working with them, delve a

little into them, look for articles that

people have written about it. In other words,

I highly recommend that you, who

are doctoral students and so on,

go to the databases. There is a

database called

Compus, the

database where

we can find articles from other

teachers who have already encountered

the same problems that you have

at a certain time and have written

about it.

In my specific case, if I write my

name on the internet, Francisco José Ruis

Rey, you will

find on Dialnet, which is a

free and open database,

you can access many of my

articles that have to do with

technology,

plagiarism,

even

rubrics, some of them on

mathematics. There you have, I

think there are twenty-something articles

that have to do with the teaching of

mathematics and not only with the teaching of

mathematics, but with technology and

education and teaching in general. I don't

know if that has answered what my colleague

asked me

. Yes,

yes. Yes, doctor. Uh, we also saw a

question from another colleague,

Anto Cama, who asks us

how to use artificial intelligence in

the context of teaching. What I would need to

know is what type of

teaching he is referring to.

Yes, Anto, please.

Yes,

please write it in the chat so

the doctor can see it.

What type of teaching is the

colleague referring to?

Well,

your microphone is off, Anto,

Antuá, we can't hear anything. Please

unmute your microphone.

I say, for example, teaching

through tasks.

Hello,

any further questions?

[Music]

Uh, not for now, doctor.

The student asked for any

further questions, please.

4 minutes.

Doctor, it seems you are

asking

about task-based learning.

Yes,

could you please answer her about how to work

on the activities in Classro?

Task-based learning.

[Music]

Yes, I don't see the question about it,

but if you can tell me.

Well, he's relating the

activities to previous tasks. I believe

the question is related to

Flut CL. Uh, my colleague is asking me

how to use artificial intelligence

in the context of

teaching L, right? Yes, exactly. I need you to be

a little more specific about what you

mean by L.'s teaching. We

don't hear you.

Write to him. Yes, he writes to me.

Write that down for him.

Yes, okay. Yes, now I understand how to

use it in the context of the

Yes, yes.

Yes, yes, I

can't hear you

Doctor, I believe the question

is related to the first class. I don't

know if you want me to answer Juan.

Mute your microphone. The collection remains

very

low. I don't know, Anto, if you could find the

articles by Dr.

Francisco Ruiz Rey. Oh, and you could look

into the Flip Classroom-related conferences at the University of Malaga,

which would be interesting for

your project.

Okay, we're going to wrap this up

. First of all, we are

very grateful to Dr. Francisco

José Luis for his

lecture, and also for his

answers, for addressing the

students' concerns, and of course

we will share the presentation

you sent so that the

students can consult it. I do

n't know, doctor, if you can

answer the

question of student Antoan Cama

from the University of Senegal.

in Senegal.

Turn off the microphone. What are

they

listening to? Can you

hear me? Yes, doctor, we heard you.

Yes sir. Yes sir. We're

listening to it. Dr. Celina is giving the

closing remarks.

Dr.

Francisco. So, thank you very much,

and you'll be listening to me remotely, uh, I

mean, in a moment. We are

saying goodbye to you, thank you very much, and we

will remain in contact for a

future opportunity. A big hug

from Colombia to you all in

Malaga. See you soon, Dr. Francisco.

Yes, we were.

Yes, they can

hear me.

Yes, you can hear me.

Yes, yes, yes,

yes,

yes, yes.

Well, meanwhile, a big round of applause

for Dr. Francisco

Ruiz Rey. Let's see.

[Music]