Gamificación, inteligencia artificial y herramientas digitales para enriquecer propuestas educativas

Good afternoon everyone. I see that

several people are already connected. Let me

introduce myself, my name is Julieta Vivas.

And I welcome you to this meeting where we

will be talking about

gamification and artificial intelligence.

How to incorporate digital tools

into our educational proposals. Well,

all of this is aimed at getting a head start on

planning the proposals for

2024.

We are holding this meeting within

the framework of the digital education program

of the Telefónica Movistar Foundation

and the La Caixa Foundation, ProFuturo. And we

are doing it in conjunction with

Fundación Evolución.

The idea is that they can complement what

we will address in today's meeting

with the training proposals we

have on the ProFuturo platform, which

are synchronous online proposals that

will be available until

December 31.

And well, if some of the proposals have already started,

they have the possibility of continuing them until

that date. The proposals that

complement and allow you to

delve deeper into these contents are those that

are within what you will see on the platform

as the innovation school.

Yes, there are proposals about gamification,

educational escape rooms. You will find

a series of courses with which

you will be able to delve deeper or,

as I said before, complement

what we will be seeing today together

with Iván Artaza. Yes, I thank the

Evolution Foundation for

also participating in this

meeting and making this

meeting with Iván possible. I'd like to

tell you that Iván has a degree in

educational technology from the

National Technological University of Mendoza and is a

specialist in education and ICT from the

Ministry of Education of the Nation. She

has completed a diploma in virtual

learning environments at the UTN of Mendoza. He is a

computer technician. Well, in short, he has a

vast resume and is currently

working as a teacher in

secondary education institutions and

at the university level as well. I

take this opportunity to invite you all to

leave your questions and

doubts in the chat, so that at the end of

the meeting, along with Iván, we can address

the answers and

see if there's anything left to explore further.

I am extremely grateful

to everyone who is connecting; there are

people from Colombia, from La Rioja,

well, from all over the country and from

other countries, from Latin America

too, so

thank you very much for joining.

Now I'm going to welcome Ivan.

Ivan,

good afternoon.

Hello.

It's yours, and good afternoon. It's

great to have you here with us, so I'll let you get on with

the meeting, okay? Thank you.

Thank you, Julita, for the

invitation. Thank you, well, obviously to

Fundación Evolución and, well, to

all of you who are with us, who are

supporting us, in this, right? As

Julieta just mentioned, this also applies to the various

training programs that can be

found within the Telefónica Foundation

.

Well, what I'm here to share, or rather

present, is a

brief overview of

gamification as a

teaching strategy and how

we can enhance it with different

digital tools. Oh, and

artificial intelligence. I'm going to

share my screen, so, um, uh, let

's begin. Give me a second.

Okay, perfect.

I think it's already been shared, let's see

if we're there

, I don't know if Julieta will be

watching herself on screen. Give me a second. Let's

see if it's being shared. It is

not being shared yet. Let's see

.

Okay, there it is. We are? There.

If we're sharing a screen, let's see. I'm going

to stop, let's share

again.

Give me a second. I'm

sharing the screen again. It was just being

shared,

I'll add that.

There he is, Ivan.

There we are.

Perfect, yes.

Okay, perfect. Well, as I was

saying, the idea is to be able to

share some of what I also

develop within the field of

education at different

educational levels, and, as everyone knows, this

year, for the world in

general and education in particular,

is being seen as the year of

artificial intelligence, right? It's about how

we can make

appropriate, responsible, and above

all educational use of the different

tools we have at our disposal

, to enrich our

training proposals. And if we

accompany this technology with some

methodology or

teaching strategy, well, we can achieve, to a

certain extent, proposals that are

interesting and attractive to our

students and that in one way or another

also motivate them, right? In order to,

well, approach that

concept, that knowledge that

we constantly want to

share with them, right? So, this

talk is a little bit about that;

we're not going to go into

very deep conceptual details,

because you can delve deeper into that in the

different courses offered by the

ProFuturo school,

but we will at least touch on

the practical aspects, so that you're left with that

interesting feeling of, "Okay, I want to

put this into practice," right? I want to

start thinking about the use of these

tools that we have

available, right? But we don't

see them from that practical use perspective

from the point of view of

gamification, do we?

But well, within this topic of

education in digital contexts,

while it's true that

talking about the pandemic is already very overused, is

n't it? Thank God we've put it behind us

,

but well, I think it was a turning point

within the field of, uh,

education itself, obviously, because of everything

that has happened, but also because of all

the opportunities that opened up

as a result, right? Not only from

the point of view of the use of

digital tools, but also from the

point of view of work and other things, right?

The pandemic accelerated many of

those processes that were planned

to reach

education at a certain time, but which to some extent were going to be,

well, moved a little

in time, right?

Um,

and that's why in one way or another

today we're talking about that,

uh, I mean, we've already been talking about it,

concepts like

bimodal education, hybrid education,

uh, models or strategies like

flipped education, digital education or

virtual education, right? And the pandemic, to

some extent, accelerated those processes, as I was saying,

and that makes us, in one

way or another, start thinking

about other digital ecosystems, right?

Well, it's a reality that both

we, as teachers, as

digital citizens, and our

students navigate different

digital ecosystems.

Today, technology itself, for many

technologists, is conceived as a

digital ecosystem where we

develop, where we

communicate, where we access

different sources of entertainment,

where we also work, and education

in that sense has not been the exception and

is not the exception.

Um, the return of the pandemic to

normal education, in quotes, as

we say, also brought with it the

return of that thing where we

have to prohibit the use of

certain devices, technologies,

or go back to what we feel is

safe, right? To these four

classic and traditional walls of

education and neglect all that we have

capitalized on, all that we have learned in

this sense, right? So, in these

digital ecosystems, in the different

environments in which we operate,

our students also participate

and, therefore, in the not too distant future,

from a work perspective, they will also

participate. So, it's

interesting to be able to develop

activities,

strategies, or projects within our daily practice that relate

to these digital ecosystems,

where there are certain roles we

play, certain tools

we use, and different types of

skills that

students also develop, such as

teamwork and collaboration, and not just

think about it from the perspective of the work itself within

our school, right? Within

our city, but also the

possibility of expanding those networks, right? It's

about connecting, about strengthening those

connection nodes that make those

strategies or educational proposals

much more interesting, right?

And gamification in this sense

also gives us that possibility, doesn't it?

To develop some projects that

link our students with

students from other parts of the world,

right?

There's an interesting report, isn't there? It was

published on September 30, 2020, and is

basically not a report, but

a

European Union digital education action plan, which

set out two major priorities.

On the one hand, to promote the development of

high-performance digital educational ecosystems

and on the other hand, to promote or improve

digital skills and capabilities.

There was an update to

the European framework for

digital competence, there was an

update last year, and there is

already talk of a professional commitment from

teachers and students, and especially

from teachers, to the development of

digital competence in our

students and

six other areas, right? Where it does, within

those issues, it

also refers to content creation. Well,

within these priorities there are a

series of measures that they establish, within which

I have only taken

those that talk about this issue of

artificial intelligence, right? On

ethical use. Today our students, without any

control, if you will, use

artificial intelligence, not as an

assistant, but as they say, "It

does my homework for me," right? So it's

also interesting to see this

ethical, responsible side of

artificial intelligence, when it comes

to generating content and enabling

our students, together

with us, to generate that

content.

And on the other hand, within priority

two, is updating, right? As a

further measure, these digital skills so

that artificial intelligence can be integrated

into that process, right? Well,

there are other measures that are

also somewhat general, but they make us

think about why

these measures are necessary according to the European Union,

right?

Because, well, as I was saying at the

beginning, this pandemic accelerated the

whole issue of incorporating

technology into

teaching and learning processes, and the idea is that

we, as teachers, are

constantly challenged to

find new ways to

connect our

students with these ecosystems, right?

That our students move through

these digital ecosystems, learning, with

us accompanying them, and that they become, in

one way or another, more flexible, right? And

that allow for more

personal development.

So, within that

context, well, obviously there's the

student involved, there are the

institutions, there's us, there's

education, right? So, what do

we do? What strategies can we

develop to promote

the implementation of these

digital ecosystems? We can't just

use virtual classrooms; there are

different digital tools where,

with this flipped classroom concept,

we make different

materials available to our

students. Then, in the classroom,

we work with other dynamics and more,

but the intention is always to

try to find those

innovative approaches, right? For

many years now,

different reports have been published, and there are

opinions from specialists and

technologists regarding

innovation and trends in

education in general. In this case,

the Horizon reports, which

generally focus on the

university level, are

where we want

our students to gradually become involved in

education. Even before

the pandemic, there was talk about designing

blended learning environments, redesigning

learning spaces—not

only

physical but also virtual—

and fundamentally, in the long

term, rethinking how

institutions function and

how we implement

innovative strategies within them to ensure

our

students feel

motivated.

After the pandemic, the

Horizon report also began to address, and

even incorporated,

artificial intelligence, as well as everything related

to

online teaching strategies and

hybrid learning. There are many

general aspects,

publications, and suggestions that

point to this issue of

considering proposals not

only for face-to-face learning but also for

virtual learning. So, today our

virtual classroom, sorry, our face-to-face classroom, is

no longer just students sitting

on a bench in a certain way, as we have

been doing for some time, but

thinking about that concept of the expanded classroom,

right? That relationship that lasts over

time

between us and our students.

But this doesn't require us to

be permanently connected

synchronously with them, does it? Because we

always end up in each

country with this issue that

sometimes teachers say, well, I don't do such and such

because it's

part

of what I'm paid for, so to speak

, right? So, I'm not going

to log on, I'm not going to do any activities.

So, that commitment

revolves around those issues that

are also an inherent part of our

profession. But hey, we don't necessarily have to be

connected with

our students. So, the

possibility of creating these

digital ecosystems, of generating a

digital resource that speaks for itself or

incorporating a video, an audio, having

an avatar that presents

a specific topic or

welcomes a

particular course, ensures that the

connection or relationship between

us and our students

remains active, right? For consultations,

for carrying out activities, for

evaluation, for peer evaluation, for

self-evaluation, well, different

types of strategies in that

sense, right? For

many years now, this

link between classical

educational pedagogies and technology has given

rise to a lot of

pedagogies, pedagogical models

that many considered emerging at some

point, but not so much today because they have been around for a while

, right? Like

connectivism, the flipped classroom, the

one-to-one model, experiences that have been

adopted as public policies in some countries

, such as in

Argentina and Uruguay

through the Ceibal Plan, and a series

of initiatives that link

technology to teaching and

learning processes, gamification also emerges

as a teaching strategy.

So, what does gamification

basically consist of? It's using

game dynamics to generate

learning situations that, to a certain extent, can

involve students by, let's say,

battling in some way or progressing through

certain

levels, certain challenges, to

solve problems.

Sometimes we

associate gamification with a specific game; there are even

applications that have a

specific gamification section and

are just games, simply

true or false templates that, on their

own, wouldn't imply

this concept of gamification. But

if we take it, combine it with

other elements of

gamification, well, we give it that

meaning. So, gamification, in one

way or another, aims at this motivation

of users. Our students

and to some extent it contributes to the

development of capacities,

skills, competencies,

teamwork as we were just saying,

problem solving,

digital competencies, well,

the competencies of knowing how to do things

too because within those, let's say,

within challenges or

tasks that we can

put to our students in one

way or another they are creating in some

way, right?

Well, within gamification there are a

series of

elements, which in that pyramid of

gamification with respect to the

components, the

dynamics, well the interaction of these

three elements are what generate that

gamified activity, right? It's

also important to make a distinction between

gamification and

game-based learning. Some people

treat them as synonyms, but there are

important differences. Sometimes

we design a game or give

a game so that the student can

, uh, well, learn or

simply be entertained and

learn from that entertainment, but it is still just

a game isolated

from many other elements. So,

game-based learning is the

use of games as a tool

to support learning,

or the simulation or assessment of

knowledge as well. There are many

applications that are based on games

that, used in isolation,

are simply a game, but if

we integrate them into a

gamification process, they take on a

different role, right? So,

gamification transfers that

game mechanic to the educational and professional field,

with the aim of, well,

obviously, improving the learning

of our students and enabling them to

incorporate certain

knowledge. Within the

classification of these games are

serious games, which is learning through

play, edutainment, and

gamification itself, as

we were saying, learning using the elements

and techniques of, uh,

games, basically, right?

Well, within the market, here are

some of the tools that, uh,

use some gamification or

are simply platforms where

we, uh, put our

gamified proposal, right?

Um, I'm not saying it's a problem, because these

are spectacular tools

that are available and so on, and

in some cases, the

gamification structure itself is already there

for us to simply

upload our story, our

narrative, our elements, the

prizes, and so on.

But, well, the point is that we have to

adapt to these tools, right?

Sometimes there are tools or

platforms that you haven't used in a long time,

and when you log in you realize

that there have been changes and it's hard

to adapt again.

So, the fact of using

platforms created by other

companies, by

other training providers, means that we have to

adapt, and perhaps that's what I

personally don't

like, because they are

spectacular platforms. There are

Argentinian platforms like Movid, Juriel,

a Peruvian platform that does

great things with

gamification, and then, well, the

classic ones, right? Genially, Quizizz,

Kahoot, how great, you can create

content. But like I said, right? We

have to adapt to these platforms and

many times we even have to

enroll our students or have

our students enroll on

that platform, right? So, the idea

in this webinar, in this talk,

is that we can create our

own platform with the

digital tools that are available to us for

free, right?

Well, these

are all elements of gamification, right? And that's

when we run into a

problem.

Sometimes within the dynamics of

a teacher, with what it implies in terms of

student attention,

planning, well, the design

of materials and so on,

sometimes we even study, we continue

studying, it becomes difficult for us to

think, let's see, what narrative am I going to

put to that proposal? What will

the rewards be? How do I design the

badges? What challenges am I

going to set for him? What will be the

avatars or characters that will

interact? How do I design those avatars?

No? The ranking I'm going to make

based on that, well, they're all

issues that when we

analyze them coldly, we might say,

"No, this isn't for me, this is too much

for me." And there are many of us teachers out there

who aren't very

familiar with technology or

the vast number of

digital tools on the market, and

suddenly, as we say in

Argentina, we throw in the towel, this

isn't for me, and we neglect the potential

that gamification can have,

especially for generating

innovative proposals for our

students. Well, the idea is that

we can now use some

artificial intelligence to

help us; we'll be using the

GPT chat, for example, as an assistant

to help us in building

that narrative, obviously adapting it to

each of our needs, not

just copying and pasting, but

adapting it to the context in

which we operate, right? We'll

return to some of those

elements of gamification.

But there's another issue,

a kind of myth, if you will,

that gamification absolutely must be

developed with digital tools,

and this is false, isn't it? We can

create gamification without needing

digital tools, right?

There are some very interesting experiences, like

the one I'm going to show you next,

because sometimes in very

small cities, like ours, or in

very small provinces, like

ours, the province of La Rioja,

sometimes we are lucky enough to develop

classes in a

rural context, right? where there is often not

even electricity.

So, how can I—and

that's where recurring questions arise—

say, well, this whole

gamification thing, these

digital tools, is all very nice, but I'm going to a

rural school where there isn't even

drinking water, there isn't, I mean, there are other

needs, right?

So, how can I enhance this

gamification aspect? Well, here's an

experience that I find very

interesting from a

Spanish colleague named Azahara Sainz.

She has a blog, and she's even

transformed it into a

global movement called the Huertijí Movement,

right? It uses the concept of the vegetable garden

to generate different proposals

related to primary education,

right? She's a genius, I was lucky enough

to interview her

for my students, and through

that movement Wartille, she's

calling on different colleagues from

different parts of the world to

join this proposal, right? Well,

within that, there are different types of

strategies. One of the ones

she used was this gamification of Harry

Potter and the seeds of the future.

Well, here's an

important issue within gamification.

When I'm going to propose the

narrative or theme that will, let's say,

house the concept I'm going to

develop, we have to think about what

appeals to our

students. If I present a story,

a narrative based on what I

like, it's possible that my

students won't be captivated by that

theme. So, Harry Potter

is generally something that grabs all

the boys, right?

So, basically, everything here is

in person, right? There are different types of

elements within this, including

stickers, there's an oath, well, that

's another element of

gamification, this thing of the

regulations or rules that will

regulate, in some way, this

gamified proposal and that all members

must respect, right? Well, there are these

characters, there's a kind of Instagram

for the class in person as

well, there's a map that

follows, let's say, the logical sequence through which

the

different challenges will go

. Well, there's a lot of work to be done

on her part. What's interesting

about her is that she also does a

radio program, and that's where this issue of

technology comes in, right? For

that radio program, students

send her audio recordings via WhatsApp, she

then downloads them with an application

to combine those audio recordings, and ends up putting together

a radio program that then

generates an expectation within the

community, within her city,

waiting for when the new edition

of that radio program comes out, right? Well,

there are small podcast applications that we

can implement with our

students to also leave

evidence of everything they are doing and

at the same time socialize it with the

community, which also has to

do a little with this issue of

leaving the school basically and being able to

socialize each of those

proposals, right? Well, here's an

example, a great example, that

gamification doesn't just involve the

development or use of technology

itself, right?

And then in the online experience,

well, there are many experiences, here I'll

put two templates or two

proposals that a Colombian colleague made

. Well, basically what he

did was adapt or create

templates from Genially and

use them so that his students

could interact through

different challenges. And there's

also the Escape Room, which are things that

Genially also has incorporated,

so you can make a mix between

some of those templates

to generate a somewhat

attractive proposal, right? And then there are

other experiences within

platforms like Yuria's, which I

suggest you explore because they are

interesting to work with.

Okay, now we're going to get a little more

practical, shall we? So that

you can get that feeling

, well, we can make a

gamified proposal.

What are we going to see in this regard? Well,

artificial intelligence as an

assistant for the development of a

gamified educational project.

Why an assistant? Returning to this

question, I mean, I have to start

thinking about a narrative, let's see, I want to

teach or I want to

develop a project on

environmental pollution in our

context. I want my

preschool students, or students in the early grades or

elementary school,

or in some other subject related to

secondary school, to be able to use

a

gamified proposal based on that subject.

So, how do I create that narrative?

Well, there are the

artificial intelligence tools that allow us to

generate, well, basically content,

GPT chat, Bing or Bard or simply Luz

AI, which my students use a

lot because it's a chat linked to

WhatsApp, that is, it's like a

WhatsApp contact, although it's true the

responses are somewhat limited, but it's very

useful when it comes to being able to work,

especially when there's no

internet connectivity, but there is data for

WhatsApp, right?

So, we're going to try to

start generating that chat, basically with the

GPT chat, then we're going to

use Bing to generate some

images and other things and start

customizing

that gamified proposal. Well, within

the digital tools that will

enrich this proposal, well, here it

depends a lot on what the

objectives are that we want or are going

to pursue with our uh with this

proposal, what we want to evaluate, how we

want to evaluate our students

also, even uh generating

collaborative activities within

the platform. In other words, if I create my

gamified proposal and one of the

activities, the challenges, is that

students can share a

photograph of the pollution in their

neighborhood and that there is a comment

about it, well, perhaps Padlet, which

is not incorporated here, perhaps

embedding a Padlet within that

gamified proposal would be

interesting so that I can assess or

find that evidence of

learning from our students

within a collaborative activity. That's why I

say, it also has a little to do

with strategies, not

just gamification itself, but

what I want to evaluate, and how I want to

evaluate it. It's not just a

multiple choice, true or false form, but

what other skills am I assessing in

my students, right?

Well, and for that, within

that tool, we are going to use

Google sites to present our

proposal. That's going to be our

ecosystem. Starting with the

Google site, we are going to put together that

gamified educational proposal and from

there we are going to start

incorporating not only the

welcome, the objectives, the

badges, but also those

activities that allow us to

have, as I say, that

evaluation evidence, right? So

, what

artificial intelligence tools can be used to

personalize that proposal? Well,

Deep's, uh, which is the one that allows us to

generate a video from a

spoken image, generate images with Bing, with

Ideogram, well, Pixlr, which is an

online graphic editor.

Eh also has a possibility there

to generate content, Crayon too.

Well, generating a kind of world with

Blockchain Labs, and well, and this one from

Juliet, which also allows me to generate

some, well, stories, right? I

recently added this one, I'm still getting

to know it, but it also has its

potential. Okay, let's go over this a little bit

. What we're going to do first

is, within our Google Drive, what we're

going to do is create—I always

say the same thing—create a folder within

Google Drive so that we can

later, well, organize ourselves, right?

Otherwise, later, within Google Drive, with

so many things we keep adding, we

end up getting lost or

losing what we were actually

working on, right?

Obviously, we need to identify which

email user we have

available and, well, from there we can

start creating that website. Well,

simply put, creating a website is like going to

New, Google Sites. Well, many of

us use websites for

our classes. I use it, for

example, with my

high school students as a portfolio of

evidence; instead of carrying a

folder, what my students do is

maintain their Google site where they

incorporate information and so on, right?

Okay, let's think of this

Google site as our

ecosystem within which we'll

start adding our narrative.

Let's take that concept, for example,

from environmental pollution.

So, let's go to the GPT chat

and start talking to the

GPT chat. There's

always this question of

prompts and what things I can

ask him. We're not going to go into

technical details about what a question should be like

and so on. I suggest you

chat as if you were, in fact, if

you want, in the GPT chat you can say,

"Could you assume the role of a pedagogue

specializing in gamification?" And well,

there they'll have someone within the realm of

artificial intelligence who will

answer their questions with somewhat more

accuracy. I'm not going to take that step; I'm

simply going to say, "Hi, I

need to

create

a

gamified educational proposal

about

environmental pollution in Argentina.

Could you share

at least five ideas or themes

for this proposal?

Let's see what it gives us,

and if it doesn't give us what

we want, we'll keep

asking.

Here it already gives me five. So,

the first narrative, if you

will, is Ecological Rescue Mission

. The second is

Eco-explorers. The third is

Eco-city Challenge. The fourth is

Air Investigators. And the fifth is Environmental Escape Room

.

So, I'm going to take one or two; I'll

call it Eco-explorers or Mission to the

Rescue. The first one says, 'Design a

game where students take on the

role of environmental heroes who must

face challenges related to

pollution in different regions of

Argentina.' 'You could carry out missions

to clean rivers, identify sources

of pollution, and develop

sustainable solutions.' Let's suppose

that I I'm sticking with the first one, so I

tell her I'm interested in

option one.

Could you share at

least four levels to explain

mitigation?

Let's see what those levels are that you're going to

develop for me.

Level one is called the Clean Air Challenge

. Obviously, as a teacher, what I

have to do is read and think

about the context in

which I am, or in which my

students are at this moment, right? Because,

look, I was

researching

water pollution and it was telling me about

ocean pollution,

level one being about going to the beach, and

I live in the province of La Rioja,

we're 1,500 km from the

beach, so there isn't much

context in that kind of thing,

right? So, thinking about that, reading, or

else saying, well, level one, I'd

like to clarify what such and such is,

why? Because here in my city

there's a factory that's always releasing smoke into the

air, well, what activity or what

challenge could I propose in that So,

assuming all of this follows the same

line as what I've planned

, well, I already have level

one, so what we're going to do is

copy level one. We come to our

website, and within the pages, I'm going to

add page number one, which will

be level one. We'll type "

level one," press enter, and within

this level one, I can paste

the level it

refers to, right?

Level one, Fresh Air Challenge. Let's

create level two.

We'll add level two,

and so, since I've already defined what

those levels will be, I'll add

level three,

I'll add level four,

I'll add a section for the rules

or

regulations, I'll

add the regulations. Regulations.

Regulations. I

can also add the

prizes or badges that

our students will receive. We

can do this in a separate section or

directly within each level,

below those levels, right? Well,

basically, I have the structure here.

Now, if I already have the entire

educational proposal The gamified version is ready, already

developed, but I haven't

shared it with my students yet.

Obviously, the first time I

share it, I'm not going to show them all

four levels at once.

What Google sites allow

is that I can hide

each of those levels within the navigation

. So, the student will

only see the levels I

want them to see. And then, when the

time comes, according to the

logical sequencing of content I created—whether I

plan for one week per level,

two weeks per level—I'll

enable them and inform my

students that they're ready. This

doesn't mean we'll work 100%

online; we can also link it to

in-person activities,

right? So, that's where I

'm already using both gamification

and the flipped classroom model, right? Okay, guys, go ahead,

level one is already

activated. Please watch the

videos and do the activities.

Later, here at school, well,

if we're talking about pollution, we'll

do something related to pollution

within the... School. So,

virtual activities are being developed alongside

in-person activities.

Even the awards can be

in-person as well, right? Well, that's how we're putting it

together. So, within

level one,

I can add,

for example, the welcome message within the text. We

'll add a

heading, a color, well, all these

aesthetic elements.

Here, we can

link the color to the themes. If I'm talking

about water, the environment, we'll look for a

color that's more or less

suited to that. We

can analyze the whole color scheme

according to the aesthetic we want to

give our proposal. Let's

use 24, wait a second.

Let's use 30 and make it

bold, okay. So,

I can create that welcome message in two ways. I

can even say to the GPT chat, "Now,

I need

a welcome message

for this level."

Obviously, I repeat, this isn't copy and

paste; I have to read each

of these pieces of information. Now, I could

copy it directly with text, or... I

could generate a character to

welcome them. So, I could do it

in two ways, or I can do it easily like this:

we copy it there, if we

agree, we'll insert a

text box, paste the plain text,

and then add the formatting. If you see

that the text here is very brief, very

short, because these are

high school students who I want to read more, and

so on, well, I ask the GPT chat to

create the text with a certain number of

words, 700 words, 200 words,

well, you can

customize all of that. Here I put a

very long, very

large font, sorry.

Okay.

So, there we go, trying to

customize it. We

can even add a background image to this block that

has something to do with water. I could

select an image that comes

pre-made within

Google sites, or I could upload an

image that I need. Here,

all of this is customized.

But well, as I was saying, maybe I

can do it like this, or I can directly

add one or two

content blocks where the characters will be. They're

going to give a

welcome. So, there I'm going to

use another

artificial intelligence tool, in this case,

Bing. Well, Bing is a

Microsoft tool that uses

DALL-E AI support and

generates very interesting images. It's

currently free and open source, and you

can create spectacular things with it, right?

The only difficulty, the only

limitation, is that they have what are

called boosters, or 13 coins—

excuse me, 15—that are

updated every 24 hours. So,

I could generate 15 images per day,

basically. So, if I say that my

gamification is about clean air,

about an explorer—let's see, we

said here that it was

called ecological rescue,

or environmental hero students—

then I'm going to search here for a

3D environmental hero student. Let's put it in 3D,

Disney

Pixar style. Let's see what

I get. Here I could add something within

this text There's a lot more text available

so you can give me much more detail, whether he

has glasses, whether he doesn't have glasses, whether he has a helmet, whether he has, um,

binoculars, uh, well, we

can incorporate those things, right? Okay, here are

some suggestions. I'm removing the word "

hero" so it doesn't take it as a

hero, "environmental student." Let's

put here,

uh,

Pixar style, uh, with, uh, explorer's hat

and a map in hand.

Let's see what it generates here.

Well, the idea is that it generates an

image, preferably in the foreground. I

could also add, here I

added any, it says, no, it doesn't say

hat. Um, I could tell it to

be in the foreground

so that I can then,

in quotes, give that image life, right?

While this image is loading, there it is

, we'll see it. It could be this one

here.

This character, which we're going to

download, I'm going to save this image. We're

going to save it.

And I'm going to go to another tool

called D-ID or D-ID or D-ID, I don't know how to

pronounce it in English. I'm going to register.

This image is this tool,

sorry, it's very interesting

because in one way or another it brings

that character to life. Imagine

generating or downloading an image of

Christopher Columbus, if you're a

history teacher, and telling it to

take on the role of Christopher Columbus in the GPT chat

and welcome you to the

history class. You would have a

video of Christopher Columbus

welcoming you to that block or

unit, right? What we're going to

do here is create a video. This tool

only has 20 credits

per account. I

mean, to introduce it to

you now, I had to create a

new account because I'd already used up my credits,

and well, what we're simply going to

do is generate an image, upload the

image we've generated.

If there's an error in the image,

well, sometimes, because the image is too far away

, it doesn't allow me to get

the face clearly. Well, there's no problem here.

Problem.

I'm going to bring the welcome text we just

made here, I'm going to copy it, I'm

going to paste it here.

While it's true that here it says alert,

well, something

like we've exceeded the limit, we've

exceeded the limit of this

preview, let's say, for one

way, right? I'm going to choose the

language, in this case, the language, uh,

Spanish, for example. We're going to choose one

that isn't from Argentina, because

Argentina only has, uh, two types

of voices, nothing more. We're going to choose one

from Mexico, let's say Jorge. Let's see

how Jorge sounds. I don't know if

the audio will be heard there, but

see, he sounds like a man. We're

going to try if it's a child.

Let's see if from Guatemala, Andrés,

how does he sound? He

also sounds like a man. Um, let's

look for one that sounds more like a child.

Let's see if, I think there was the one, the one

from Ecuador, I think it's one that sounds

more like

a child. Let's see, give me a second.

Um,

here it is, Ecuador.

Ecuador. Let's Look,

Ivan, it's not working,

the sounds aren't coming through, Sam.

Okay, perfect. Okay, now let's

generate the video. I'm generating the

video here. In this case, since it's a

very short video, there's a credit, so I'm

going to generate it, it takes away one credit from

the 20.

But anyway, I have a little trick

for, let's say, if I've already

decided which character I'm going to

use, I download that

video, even if it has a

different sound, well

, I use a

video generation tool, so that,

well, I remove the original voice and

add a new one. We

'll see a little bit about how that works

.

Well, here, obviously the video is going to

upload. I have to download that video

, I'm going to upload it to my Google

Drive, and from Google Drive, since I

'm already creating the Google site

with Google Drive, I won't have any

problems being able to Linking it. That's where

the potential of Google sites comes in,

because of everything involved in using

Google Drive tools.

So, I don't have to upload it to another

platform, upload it to YouTube, copy the

link, come back here. Well, you

can also do the YouTube thing from here,

but anyway, this is the issue.

We'll wait a second for it to load.

There's the video loaded. It didn't tell me there's no

problem. The video is 1 minute long

and it's like this. Well, there it is, he's

speaking, even though you can't

hear the audio, but anyway,

this character is welcoming us,

right?

There's

this same student. I'm going to

download it,

right? Well, we're not going to do the

upload process again to the site, I mean,

Google Drive, so as not to waste time.

So, if I already have it uploaded, I

simply have to click there, I

go to Google Drive, and inside Google

Drive

what I'm going to do is look for that video. Let's

see, I have it here. Here I have other

videos. Let's see, let's go again

, I have... Here

I have some videos, I click on them and that's it

, so I don't need this

text because the student or the

character is already welcoming them.

Here I want to see how this looks, I do a

preview

and I already have the welcome

here, done by this avatar.

Ah, I simply click

and in this way I already have that welcome

and I extract the text. This is thinking about if I

have to implement this proposal with

very young students who don't yet

know how to read, then using the

video tool, in this case,

as a strategy to convey something, is very,

very interesting, right?

Well, there we are proposing these

proposals with some of these

tools, right? Generating the image

from this image generator,

generating the video from this

D-ID tool, and well, we are

generating that narrative. Here I can

continue chatting with the GPT chat and I would

ask you now, now I need you to

share with me,

uh,

a list of ten

rules

that will regulate

this proposal

intended

for the compliance

of my

students.

Well,

here, obviously, I repeat, We

have to read it, so

these are going to be the rules that will

regulate all our gamification. I

read it, I review it, if I want to

add any other

evaluation criteria, if desired, you see,

clear communication,

continuous learning, enjoy the process, we

copy it, we come to the website, we

go to the pages, to the rules page. I

add a title or simply the

text

and we paste it like this.

And well, obviously we have to

format the text: aesthetics,

the colors, some image that

represents the rules or upload

it within the images, well, we

can do all that kind of thing

within this page, right?

Okay, so here we've already done something

using artificial intelligence. We're

not going to develop the entire

gamified proposal, but this is about

talking with artificial intelligence and

requesting the things that we

can develop from

this proposal or

the idea that we have to

make it.

Then comes the fact that we can

incorporate

other types of tools. Right? In the

case that I want an assessment,

we'll go to Educaplay. And

Genially too. Let's

suppose I have a Genially with the

content. I'm

going to look for, for example, a

welcome message here. Let's suppose this is

the content.

So, in Genially, like almost

99%, I'd say 100% of the

tools, you have the option to

share it through a code,

right? So, we have to find that

code, which usually has a

symbol called embed code,

iframe code, or code that

simply has a symbol that says "

insert." We copy this code,

and if within the challenge I have something to

embed, I want to embed a

PowerPoint or some

text, and the text is, how

can I say it? Not very appealing to the

student, or a PDF is poorly scanned,

well, I have the option to

link digital tools where the

content becomes a bit more

attractive. So, it also gives

that personalization to something as

important as the concepts

I want to convey. So that my students, well,

let's say, can access it, right?

So, I've already copied the

Genially code, I come to this option that

says "embed within my website,"

we select "embed code,"

and here's where I'm going to paste the Genially code

where the student will access

that information.

The important thing about

inserting the codes and not the links is that

many times students

access our resources

from

mobile devices, whether it's a cell phone or

a tablet. If I put a link on the cell phone

, it's likely that

the student will

click on that link and it will take them away from the

platform.

And that's usually a bit tedious,

because then I have to go back

again, and the

student ends up getting frustrated and giving up

, right? They say, "No, this is too

complicated." It's

different if they access the website, and

here I'm going to show you the

mobile view, for example, access the

website from your cell phone, see the video

that's already embedded there. And they can

access the presentation from their

cell phone without having to leave

the application, the same if they do it

from a tablet, and the same if they

do it from a computer, right?

So, what

the student will simply do is go through the

presentations, and what's also interesting

about Genially is that, being a

platform, as we usually say,

a platform to which

other tools can be added, I know that I

can add a Kahoot, I can

add another Genially, I can

add, well, videos. So, it

's not necessary to create a whole page

within my level of

extensive gamification with a lot of content;

I can simply centralize or, let's say,

unite all that content within a

more attractive proposal like a

Genially, right?

And if,

for example, I want to add, we'll go directly

here, "

What did we learn?" We'll

put it here.

In this case, I try as much as possible

not to include an evaluation, because

the word itself already creates

tension for our students,

so I... So, what did

we learn from all this? From watching

the presentation, accessing the

content, watching the videos, and

listening to me—because

I probably

added my own audio or video to this Genially—

well, what did we learn from all this?

Then, I could add an

Educaplay activity. I don't want my

students to be evaluated to

get a numerical grade, because

otherwise we're just repeating the same old

classroom approach, right? A

multiple-choice question or true/

false. I

simply want the students to be able to

self-assess. For example, the crossword puzzle:

what words did we do? Matching

columns. There are a number of

games within Educaplay that are

interesting to do

based on our theme, so

the students can gauge their progress in that area.

We're not going to create a

specific activity here, but many of

the... I've already created some here, for

example, a word search. Once

that activity is published

, I go back to

sharing a code. I copy the code,

go to my website, click "

insert," then "

insert codes," and

Educaplay usually has a limit

that makes the file size for that

game a bit larger than what's

allowed. to the box or

frame that I have inside this

Google site. So, maybe it's a

good idea to remove the number here; I

always remove 200, so this will

be 595

* 490.

We click next,

and this game will be inserted, which

the student can then

play for as long as

I enable it within a certain

period. And then, they can try things out,

trial and error, to see what they're

missing in terms of the

bibliography and the videos that

I've added

previously. We're going to center it.

Well, then within this

Google site thing comes all the aesthetics

of adding colors. Okay, it's the emptiness

of pure air, here we're going to add

a background image. We just used

Bing, for example, right? Another

tool that can be used is

Ideogram.

Ideogram is also a

free image generation tool that

has a lot of images that one

can obtain, removing,

for example, using the prompt or the

instruction that has been given. So,

here I'm going to put,

for example, this, a background,

give me a second, what do I call

this, the fresh air. This, a background of a

forest

of a, wait for a of a

of a forest, it erases the letters here,

of a forest, um, with clouds and

fresh air. Okay, let's put it

like this, I don't know why it keeps taking the

letters away from me here.

We're going to put it here. Well, here I'm

asking him to make me a poster, to

make it in 3D and to make it, uh, as if it

were cinematic, and here I'm going to tell him to

make it in almost landscape format.

We are going to generate. We generated that image, and

this is my original image that I

created with my own prompt, which I will

add as the background for each of the

levels. So, also from the

point of view of the images, from the

point of view of the characters that

each of

those levels will have, uh, I mean, let's suppose that

level two, uh, we have as a

challenge, uh, to eliminate or, not eliminate, let's

see, um, to

put, uh, in jail or sanction the

person who or the achievement of the, I don't

know, let's give it any name.

Well, I can generate that, right?

So, I'm kind of customizing all

those kinds of, um, images, right?

Uh, levels too. Okay, I'm

downloading this image.

We're going to download it, I'll go back to my site

and here I'm simply going to place an image,

I'm going to upload an image from my

computer and in this case I'm going to place

that image.

Here I can place it if I

want it higher, lower, in the

center, and well, from there I

customize each of those

environments or levels that I

create according to the theme

of each one, right?

Well, another

interesting tool is called Blocks Chat Labs,

which generates—let's see if I

have it loaded here—

it generates a kind of

360-degree microworld. It's a very short video,

but it also

makes things more interactive, so you can

see, well,

participate more, right? Furthermore, we

can ask our students to

create it. Well, that's another

possibility, isn't it? One might

think that everything depends on

us creating it, but what if we tell

our students to create their avatar

and share it, that the students

create the world they

want? If this website—excuse me for saying this—

has an option to

share with others. So,

I can share this website with

a teacher. I'm in Argentina, in

a city called Inmaculada,

in the province of La Rioja. I

share it with a teacher from, I don't know,

Mexico, and we work on it collaboratively with

our students

. So, we are

generating an international collaborative project

on a common theme

such as the environment or

water conservation, where our

students put this

prosumer concept into practice, right? They are no longer just

consumers of what we are

offering them, but

also producers of their own content, right?

So, here I'm going to place this

world,

uh, free of pollution,

with pure air, uh, clouds, uh, for clouds, uh,

clouds, uh,

excuse me for a second, uh, uh,

clouds and uh, water uh, in waterfalls.

In waterfalls. Here I can specify what

kind of

futuristic, surreal, or

fantasy style I want.

Let's add some fantasy and let's

generate.

They have 391 characters to add the

details of their world and let's see

if it

generates it here.

Let's see, wait a second.

And it's going to create a kind of

world like the one we're seeing here.

There, that world that it's generating, I

can download it, the world, let's see

what it generates for me.

A world free of pollution, with

clean air, clouds and cascading water, it

is telling me, let's see that I gave it that

instruction and this is

the

world it has just created for me. This.

I can download this; it downloads

as a small video, it's

actually an image. We download it, and

well, I can upload it later to that

environment or share it directly with

a link so that the students

also have that feeling of what this

fantasy world is like, this world we've created with

gamification and that we're

interacting in, right? Okay, let's get out of

here.

And so on, we can create, I don't

know, as I was saying, a Padlet too,

we can generate this

Flip tool which is a

completely free Microsoft tool that

allows me to create, well, topics

to discuss with my students,

have different instances of

dialogue, participation through

videos and so on, right? Okay, so

we could continue developing,

the most important part of this

website remains, once we have generated

the levels, we can generate the

badges, that's something I was overlooking

, we generate our badges, I'm

going to generate, uh, a badge, uh,

a badge about the

3D environment.

In 3D. Let's see what that

badge generates for me.

Well, here's where I'm going to generate, or

try to generate, to see what

artificial intelligence tells me,

the prizes I'm going to give to my

students. If I can't generate those awards

here or I can't find

the image I want, well, I can

get them online; there are hundreds of badges

that I can edit and

print. Well, here I have a

badge, see? Let's assume this

is the badge for level one.

The badge I created for

level one. I'm

going to download it.

I'm going to use a

tool called remove.bg for this badge.

This image tool is used to

remove the background or add a

background of my choice.

We're going to generate it here.

Artificial intelligence also

generates and removes the background. So, if

I want, I can add a background that I

already have pre-set, for example, a

blue background, a background that is already part of

the theme, otherwise I simply

download it.

We downloaded it here, I'll come back and maybe

here I'll add, for

example, this

uh prize

uh

or let's see, I don't know, uh achievement obtained. I

can add the text, if you complete it

correctly or get a

certain grade or I can

assign you this badge, right?

We added this.

I add click here, we upload the image that

is in PNG format, that is, that image no longer has a

background.

So,

the fund won't interfere with us. I'd put this, uh, level, uh,

one that's been surpassed. Once that

was done, we

put it in place.

We click there, we give it to him. And here I

can add, uh, this badge is awarded

, badge.

Uh, or this badge will be awarded

to the student who successfully completes such and such both face-to-face

and virtual activities. We

can print this too. Uh,

there was a teacher in Mexico who

told me, well, but it would be good if we

could deliver it automatically.

Okay, so how do we do that from, uh,

Google sites? No, it's not like a

platform; there are platforms that already

come to incorporate the badge

automatically. What can be

done in this case is to go back to using

Google tools. In this

case, for example, a form.

Uh, here we are going to have to do like

small, uh, surveys.

I simply transform this form into a

questionnaire, and within the questions,

for an option, for example, of

correct answers, uh

, for example, for

correct answers,

I'm going to add a file, right?

Let's upload this, let's see if I can

add an image here, a file.

Uh, for every correct or

incorrect answer, I could upload that image.

Well, I can't upload it here.

Uh, let's see if we

can incorporate it. If not with

a link, I could incorporate it

directly, well, here in the GPT chat,

uh, sorry, Bing generates

a link for the file, I'll copy it.

We copy the image address,

upload it here, and paste that image. And

well, when the student gives a

correct answer or a certain

correct answer, they will receive that

badge, they will be able to download that

badge, right? As I was saying,

we can deliver it, deliver it in

person, basically, right?

Well, the idea is that, well,

we can be generating many more

tools, but the idea with these

small artificial intelligence tools

is to think that obviously

artificial intelligence is not

meant for very complex activities.

Sometimes we say artificial intelligence

and think it's a whole world in itself. Well,

there are some very simple little tools

for us ordinary folks, as

we usually say, right? The idea is that we

can use it in our classes,

in small projects, and why not

think about gamification from

that point of view, right? Generate the

gamified proposal with the GPT chat,

generate activities with tools we

already know, such as Educaplay,

Genially, Flip, Quizizz, Edpuzzle, which

also allows me to generate some

videos. And finally, finally, here I'm going to

have to change screens,

well, I'm not going to be able to change

screens. There's a tool

called Clipchamp, which is for editing

videos. This tool

allows you to generate video

from scratch, obviously, or to

incorporate video. It also has

a built-in

artificial intelligence tool that allows me to

give voice to the words I

load into it. So, there you can also

make configurations to try to,

well, customize those videos that

we generate only once with D

, basically, right?

So, well, that's what we did

within this proposal to get hands-on

. I don't know if there's anyone who

wants us to ask any questions. We

could be here much longer, but I do

n't want to go on for too long. I just wanted to

leave you with

this thought: we can create a

gamified educational proposal and, at the

same time, use

current

artificial intelligence tools, as well as

the

basic tools we already know and continue to

use.

So, that's all from me.

Thank you, and we'll continue online

.

Hi Ivan, well, thank you very much,

all the tools are very good, very

complete. Well, here's the thing, the

audience, the participants, something they

're asking about is because, due to

technical issues, this won't be able to stay on

our YouTube channel, and many are asking

if it's possible for us to send them

some of the material you were

talking about. I don't know if you

can share it with me later, and we at the

foundation

can contact anyone who asks us for it. I'll leave the email address there.

Okay.

so that

those interested in seeing the

presentation can send an email to that address in order to access the

different tools you

mentioned.

Seem to you? Okay, okay, yes, or else they can

also contact me because I use

Facebook more than I do, because I'm one of the

old-timers, as my students say,

how are you going to use Facebook, teacher? Well,

I use Facebook, so you can

contact me there and I'll send it to you via

chat, no problem, yes.

Absolutely, absolutely. Well, there were a few

questions, but I think you

answered them. I don't know if

you want to add anything else. Estela Maris

was asking how you develop

the storyboard, what elements you take

into account, for example,

characters, moments, if you do it as if it

were a narrative, uh

you mentioned some things, if you want to add

anything else to this question.

Yes, especially the idea that the

proposal itself, what makes it so

interesting, are those characters that

artificial intelligence often

returns to us without us

asking, but if we are very

detailed in what we ask for,

and well, especially if they already have

knowledge in narrative, if

they are language teachers, for example,

who are very attuned to that, well,

asking them for very specific things and

starting to work on that, right?

Sometimes I, well, I draw a lot

from that, I have some ideas, I would like

, for example, not to be an

explorer, but a

time traveler, so I start imagining what

that time traveler will be like and how I

can generate him with

artificial intelligence so that the students

feel a little more attracted

. Uh, and that narration, well, what

the GPT chat is developing for me and what

one can add based,

obviously, on the recipients,

perhaps for the younger children that

narration has to be simpler,

perhaps the chat, the chat has to

request

a type of narration much more

in line with the words and so on for

those ages. Well, they're like little

things that we take into account,

but, as I always say, it's not copy and

paste, but I generate it, I read it, I

look at it, it adapts to my students, it

adapts to what I want, uh, as a

proposal and, well, I modify it, I

try to adapt it to those

realities and, well,

then there's the other thing, which I think is the

most interesting part, from which

we also learn.

Sometimes we design a proposal

that makes us say, "Wow, that's great what I just

created." And suddenly we put it

into practice with our students and

they didn't like it, right? So,

those things, it happened to me with my

8-year-old son that I set up.

Testing is fundamental, testing is fundamental. It

happened to me with my 8-year-old son.

I put together a digital presentation and

included a picture of a

1960s television. I thought it was the coolest thing,

because there was a television in it, and my son

said to me, "Daddy, we're using

LCDs now, they're, uh, they're..." For him, a

1950s television

with buttons wasn't appealing. He found

a television appealing, so those things are

good later on, and you

refine them as you go.

To give it context, just like that afterwards,

well, Marisa, uh, Marisa Elena, she

gave us a suggestion, uh, when it came to

, uh, giving voice to the character and

what she told us is that you can

also record the voice of a child

narrating the text, right? Instead of using

default voices.

Yes, well, there are applications that

have that limitation, uploading a

particular voice, but it's like,

that configuration of choosing

voices is something that all

digital tools have, they are the same voices

for everyone. Um, I don't know, technically it should

have a name from the

programmers, that kind of thing,

but there's a voice that's kind of like a child's

and you can do that

configuration, but it would be

great if they could incorporate that,

considering what I'm saying again,

right? According to the recipients,

even if they are smaller, I

always say, and that happened during the

pandemic, right? How great to generate an

educational proposal that, uh, uh, since

we as teachers

weren't face-to-face with our

students, I can give them a voice so that

my students also feel that

the teacher is there, even though he is

n't physically present, if you'll excuse the

pun, right?

So, for

example, if I add my own voice to a Genially presentation,

giving instructions, or even a

video, then the user also feels that

connection to the content I've

created, and obviously I'm there

for them, right?

Great, well, look, Ivan, I'm also

showing you some comments on

screen from teachers who really

liked it and who are taking several

tools, like Ilsi told us

, and then Marcela also sent her

congratulations, saying the

tools presented were very good.

This, from my side, is something I was

interested in asking you, but to wrap things

up,

is

how do you see these tools when

thinking about what adult education is,

right? Uh, I know why one always associates

games and gamification with

childhood and adolescence.

And I ask, is there a possibility, or rather,

what would you take into account when

incorporating these tools into a

proposal for adults?

Uh, yes, well, uh, one of

the people connected is Marisa Conde,

right? I think she's one of the most

qualified and a genius in this area of

games,

video games, gamification,

escape rooms and so on, right?

Obviously, I believe there are no age limits

for playing, right? What's more, there are no

age limits, you know, you never lose the

child within, right? So, perhaps the level

of demand within the field

of gamification is different for a

child than for a teenager, than for

an adult, depending on

adult education, where the focus is

mainly on trades, if you will

. We're talking

about adult education, not

university education, right? Perhaps

university education demands a different level

of rigor from that, well. I follow

Marisa around here, and Marisa

works a lot with escape rooms

too, right? This is good, this idea of

creating learning situations

within the physical classroom, which

involves different types of

cognitive demands in order to

solve problems, right? And to be able to leave

the room, as they say, right? So,

I think that kind of work is

interesting when you think about it for

adults, right?

Well, that also depends

a little bit on those contexts,

right?

Exactly. Well, congratulations

also from Carmelo Allende,

who says the resources are very good.

Okay, there's a question for us, let's see, I'll put

the question on the screen so

everyone can see it.

Um, the question is about

reducing the size of the

images or videos when uploading them. How can you be sure that

the content is not lost? I don't know if it's a

matter of trial and error, or

if there's something to keep in mind, like trying to keep

the images from being too large.

Well, the images

generated with artificial intelligence are actually of

very good quality. Hey, it doesn't get

lost, look, I remember that in other

times we had to be there with

Paint trying to reduce the

image quality so that it wouldn't be so

heavy, because we had to upload it to

a PowerPoint. Well, here we

work on servers that are not

ours, so generally there is no

problem with the image size, if you

will. The higher the

quality, the better, but we don't

care if it's heavy. That's true in

the case of Google Drive, because, well,

we have 15 GB of storage, but

that's relative, it doesn't necessarily imply a

problem in itself. Well, it's been a very long

time since I've resized an image, many years I'd

say,

because

since I work with

online tools and the servers are external, I'm not very

interested in how much an

image weighs, because it's hosted somewhere other

than my computer itself. When

I make a Genially, when I even make

a Google presentation, when I make

a Google site, I try to make sure that the

images, even the ones I find on the

internet, are as high-

resolution as possible, that is, that they have good

pixelation, and well, obviously to generate

a more interesting proposal

, right? So I don't think there's a

problem with the image issue.

Great, thanks, Ivan. And that's the

last thing, and we'll wrap this up. Miriam asks if

you could please repeat the name of

the last application you

mentioned regarding the

voices.

Good. Well, there are several, I mean, it

's not really an application

of voices themselves, but rather

video editors. Um, one of the ones I'm

using now, which is from Microsoft,

which is free, well, it does have a

paid version, is called Clipchamp, uh, it's a

video editor, I'd say almost

professional, it's online, it often depends

on the connectivity we

have, but you can create

spectacular things. Within this

application, I can't share my screen

because, well, I have it on another one, it's not

working on

this computer, basically, but it

works perfectly and, well, you

can generate text to speech, I mean, I press

Clipchamp with J.

Clipchamp, uh, with, let's see, give me a

second, let's see if I can

enable it here, it's with P, Clipchamp with P. Uh, let's see

if I can generate it here because

I want to open it and I can't open it. There it is

, let's see, no, I can't open it. It

stays, it stays, already starting the There it is, let's

see if I can share it, give me a

second more and I'll share it and

show you in general terms. And

on the other hand, what they are

also asking is if you can say what your

Facebook is so that those who are interested can see it. I

'm adding

Iván Artaza to that. Okay, it keeps

restarting on me, but I can't

share the

screen. It's called Clipchamp, it's an

editor, let's see if I can access it

again.

It's an editor I use quite a bit; it's

also online. If you have the

latest version of Windows, you can

enable it on your computers as well.

But it's an editor that even has... I

mean, the voices I can create,

the voices I create from

there, are transformed into a

file as if it were an

audio file. Then I can add that audio

to certain videos, to

certain images, or add audio to a

video that I've already muted, for example,

right? So, that little video that I generated

with artificial intelligence, which I

can no longer create because I ran out of

credits in the free version, I upload it

to that video editor, I remove the voice and

generate a new voice.

The lip movements won't match, but

we're already creating a

new little video for our classes,

basically, yes. Excellent, fantastic,

fantastic,

fantastic Ivan. Well, I'd like to

thank all the

participants again, and thank you, Iván.

The presentation was very clear, very clear. It was very

good to be able to show

with a real example how you

generated that story, that

narrative, and how you used

the different resources. Hey,

thank you so much to everyone who was

able to connect. I want to remind you again

that on the ProFuturo platform you will

find a lot of resources and

online courses that will be available until

December 31st. Next year

we will upload new content so you can continue to delve

deeper into the

different digital tools and resources

that you can incorporate into your

educational designs and

lesson plans, okay? Hey,

thank you again, Ivan.

I remind you that those who want Iván to

share his presentation can

contact him directly through

Facebook, or they can also write to

the Foundation's email address, which is

educación.ar@telefonica.com,

and there we will be sharing a

large part of what Iván

presented at today's meeting.

Thank you again from me,

greetings to all.

Have a good afternoon. Bye, bye. See you next time

.