Director da F.C. da Universidade de Lisboa critica doutoramentos nos Politécnicos

 

https://19-pacheco-torgal-19.blogspot.com/2024/10/o-misterioso-virus-da-irrelevancia.html

Ainda sobre o post anterior, onde se deu conta que o ensino superior Politécnico tem no seu todo apenas um valor residual de 3% dos 633 investigadores mais citados de Portugal (e muitos Politécnicos nem sequer possuem um único desses investigadores) não deixa de ser uma curiosa coincidência que o Director da Faculdade de Ciências da Universidade de Lisboa, o catedrático Luís Carriço, tenha dado uma entrevista ao semanário Nascer do Sol, onde tece criticas várias sobre o ensino superior, como por exemplo quando critica o desnorte que pautou a acção da antiga Ministra Elvira Fortunato, tendo acabando a entrevista a criticar o facto dos Institutos Politécnicos poderem atribuir o grau de Doutor. 

Concordo com a opinião dele, especialmente na parte em que ele disse que em Portugal há universidades a mais e politécnicos a mais e que é necessário avaliar de forma rigorosa para se conseguir separar "o trigo do joio", que não é muito diferente daquilo que já tinha sido escrito por um conhecido catedrático da universidade do Minho, que criticou a asfixia financeira das universidades mais dinâmicas,  levada a cabo pelo anterior Governo, processo a que ele na altura apelidou de mexicanização do ensino superior https://19-pacheco-torgal-19.blogspot.com/2022/12/catedratico-da-uminho-acusa-governo-de.html

IA Generativa na Educação: Uma análise sobre a sua utilização nas 100 melhores universidades dos EUA

 

https://19-pacheco-torgal-19.blogspot.com/2024/09/catedratico-da-uminho-apelida-de-tolos.html

Ainda na sequência do post anterior, acessível no link supra, sobre o Catedrático da Universidade do Minho, que apelidou de tolos, os professores que tem medo que os alunos façam trabalhos usando o ChatGPT, faz todo o sentido divulgar um artigo muito recente, publicado ontem na revista Computers & Education: Artificial Intelligence,  que examina a forma como é utilizada a IA Generativa nas 100 melhores universidades dos EUA https://www.sciencedirect.com/science/article/pii/S2666920X24001292#se0170

PS - Quando se pergunta ao ChatGPT quais são as maiores desvantagens que podem advir da utilização da IA na educação a resposta é aquela, bastante instrutiva, que abaixo se reproduz: 

1. Reduced Human Connection: AI lacks the empathy and intuition that human educators provide. Building motivation, fostering curiosity, and responding to students' emotional needs often require a human touch that AI can’t replicate.

2. Over-Reliance and Decline in Critical Thinking: Excessive reliance on AI for answers can reduce students' critical thinking skills. Instead of analyzing problems themselves, students might default to AI-generated responses without fully understanding the underlying concepts.

3. Privacy and Ethical Issues: AI systems often collect significant amounts of student data, raising concerns around privacy, data security, and potential misuse of personal information, especially in educational contexts involving minors.

4. Access and Equity Challenges: Not all students have equal access to the technology needed for AI-based learning, potentially widening the gap between students of different socioeconomic backgrounds.

5. Potential for Bias and Inaccuracy: AI models can inherit biases from their training data, which can lead to biased or incorrect outputs. If unmonitored, these inaccuracies can misinform students and introduce unfairness in automated assessments.

6. Risk of Teacher Displacement and Curriculum Narrowing: AI could be seen as a cost-saving substitute for human teachers, potentially diminishing the quality of education. Additionally, over-reliance on AI tools may push curricula toward standardized approaches, limiting space for creative and critical thinking.

7. Algorithm Dependence: AI-driven learning can create dependence on standardization, which may discourage unique, non-standard approaches that showcase deep, creative understanding of complex material.

Paper__How 100 Top U.S. Universities Are Navigating Generative AI in Education

 

https://19-pacheco-torgal-19.blogspot.com/2024/08/advancing-tutor-training-through-gpt-4.html

Building upon the insights presented in the recent post, Advancing Tutor Training Through GPT-4: A Breakthrough Study from Carnegie Mellon (referenced above), it is pertinent to draw attention to a newly published paper in Computers & Education: Artificial Intelligence.

This research investigates the landscape of Generative AI policies, statements, guidelines, and resources across the leading 100 universities in the United States. Through meticulous analysis, the study finds that a substantial 81.7% of these institutions have curated resources offering foundational technical knowledge on Generative AI. These resources are crafted to facilitate instructors' comprehension and exploration of the potential applications of Generative AI within educational settings. Furthermore, the study reveals that 53.8% of the surveyed institutions actively promote the pedagogical advantages associated with Generative AI. Additionally, 54.8% of these universities empower instructors to autonomously define and implement classroom policies related to Generative AI usage, underscoring a flexible approach toward integrating AI in instructional practices https://www.sciencedirect.com/science/article/pii/S2666920X24001292#se0170

PS - In the concluding phrase of a prior post, I raised the question of whether Europe is prepared to adopt a ruthless American-style business ethos in its quest for economic success. Now, in the context above, I must ask: should Europe—and the rest of the world—uncritically follow America's hasty and imprudent push to adopt generative AI in education?