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Artificial Intelligence and Education: Enhancing Human Capabilities, Protecting Rights, and Fostering Effective Collaboration between Humans and Machines in Life, Learning, and Work
(Octaedro Editorial, 2024-11) Sánchez-Vera, Fulgencio; Perdomo Reyes, Inmaculada; Estévez Cedeño, Betty; López-García, Alejandro; Campillo-Ferrer, José María; Zaragoza-Vidal, María Victoria; Miralles-Sánchez, Pedro; Díaz-Noguera, María Dolores; Hervás-Gómez, Carlos; Puraivan, Eduardo; Astudillo-Vásquez, Macarena; Cofré-Morales, Connie; Morales-Pérez, Gloria; Román-Graván, Pedro; Domínguez-González, María de Los Ángeles; Reina-Parrado, Manuel; Martínez, Ortí; Ríos, Pardo; Burgueño López, Jorge; Plitt Stevens, Javier; Martín-Gutiérrez, Ángela; Manzanares-Castillo, Carmen; Angel-Alex, Haisan; Barkoczi, Nadie; Ruiz-Lázaro, Judit; Jiménez-García, Eva; Martínez-Requejo, Sonia; Redondo-Duarte, Sara; Aguilar-Gil, Marta; Castaño-Muñoz, Jonatan; Moreno-Morilla, Celia; Rodríguez-Ruiz, Joaquín; Espejo-Siles, Raquel; Marín-López, Inmaculada; Rosser, Pablo; Soler, Seila; García Carpintero-Blas, Eva; Martínez Miguel, Esther; Uceda Gutiérrez, Sara; Huencho-Iturra, Karina; Díaz Noguera, María Dolores; Ordóñez-Sierra, Rosario; Rodríguez-Gallego, Margarita; De Cecilia-Rodríguez, Cristina; Aguado-Henche, Soledad; Moreno Gómez-Toledano, Rafael; Slocker de Arce, Ana María; De Arriba de la Fuente, Gabriel; Ortega, Miguel A.; Cristóbal Aguado, Soledad; Grande Alonso, Mónica; Díaz-Noguera, María Dolores; Hervás-Gómez, Carlos; Sánchez-Vera, Fulgencio
At the intersection of emerging technology and the educational horizon, Artificial Intelligence and Education: Enhancing Human Capabilities, Protecting Rights, and Fostering Effective Collaboration between Humans and Machines in Life, Learning, and Work is unveiled as an enlightening work. This book transcends the mere analysis of artificial intelligence (AI) as a technological tool, to explore its role as a catalyst in transforming education, enhancing accessibility, and promoting digital well-being.
From the initial exploration of AI in education, through its necessity and convenience, to its ethical and epistemic impact, each chapter unfolds as a cohesive narrative that illuminates different aspects of AI in the academic realm. We delve into the inclusion of AI in higher education, marking the path towards a digital transformation that promises to redefine what it means to learn and teach in the 21st century.
The book examines how AI is being integrated into academic research and analytical practices, highlighting the technology’s potential to enrich qualitative inquiry and knowledge generation. Through an exploration of the challenges, opportunities, and perspectives in redefining linguistic education, to post-pandemic human development in higher education, the authors offer a comprehensive view of the changes that AI is bringing about in the educational landscape.
Chapters dedicated to enhancing learning through the automatic generation of AI-based narratives, students’ perception of AI, and the use of AI tools for creating educational videos illustrate the wide range of practical applications of AI in education. From the use of Dall-E for the self-regulation of learning in elementary school students to the automatic assessment of short answers in health sciences with ChatGPT, the book highlights innovations that are reshaping learning and teaching.
The role of faculty members as ethical mentors in the use of AI in academia, and the experience of project-based learning in higher education, underscore the importance of ethical and practical guidance in adopting these technologies. These themes resonate throughout the book, emphasizing the need for conscious and reflective collaboration between humans and machines.
The Revolution Through Artificial Intelligence is not just a reference work on the integration of AI in education; it is a call to action for educators, students, researchers, and policymakers. It invites all stakeholders to actively participate in shaping an educational future that leverages the potential of AI to enhance skills, safeguard rights, and facilitate effective collaboration between humans and machines. This book marks the beginning of an exciting journey towards an educational revolution driven by Artificial Intelligence, a journey that will transform not only how we teach and learn but also how we think about education in the digital age.
The Education Revolution through Artificial Intelligence: Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration
(Octaedro Editorial, 2024-11) Hérvas-Gómez, Carlos; Díaz-Noguera, María Dolores; Puraivan, Eduardo; Astudillo-Vásquez, Macarena; Cofré-Morales, Connie; Estellés-Arolas, Enrique; Pérez Bou, Javier; Santos Villalba, María Jesús; Martínez Domingo, José Antonio; Berral Ortiz, Blanca; Lorenzo Martín, Manuel Enrique; Permodo Reyes, Inmaculada; Sánchez-Vera, Fulgencio; Estévez Cedeño, Betty; Padrón Alvarez, Arasay; Rosas Meneses, Vladimir A.; Ciarra Tejada, Alazne; Parra Sánchez, Diego Ernesto; Henderia Kamandhari, Helen; Lavandera Ponce, Silvia; Mora Jaureguialde, Begoña; Sandín Esteban, María Paz; Sánchez Martí, Angelina; Vilá Baños, Ruth; Cuevas-Alonso, Miguel; Tagarro, Pablo M.; Moral Moreno, Luis; Guzón Nestar, José Luis; Martínez Hernández, Ana; Gil Ruiz, Paula; Iduriaga Carbonero, Rubén; Ribes-Lafoz, María; Navarro-Colorado, Borja; Tabuenca-Cuevas, María; Rovira-Collado, José; Martín-Gutiérrez, Ángela; García-Jiménez, Jesús; Corujo-Vélez, María del Carmen; Florina Grosu, Emilia; Mata, Liliana; Neagu, Sonia Gabriela; Domínguez-González, María de Los Ángeles; Moreno-Morilla, Celia; Reina-Parrado, Manuel; Navarro-Granados, María; Padros-Flores, Nuria; Gadea Sáez, Ivan; Alonso-Montero, Carolina; Hérvas-Gómez, Carlos; Díaz-Noguera, María Dolores; Sánchez-Vera, Fulgencio
At the threshold of an unprecedented educational revolution, The Education Revolution Through Artificial Intelligence: Enhancing Skills, Safeguarding Rights, and Facilitating Human-Machine Collaboration stands as an essential guide for understanding and navigating the complex landscape of Artificial Intelligence (AI) in education. This meticulously composed book not only addresses the urgency of incorporating AI into educational processes but also delves into the ethical, practical, and philosophical implications of this integration.
From the initial exploration of AI in education, through its necessity and convenience, to its ethical and epistemic impact, each chapter unfolds as a cohesive narrative that illuminates different aspects of AI in the academic realm. We delve into the inclusion of AI in higher education, marking the path towards a digital transformation that promises to redefine what it means to learn and teach in the 21st century.
The book examines how AI is being integrated into academic research and analytical practices, highlighting the technology’s potential to enrich qualitative inquiry and knowledge generation. Through an exploration of the challenges, opportunities, and perspectives in redefining linguistic education, to post-pandemic human development in higher education, the authors offer a comprehensive view of the changes that AI is bringing about in the educational landscape.
Chapters dedicated to enhancing learning through the automatic generation of AI-based narratives, students’ perception of AI, and the use of AI tools for creating educational videos illustrate the wide range of practical applications of AI in education. From the use of Dall-E for the self-regulation of learning in elementary school students to the automatic assessment of short answers in health sciences with ChatGPT, the book highlights innovations that are reshaping learning and teaching.
The role of faculty members as ethical mentors in the use of AI in academia, and the experience of project-based learning in higher education, underscore the importance of ethical and practical guidance in adopting these technologies. These themes resonate throughout the book, emphasizing the need for conscious and reflective collaboration between humans and machines.
The Revolution Through Artificial Intelligence is not just a reference work on the integration of AI in education; it is a call to action for educators, students, researchers, and policymakers. It invites all stakeholders to actively participate in shaping an educational future that leverages the potential of AI to enhance skills, safeguard rights, and facilitate effective collaboration between humans and machines. This book marks the beginning of an exciting journey towards an educational revolution driven by Artificial Intelligence, a journey that will transform not only how we teach and learn but also how we think about education in the digital age.
Introducing Chaos Theory: A Life Sciences Students’ Perspective
(2024-10-18) Perea Martins, João E. M.; Oyanedel, Eduardo; Campos-Soto, Ricardo
This article details a concise in-class workshop to introduce life science students to basic chaos theory concepts, which is a modern subject and has high potential for applications in life sciences and other fields, justifying its knowledge. The teaching approach is based on a pragmatic strategy that uses only the essential mathematical and computing concepts required to reach the learning outcome, which this article explains step-by-step and, therefore, at least in expectation, even students or professors with no previous software knowledge could understand them. The proposed educational approach uses a meaningful learning approach, and population growth models as an educational anchor subject, which is a common subject for life science students and may be intuitive for students from other areas. Feedback from 70 students surveyed after the workshop yielded positive results, and 72.9% of the students expressed confidence in explaining basic chaos theory concepts following the session, and 94.7% stated they would recommend it to their peers, which underscores the present proposal feasibility.
Autoeficacia del profesorado de Educación Física en Chile hacia la inclusión de niñas, niños y adolescentes con discapacidad
(2024-07-05) Muñoz Hinrichsen, Fernando Ignacio; Martínez Aros, Alan; Herrera Miranda, Felipe
Objetivos: Analizar la percepción de autoeficacia del profesorado de educación física, conocer si la aplicación de un programa de formación incide sobre esta variable para la inclusión de niñas, niños, y adolescentes con discapacidad, y observar si existen diferencias según sexo biológico, y entre quienes tuvieron capacitaciones previas o posteriores en el contexto universitario. Métodos: Estudio cuantitativo transversal, de alcance correlacional donde participaron 147 profesores de educación física (58.5% hombres; edad promedio de 35.9 ± 9.4) del programa del Ministerio del Deporte de Chile “Crecer en Movimiento” de todas las regiones a quienes se les aplico la “Escala de Autoeficacia en Profesores de Educación Física hacia Alumnos con Discapacidad” (SE-PETE-D) para evaluar la autoeficacia sobre la aplicación del programa. Resultados: Se observan diferencias significativas para las subescalas de discapacidad visual, física e intelectual (p<0.001), y de la misma forma al analizar la muestra en las regiones de Coquimbo (p=.0007), en la de Valparaíso (p=.0007), Maule (p=.03), Bio-Bio (p=.04), Metropolitana (p<.0001) y de Los Ríos (p=.02). Conclusión: De acuerdo con los hallazgos de este estudio, con el programa de formación en actividad física adaptada se aumentan los niveles de autoeficacia en el profesorado.
Discurso de odio de usuarios masculinos en las cuentas de mujeres influencers chilenas
(2023-12-30) Varas, Magaly; Escobar, Belén; Espinoza, Kalisca
Las redes sociales virtuales han generado un gran impacto en la vida de las personas desde que surgen en el siglo XXI. Una de las más destacadas en Chile y en el mundo es Instagram, que se basa en la publicación de fotos y videos. Dentro de esta aplicación se ha logrado que muchas personas obtengan fama y puedan generar diferentes efectos entre sus seguidores, que son conocidas como influencers. Sin embargo, entre más seguidores se obtienen, más casos de discurso de odio se observan, especialmente en influencers femeninas. Este discurso es creado, en su mayoría, por usuarios masculinos, quienes logran generar incomodidad o provocar, incluso, que la usuaria limite la sección de comentarios para prevenir que esto siga en aumento. En relación con lo anterior, el objetivo de este trabajo es describir el discurso de odio presente en los comentarios de usuarios masculinos en los contenidos de las influencers chilenas. Para ello, se seleccionaron mujeres chilenas de diversas profesiones u oficios, para luego analizar un conjunto de posteos. Finalmente, se diseñó un instrumento de análisis en base a diferentes conceptos relacionados al discurso de odio, como acoso, denigración, ofensa, obscenidad y piropo. Dentro de los resultados destacados, se observa que los tipos de discursos más presentes fueron la denigración, dirigida hacia las capacidades intelectuales o físicas de las mujeres, y la obscenidad acompañada de emojis y textos vulgares, principalmente asociada a sus cuerpos. Cabe destacar que se observan diferencias entre el rol que cumple la mujer en la sociedad, ya sea una modelo o una política.