PANEL ICT AND COMMUNICATION
Constructing an ethical and pedagogical view of the relationship between Artificial Intelligence and Education
Advances in technology are becoming more and more astonishing. In recent months, we have seen how tools based on artificial intelligence (AI) have proliferated to do practically everything: generate text (ChatGPT), images (HotPot), programming codes (AlphaCode)… It seems that we have been able to transfer all these skills to machines and “help” them learn to do actions that, until now, were exclusive to humans. What are the implications of all this? What ethical and moral problems are arising in the educational field? What do these advances mean for the teaching role? And for the students? All these questions and more are prompting us to generate a forum for debate on the ethical and pedagogical perspective of the application of AI in education and learning processes.
This panel of experts aims to generate debate and begin to build the foundations to build an appropriate, pedagogical and ethical relationship between Artificial Intelligence and Education, always from a critical view of educational technology.
Egoitz de la Iglesia
University of the Basque Country
Egoitz de la Iglesia is a professor at the Faculty of Humanities and Educational Sciences of Mondragon Unibertsitatea. He is a Doctor of Philosophy from the Public University of the Basque Country (UPV-EHU), Bachelor of Philosophy, Master in Development and Management of didactic-methodological Innovation Projects in Educational Institutions at Mondragon Unibertsitatea. His main lines of research are social and ethical perspectives of digitization, teaching innovation in Higher Education and Gamification in educational environments. He works for the Educational Technology Research Group Kolaborategia of Mondragon Unibertsitatea.
Sara Osuna
Universidad Nacional de Educación a Distancia
Sara Osuna Acedo holds a PhD in Philosophy and Educational Sciences from the Universidad Nacional de Educación a Distancia. She is a professor at the same institution of Communication and Education and lecturer in the degrees of Pedagogy and Social Education and specialist in digital technologies, educommunicative models and virtual teaching. She holds the degrees of University Expert in Free Software in Education (UNED), University Expert in Media Analysis, University Specialist in Integrated Communication Systems and Master in New Technologies integrated in the Knowledge Society. He has collaborated with Latin American universities in different projects on Collaborative Learning and Communicative Models. Her lines of research are MOOC, media convergence, digital scenarios, disability, digital learning and social networks. She has been coordinator of the ECO Project (Elearning, Communication and Open-data: Mobile, Massive and Ubiquitous Learning), developed between 2014 and 2017, in which 22 partners from nine different countries participated. She is principal investigator of the consolidated research group Social Media and Media Inclusive and Ubiquitous Education (SMEMIU), together with coIP Dr. Javier Gil Quintana.
For more information: https://www.uned.es/universidad/docentes/educacion/sara-osuna-acedo.html
José Luis Serrano
Universidad de Murcia
José Luis Serrano Sánchez is a professor in the Department of Didactics and School Organisation at the University of Murcia. He holds a PhD in Educational Technology from the University of the Balearic Islands, a degree in Pedagogy, a Master’s degree in Educational Psychology and a Higher Technician in Early Childhood Education. His main lines of research are: ICT in hospital classrooms, Personal Learning Environments (PLEs) and Teaching Innovation in Higher Education. He works in the Educational Technology Research Group at the University of Murcia. Executive Director of RIITE, Inter-University Journal of Research in Educational Technology.
For more information: https://joseluisserrano.net/quien-soy/
PANEL DIDACTICS OF PHYSICAL EDUCATION TEACHING
Pedagogical Models in Physical Education and its contribution to the didactics of the area
In the last years, the teaching of physical education has experienced a series of changes at the conceptual, pedagogical and methodological level. These changes are oriented towards a more meaningful and constructivist learning on the side of the students. In that sense, pedagogical models seem to be the “preferred option”, as they offer an approach away from a didactical proposal mainly focused on the professors, and they are focused on the aspects that facilitate learning in the students, such as class management, process control and learnings assessment.
Authors such as Javier Fernández-Río, Ángel Pérez-Pueyo or David Hortigüela, among others, mention the existence of consolidated models such as the following: Sports Education, Teaching Games for Understanding or Social and personal responsibility. They point out emerging models, such as the following ones: ludotechnical, adventure education, education for health, self-made materials, attitudinal style or learning as service, and also mention the mixture of different models with two goals: making them complement each other and optimizing their individual characteristics.
However, this profusion of models might generate a feeling of inefficiency in the teachers, especially when they are inexperienced. It might be advisable to consider and even question the validity of the implicit and explicit reasons for the application of pedagogical models, as it might be possible that it was not increasing and improving students’ learning.
Bastian Carter
Universidad de los Lagos
Bastian Carter is a Physical Education Professor, Education Degree, Master’s Degree in Social Sciences for the Research in Education and PhD in Transdisciplinary Research in Education. Postdoctoral studies in the field of Educational Research. Experience as professor in pre and postgraduate programs in several domestic and foreign universities (institutions in which different management positions were held). More than 50 specialized scientific publications and 40 lectures in national and international events. His main research lines are: (a) sociocultural aspects of education and sports; (b) immigration, education and sports; (c) formative and shared evaluation in higher education; (d) active methodologies for learning; (e) sports training.
David Gutierrez
Universidad de Castilla la Mancha
David Gutiérrez is full professor in the Faculty of Education at University of Castilla-La Mancha (Spain). During the last 25 years, he has taught at Secondary Education, degree and master level. He has research and publish extensively (https://www.researchgate.net/profile/David-Gutierrez-25) . His main research focus is on model-based physical education, with special attention pedagogical models related to sport content (Teaching Games for Understanding and Sport Education). David is currently chair of the international board of the TGfU Special Interest Group (http://www.tgfu.info/), whose mission is to promote and support Game Based Approaches (GBAs) to teaching and coaching. Currently he is also researching in Physical Education in early years and in the implementation of transdisciplinary methodologies that increase movement during the school day. As part of his academic work, David has been invited to universities in the USA, the Netherlands, Portugal and Canada, and more recently in Finland.
José Manuel Castanedo
Instituto La Albericia
José Manuel Castanedo is PhD in Physical Education, Physical Activity and Sport from the University of Barcelona. He is currently the head of the Physical Education department at La Albericia secondary school. He combines teaching at the school with university teaching, collaborating with the European University of the Atlantic and the University of Barcelona. Her line of research focuses on pedagogical models, inclusive education, dialogical learning and preventive socialisation of violence in educational contexts. In relation to continuous professional development, her participation in dialogical teacher training spaces is noteworthy; this training is recognised by the European Commission as an example of continuous quality teacher training. It is a member of the Association for Evidence-Based Education (AEBE Cantabria) and maintains a close relationship with national associations dedicated to teacher training in Successful Educational Actions.