Uso responsable de ChatGPT en el aula: cómo convertirlo en un aliado en los procesos educativos

Juan A. Amézquita Zamora

Resumen


La irrupción de ChatGPT en el dominio público en noviembre de 2022 tuvo un impacto significativo en el ámbito educativo, generando, en un inicio, preocupaciones sobre su uso indebido y la creación de textos capaces de superar los programas informáticos detectores de plagio. Este artículo resume la experiencia del autor utilizando ChatGPT durante el último año, resaltando su potencial para mejorar el aprendizaje y la enseñanza. Se exploran estrategias para formular preguntas (prompts) efectivas en el contexto de la educación superior, con diálogos concretos a manera de ejemplos ilustrativos. El artículo ofrece sugerencias prácticas para convertir a ChatGPT en un aliado en la enseñanza, adoptando la perspectiva de su uso responsable, basada en consideraciones éticas. Escrito con tono informal pero manteniendo el rigor académico, este trabajo busca enriquecer la práctica docente y promover el diálogo continuo sobre el uso ético de ChatGPT en la educación.


Texto completo:

PDF

Referencias


Alkaissi, H.; McFarlane S. I. (19 de febrero de 2023). Artificial Hallucinations in ChatGPT: Implications in Scientific Writing. Cureus, 15(2), e35179. doi:10.7759/cureus.35179.

Altman, S. (10 de diciembre de 2022). ChatGPT is incredibly limited, but good enough at some things to create a misleading impression of greatness. [Tweet]. Twitter: https://x.com/sama/status/1601731295792414720?s=20.

Amézquita Zamora, J. A. (2021). Pymes: responsabilidad cívica y compromiso político. Modelo de ciudadanía empresarial. Porrúa.

Anderson, L. W.; Krathwohl, D. R.; Airasian, P. W.; Cruikshank, K. A.; Mayer, R. E.; Pintrich, P. R.; Raths, J.; Wittrock, M. C. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing. A Revision of Bloom’s Taxonomy of Educational Objectives (Abridged Edition). Longman.

Ansari, A. N.; Ahmad, S.; Bhutta, S. M. (2023). Mapping the global evidence around the use of ChatGPT in higher education: A systematic scoping review. Education and Information Technologies, 1-43. doi:10.1007/s10639-023-12223-4.

Appia, K. A. (15 de noviembre de 2023). I learned I fathered a daughter. Should I contact her, against my ex’s wishes? [The Ethicist]. The New York Times Magazine. (https://www.nytimes.com/2023/11/15/magazine/biological-father-secret-ethics.html?hpgrp=c-abar&smid=url-share).

Baidoo-Anu, D.; Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62.

Banks, D. C. (18 de mayo de 2023). ChatGPT caught NYC schools off guard. Now, we’re determined to embrace its potential. Chalkbeat. (https://www.chalkbeat.org/newyork/2023/5/18/23727942/chatgpt-nyc-schools-david-banks/).

Beauvois, E. (2022). I tested ChatGPT – What impact for finance deparments? [Entrada de blog]. (https://aividens.com/chatgpt-what-impact-for-finance-departments/).

Biswas, S. S. (2023). Potential use of ChatGPT in global warming [Letter to the Editor]. Annals of Biomedical Engineering, 51(6), 1126-1127. doi:10.1007/s10439-023-03171-8.

Brittain, B. (29 de junio de 2023). Lawsuit says OpenAI violated US authors' copyrights to train AI chatbot. Reuters. (https://www.reuters.com/legal/lawsuit-says-openai-violated-us-authors-copyrights-train-ai-chatbot-2023-06-29/).

Burgess, M. (4 de abril de 2023). ChatGPT has a big privacy problem. Wired. (https://www.wired.com/story/italy-ban-chatgpt-privacy-gdpr/).

Cain Miller, C.; Cox, C. (24 de agosto de 2023). In reversal because of A.I., office jobs are now more at risk. The New York Times. (https://www.nytimes.com/2023/08/24/upshot/artificial-intelligence-jobs.html).

Choi, J. H.; Hickman, K. E.; Monahan, A. B.; Schwarcz, D. (2023). ChatGPT goes to Law School. Journal of Legal Education, 71(3), 387-400.

Ellingrud, K.; Sanghvi, S.; Singh Dandona, G.; Madgavkar, A.; Chui, M.; White, O.; Hasebe, P. (julio de 2023). Generative AI and the Future of Work in America. McKinsey Global Institute. (https://www.mckinsey.com/mgi/our-research/generative-ai-and-the-future-of-work-in-america#/).

Farrelly, T.; Baker, N. (2023). Generative artificial intelligence: Implications and considerations for higher dducation practice. Education Sciences, 13(11), 1109-1123. doi:10.3390/educsci13111109.

Frade Rubio, L. (25 de noviembre de 2021). Las competencias y el paradigma de la complejidad [Entrada de blog]. (https://www.calidadeducativa.com/las-competencias-y-el-paradigma-de-la-complejidad/).

Gal, U. (8 de febrero de 2023). ChatGPT is a data privacy nightmare. If you’ve ever posted online, you ought to be concerned. The Conversation. (https://theconversation.com/chatgpt-is-a-data-privacy-nightmare-if-youve-ever-posted-online-you-ought-to-be-concerned-199283).

Han, X.; Sun, L.; Lin, H.; Lu, Y.; He, B. (2023). ChatGPT is a knowledgeable but inexperienced solver: An investigation of commonsense problem in large language models. arXiv:2303.16421v1 [cs.CL]. doi:10.48550/arXiv.2303.16421.

Hart-Davis, G. (2023). Killer ChatGPT Prompts. Harness the Power of AI for Success and Profit. Wiley.

Hays, K. (15 de agosto de 2023). OpenAI now tries to hide that ChatGPT was trained on copyrighted books, including J.K. Rowling's Harry Potter series. Business Insider. (https://www.businessinsider.com/openais-latest-chatgpt-version-hides-training-on-copyrighted-material-2023-8?r=MX&IR=T).

Hughes, A. (25 de septiembre de 2023). ChatGPT: Everything you need to know about OpenAI’s GPT-4 tool. BBC Science Focus Magazine. (https://www.sciencefocus.com/future-technology/gpt-3).

Ibarrola, B. (2014). Aprendizaje emocionante. Neurociencia para el aula. Ediciones SM.

IBM. (2023). ¿Qué es un chatbot? [Página web]. (https://www.ibm.com/mx-es/topics/chatbots).

Javaid, M.; Haleem, A.; Singh, R. P.; Khan, S.; Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluation, 3(2). doi:10.1016/j.tbench.2023.100115.

Katzenstein, K.; Newman, B.; Samuel, R. J.; Wilson, J. (2023). How can organizations prepare for generative AI? Davos Agenda – World Economic Forum. (https://www.weforum.org/agenda/2023/05/how-can-organizations-prepare-for-generative-ai/).

Kiryakova, G.; Angelova, N. (2023). ChatGPT – A challenging tool for the university professors in their teaching Practice. Education Sciences, 13(10), 1056. doi:10.3390/educsci13101056.

Kwong, E.; Spitzer, G.; Metzger, L. (31 de enero de 2023). Can you teach a computer common sense? Short Wave [Podcast de audio]. (https://www.npr.org/2023/01/30/1152568554/can-you-teach-a-computer-common-sense).

Lai, C. Y.; Cheung, K. Y.; Chan, C. S. (2023). Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning: An extension of the technology acceptance model. Computers and Education: Artificial Intelligence, 5, 1-13. doi:10.1016/j.caeai.2023.100178.

Lipnevich, A. A.; Preckel, F.; Roberts, R. D. (Eds.). (2016). Psychosocial Skills and School Systems in the 21st Century. Theory, Research, and Practic. Springer.

Lo, C. K. (2023). What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature. Education Sciences, 13(410). doi:10.3390/educsci13040410.

Marzano, R. J.; Kendall, J. S. (2007). The New Taxonomy of Educational Objectives. Corwin Press.

Memarian, B.; Doleck, T. (2023). ChatGPT in education: Methods, potentials, and limitations. Computer in Human Behavior: Artificial Intelligence, 1(2), 1-11. doi:10.1016/j.chbah.2023.100022.

Mhlanga, D. (11 de febrero de 2023). Open AI in Education, the Responsible and Ethical Use of ChatGPT Towards Lifelong Learning. Disponible en SSRN: https://ssrn.com/abstract=4354422.

Natalie. (2023). What is ChatGPT. Commonly asked questions about ChatGPT [Página web]. (https://help.openai.com/en/articles/6783457-what-is-chatgpt).

Perrigo, B. (18 de enero de 2023). Exclusive: OpenIA used Kenyan workers on less that $2 per hour to make ChatGPT less toxic. Time. (https://time.com/6247678/openai-chatgpt-kenya-workers/).

Rahman, M. M.; Watanobe, Y. (2023). ChatGPT for education and research: opportunities, threats, and strategies. Applied Sciences, 13(9), 5783. doi:10.3390/app13095783.

Rangachari, P. K. (2007). The mule from Miami, en Writing Problems: A Personal Casebook (Problem-Based Learning: Examples of Problems from McMaster University Courses). (https://fhs.mcmaster.ca/pbls/writing/mule.htm).

Raphael, R. (21 de enero de 2023). Mi primera cita con ChatGPT. Milenio. (https://www.milenio.com/opinion/ricardo-raphael/politica-zoom/mi-primera-cita-con-chatgpt).

Reisner, A. (19 de agosto de 2023). Revealed: The authors whose pirated books are powering generative AI. The Atlantic. (https://www.cronica.com.mx/opinion/chatgpt-lee-octavio-paz.html#lnjgvuaxj0u0we9z83).

Rice, S.; Crouse, S. R.; Winter, S. R.; Rice, C. (2024). The advantages and limitations of using ChatGPT to enhance technological research. Technology in Society, 76. doi:10.1016/j.techsoc.2023.102426.

Rudolph, J.; Tan, S.; Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assesments in higher education?. Journal of Applied Learning and Teaching, 6(1), 342-363. doi:10.37074/jalt.2023.6.1.9.

Schade, M. (2023). How ChatGPT and our language models are developed [Entrada de blog]. (https://help.openai.com/en/articles/7842364-how-chatgpt-and-our-language-models-are-developed).

Smith, G. (16 de febrero de 2023). OpenIA is faulted by media for using articles to train ChatGPT. Bloomberg. (https://www.bloomberg.com/news/articles/2023-02-17/openai-is-faulted-by-media-for-using-articles-to-train-chatgpt).

Susnjak, T. (19 de diciembre de 2022). ChatGPT: The End of Online Exam Integrity? arXiv:2212.09292 [cs.AI]. doi:10.48550/arXiv.2212.09292.

Tayan, O.; Hassan, A.; Khankan, K.; Askool, S. (2023). Considerations for adapting higher education technology courses for AI large language models: A critical review of the impact of ChatGPT. Machine Learning with Applications, 15, 1-17. doi:10.1016/j.mlwa.2023.100513.

Tapia Gardner, N. (2019). Competencias transversales: una visión desde el Modelo Tec21. Documento guía para el docente de educación superior. Tecnológico de Monterrey.

Tecnologico de Monterrey. (2020). Competencias transversales, subcompetencias y niveles de dominio. Vicerrectoría Académica y de Innovación Educativa.

Tobón, S. (2013). Formación integral y competencias. Pensamiento complejo, currículo, didáctica y evaluación (4ª edición). ECOE.

Trejo Delarbre, R. (2 de octubre de 2023). ChatGPT lee a Octavio Paz. Crónica. (https://www.cronica.com.mx/opinion/chatgpt-lee-octavio-paz.html#lnjgvuaxj0u0we9z83).

Xue, Z.; Xu, C.; Xu, X. (2023). Application of ChatGPT in natural disaster prevention and reduction. Natural Hazards Research, 3(3), 556-562. doi:10.1016/j.nhres.2023.07.005.

Zmihorski, M. (2023). The hallucinating chatbot ‘ChatGPT’ poorly stimates real bird commonness. Biological Conservation, 288. doi:10.1016/j.biocon.2023.110371.


Enlaces refback

  • No hay ningún enlace refback.


Company Games & Business Simulation Academic Journal

ISSN: 2792-3150

www.uajournals.com/businesssimulationjournal

businesssimulationjournal@uajournals.com