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Lejos de ser algo censurable, su reflexión evidencia una realidad que muchos docentes compartimos: encontrar el camino correcto hacia un uso responsable de la IA parece un desafío cada vez mayor. ¿Cómo logramos que los estudiantes atiendan a las advertencias? ¿Cómo damos con la metodología para fomentar un cambio significativo que nos aleje del antiintelectualismo?","",{"_37":66,"_39":67},[],{"_41":42,"_43":68,"_45":69,"_47":70,"_49":71,"_62":72,"_60":64},"YpSB_WuK","bafyreigj5dilyuswbz6x2csxk53tyme6m2nbomofiq3tkcpepkoxriw5me",{},[],"El problema que a principios de siglo se manifestaba en formas clásicas de copia —el libro, el compañero, la chuleta— implicaba, al menos, un esfuerzo activo. No se me olvida la anécdota que me contó mi hermana acerca de su profesor de Historia, quien les alentaba a elaborar chuletas, pero también a no usarlas el día del examen. Así, como señala Shirky, y pretendía el maestro, se pone «más énfasis en que los estudiantes escriban para memorizar cosas». Hoy, no obstante, no tenemos siquiera esa minúscula concesión al perezoso. Los estudiantes de hoy en día no tienen más que escribirle a «Chattie» para que éste les devuelva todo lo que han pedido, sin que haya mediado un mínimo de ahínco.",{"_37":74,"_39":75},[],{"_41":42,"_43":76,"_45":77,"_47":78,"_49":79,"_62":87,"_60":64},"MrPywqoW","bafy2bzacedmw5mn5zxbnnbzv4t7tcq46gdnmns6dozsaszqrzqcow6yj7ltt6",{},[80],{"_41":81,"_53":82,"_56":84,"_47":86,"_60":64},"Italic",[83],570,[85],587,{},"Para paliar este problema generacional, los docentes nos arremangamos y buscamos la manera de cambiar: nuevas formas de evaluación, nuevas metodologías... Pero hay un escepticismo que no pasa desapercibido. Con cierto asombro he leído en el artículo que una profesora describió su nueva dependencia del trabajo en clase como «enseñar en la secundaria». Tenemos tan demonizada la educación secundaria y tan anquilosada la universitaria que aprender de la otra parece un despropósito o, si se prefiere, una degradación. Una verdadera lástima dado que metodologías como el flipped classroom o el aprendizaje por proyectos podrían llevarse a los estudios posobligatorios con cierto éxito.",{"_37":89,"_39":90},[],{"_41":42,"_43":91,"_45":69,"_47":92,"_49":93,"_62":94,"_60":64},"wSBVNIja",{},[],"Buena parte del problema está en que muchas lecciones universitarias se contemplan como un espacio para que el investigador monologue acerca de lo descubierto, en lugar de establecer un diálogo con sus alumnos, donde pueda proliferar el ingenio de los mismos. Si los estudiantes no perciben el interés por su aprendizaje ni por su crecimiento intelectual, es raro que ellos mismos lo pongan.",{"_37":96,"_39":97},[],{"_41":42,"_43":98,"_45":69,"_47":99,"_49":100,"_62":101,"_60":64},"s7r6Rmuw",{},[],"Por otro lado, es innegable la parte de verdad que subyace en la crítica de Shirky hacia los estudiantes: esa pereza que los conduce al camino fácil, al mínimo esfuerzo. El antiintelectualismo es un problema de nuestro tiempo, así como la grave pérdida de la capacidad de atención. Por eso pensaba, conforme leía el artículo, lo exigente que serían esas sesiones de diálogo cuando los vídeos de TikTok e Instagram han destruido —o reducido, si queremos ser positivos— el lapso de atención de nuestros jóvenes.",{"_37":103,"_39":104},[],{"_41":42,"_43":105,"_45":69,"_47":106,"_49":107,"_62":108,"_60":64},"HEdP4dGT",{},[],"Como docente, lo veo en mi aula: chicos y chicas que se pierden cuando uno se extiende más de cinco minutos contándoles algo, incapaces de hilar conceptos que han tratado la semana previa con los que les impartes hoy. Es una realidad triste, pero también pienso que son víctimas de un sistema que se lucra a su costa, uno que ha reducido sus espacios de reflexión y los ha conducido a unos entornos que no están hechos para ellos, y que ofrecen un raro beneficio a unos pocos.",{"_37":110,"_39":111},[],{"_41":42,"_43":112,"_45":77,"_47":113,"_49":114,"_62":115,"_60":64},"sy6bmAVy",{},[],"A propósito de esto, me resulta importantísima la creación de esos terrenos digitales que les permitan crecer y aprender unos de otros, tanto de sus pares como de sus profesores o incluso de exalumnos. 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Clay Shirky inicia su artículo reconociendo su error respecto al uso de los estudiantes de la inteligencia artificial. Lejos de ser algo censurable, su reflexión evidencia una realidad que muchos docentes compartimos: encontrar el camino correcto hacia un uso responsable de la IA parece un desafío cada vez mayor. ¿Cómo logramos que los estudiantes atiendan a las advertencias? ¿Cómo damos con la metodología para fomentar un cambio significativo que nos aleje del antiintelectualismo?

El problema que a principios de siglo se manifestaba en formas clásicas de copia —el libro, el compañero, la chuleta— implicaba, al menos, un esfuerzo activo. No se me olvida la anécdota que me contó mi hermana acerca de su profesor de Historia, quien les alentaba a elaborar chuletas, pero también a no usarlas el día del examen. Así, como señala Shirky, y pretendía el maestro, se pone «más énfasis en que los estudiantes escriban para memorizar cosas». Hoy, no obstante, no tenemos siquiera esa minúscula concesión al perezoso. Los estudiantes de hoy en día no tienen más que escribirle a «Chattie» para que éste les devuelva todo lo que han pedido, sin que haya mediado un mínimo de ahínco.

Para paliar este problema generacional, los docentes nos arremangamos y buscamos la manera de cambiar: nuevas formas de evaluación, nuevas metodologías... Pero hay un escepticismo que no pasa desapercibido. Con cierto asombro he leído en el artículo que una profesora describió su nueva dependencia del trabajo en clase como «enseñar en la secundaria». Tenemos tan demonizada la educación secundaria y tan anquilosada la universitaria que aprender de la otra parece un despropósito o, si se prefiere, una degradación. Una verdadera lástima dado que metodologías como el flipped classroom o el aprendizaje por proyectos podrían llevarse a los estudios posobligatorios con cierto éxito.

Buena parte del problema está en que muchas lecciones universitarias se contemplan como un espacio para que el investigador monologue acerca de lo descubierto, en lugar de establecer un diálogo con sus alumnos, donde pueda proliferar el ingenio de los mismos. Si los estudiantes no perciben el interés por su aprendizaje ni por su crecimiento intelectual, es raro que ellos mismos lo pongan.

Por otro lado, es innegable la parte de verdad que subyace en la crítica de Shirky hacia los estudiantes: esa pereza que los conduce al camino fácil, al mínimo esfuerzo. El antiintelectualismo es un problema de nuestro tiempo, así como la grave pérdida de la capacidad de atención. Por eso pensaba, conforme leía el artículo, lo exigente que serían esas sesiones de diálogo cuando los vídeos de TikTok e Instagram han destruido —o reducido, si queremos ser positivos— el lapso de atención de nuestros jóvenes.

Como docente, lo veo en mi aula: chicos y chicas que se pierden cuando uno se extiende más de cinco minutos contándoles algo, incapaces de hilar conceptos que han tratado la semana previa con los que les impartes hoy. Es una realidad triste, pero también pienso que son víctimas de un sistema que se lucra a su costa, uno que ha reducido sus espacios de reflexión y los ha conducido a unos entornos que no están hechos para ellos, y que ofrecen un raro beneficio a unos pocos.

A propósito de esto, me resulta importantísima la creación de esos terrenos digitales que les permitan crecer y aprender unos de otros, tanto de sus pares como de sus profesores o incluso de exalumnos. Espacios donde puedan consultar sus dudas a personas reales y no a un software que regurgita lo ya escrito sin ton ni son.

La inteligencia artificial es una herramienta, se dice, y hasta cierto punto creo que podría jugar un rol interesante en la automatización de tareas —en algunas áreas como la programación o el ámbito sanitario parece despuntar—, pero jamás debería ser sustituto de la creatividad humana, mucho menos un nocivo activo que nos vuelva menos capaces. Y a nuestros estudiantes, más indolentes.

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