Everyone.
And going to start with the last sentence
that we will be holding this morning.
Talking to these people for 2 hours, feel.
Its title is.
Progress in terms of.
The perspective for the education of the future.
It is a copy very relevant for the current times.
We have talked about methodologies
and tools that are.
In. Use by universities and other bodies.
We want to focus this
table on
digital education.
I have to say that because it is going to carry out
wasn't able to be with us today.
And also, John, writing
won't be able to be with us.
I am not sure in order to provide a more.
Balanced approach.
I'm going to be
going to. The.
Open.
This Q&A section is Reflections Section.
Regarding the digital education error error, you can
and how it is
affecting the development of educational activities,
the roles of the communities that we have in motion.
We have some speakers with us.
We have shocking.
Comments on the amount actually in the community that.
Has already participated before we have Carlos close
from the university and we also have
a vet to my right
from the EOC, and
Colin, I think is connected
online and Danielle.
I feel like
if we're still unclear.
Thank you. And of course then know.
So we are going to start we had more or less
and where I think we are going to take
a little bit more time than that to adjust to the timing.
So the idea was to focus on two main topics,
which is the perspective and challenges of digital education.
Digital training
in the digital era,
as you know, digital transformation
is a term that we use.
There have been use for a long time
and now maybe it is more use broadly due
to the pandemic that we experience
and the use of technology made
digital transformations a democratic process and see, I,
I know and it had a big impact on education.
Digital transformation allows us
to move forward in different aspects.
But for us, the most relevant topics are
the ones related to its application to education.
I wanted to start a little bit
with this topic, and I don't want to take much
of the time that we have available.
So for that I
prepared two or three questions to
debate or discuss
that have to do with very important topics.
The first one
since the
digital transformation and technology allows us to
get these educational management aspects,
teaching and research aspects closer to society.
I wanted to talk about personalized learning, which I think
is a very interesting field
in terms of adapting our teaching and innovation
to our alumnae or students,
but also the teacher and other
staff members that are involved in education.
I has a couple questions.
One that is very concrete that has to do with the is
is a personal personal ization of education possible
the usage of I and other tools.
Presentation to.
Put those. Opportunities.
I think that up and.
Enable the personalization of learning.
Or shall we start
with our speakers on the left?
Thank you again for inviting me to this wonderful event.
As you know, but I will miss you.
As you said, you have more than a couple of questions.
You have a couple pages of questions.
So let's start.
I think that education can be personalized or not.
I was I mean, there is, I think.
Part by priests and I too
was physically abused by them.
I, I spent a lot of years there being able to talk about it
and and you get to a point
where you have to expand.
The story over to them.
A in an animal.
So having all these access possibilities,
the connectivity possibilities and ways
and for example, now Virgin, a generative A.I..
It must have.
As was said before, by other speakers.
Program, our programmatic order in.
We seem really sorry, though.
Is it would be an insult to wait.
An hour blessed or so.
To have ten, 20 or a hundred students, such
as in the case of one ad or the Youth
or the Open Forum in China
that has 3,002,000,000 sorry students. You
understand, in $5.
Let's just start with a pilot.
Every time we want to start a pilot,
we have to have at least, for example, 2000,
20,000 students.
A Carlos de la Coruna.
So the process of that was talked about was at that assembly.
And that is what we have to break.
We have to break through that corridor.
And I mean, you must. But what.
We need to achieve.
Is going to see how that all make a.
Minimum of skills, especially
for certain fields such as engineering.
And hopefully everybody are.
Yeah, but our way of assessing
and other processes can be adapted
and it will be necessary
because each of us learns in a different way.
What if it's not The lesson? I find
once again to thank you.
It's a pleasure being here.
Except for this reference. Yeah.
I think that I may be able to talk about the paper
from two Sigma and the.
Uh. 1 to 1 teacher and student.
That is impossible because that is not scalable or.
Become recourse on my. Hand.
But I saw I can said in
his video from March.
But I still opportunity that this.
Is the opportunity that we have now to get closer to that impossible
eight to thanks to a new actor which is artificial intelligence
and I think it is starting to be possible.
For on the part.
That. Is.
Decided to be possible.
And we can start with small experiments.
So in that line.
Three missed in the demo.
We. Will just continue.
Have many contents.
Open days, then.
We have comments, exercises, exams
so that content
can be used to train a model
so that the student can ask its questions.
Three other authority.
That students have to still be tutor by
their professors.
But that is up. It is really 30.
We could train that model with our own content.
That application is visible for all of us.
Maybe the most complex thing is the
thus quantity of changes that are happening
all the time, the change of name and.
A lot more interested in.
Even then, of course, tell us the truth.
Fact is that models are there.
We can use them.
It can be a big
business.
We have open models, so I think
it is already at our disposal
the option of creating this type of models that could help
students understand things in a better way or in an easier way.
It is more feasible now.
But the question is, in such a fast
changing world, how can we do that?
How do we do that? But the possibilities are there.
You got and once you get one and.
Yeah, so I think we'll reach that future.
We are going to advance into that direction.
But I think that the most
but the most difficult thing is for us to reach an agreement
on what is personalization is what personalization means.
I understand personalization not as individualizing, and
I don't think that is the objective if you are personalizing the person.
But once they have to work in teams due to no longer do that,
But we learn in teams as well.
So personalizing
and collaborating are two factors that sometimes are
experiencing tension between.
Between us.
Between them.
Sorry
person or something.
I also think that personalization is not what it does.
For example, if you have read this book, I suggest
you read these other books.
The idea of doing the same things that other people
before you have done.
We have to bear in mind that personalized personalizing is not us.
Establishing a medievalist
is not uses or systems important.
There are aspects that cannot be measured,
and these unmeasurable aspects are key.
Sometimes I am using now something that
I have never used before,
which is.
In data persons.
Bearing in mind diversity, the diversity of people.
People are different
between each other.
And that
does not only mean that they have different ways of learning, but
it also means that they have different needs so.
They are willing to listen.
I do believe that I can help
once we discover everything that it can do.
In a machine.
But what do we do when someone is
in a group and goes unnoticed?
You know.
Will we be able to develop better personalization systems?
Of course.
But doing that by applying
fixed models, I don't think that is
going to be the way, because the point is.
City that is.
Providing a service to that person in accordance to the needs that we.
Have.
If that system I just asked them
questions for them
to understand the contents and to learn, that would be perfect.
But I think we have to go a step forward and I don't think we are
there yet.
There is a component.
To this course.
Send a. Message we.
Know in.
Our humanity.
Does is is still not.
Allowing divisions to have difficult problems.
They said our differences cannot substitutable.
We cannot substitute it.
To a sub personal personalization, maximize the.
And that is what we have to reach to fully achieve that personalization.
Thank you very much.
Let's
turn the guitars sound Reflections about the future.
Some reflections with us.
The issue. Yes.
Oh yeah.
I'll keep it brief and I'll stick to the headlines.
Um, yes, I think personalization
in the visualization is possible in theory.
Um, and I make the comparison with industry where we have heard
for 20 years discussions of the transitions
from mass production to mass customization,
the idea that we can use a computer intelligence in our production
processes, producing cars, producing televisions, producing computers
to produce what individual customers need.
So rather than just servicing the majority,
actually using computer intelligence
to reach into the long tail
where different communities, smaller and smaller communities
have more and more divergent requirements or characteristics.
And you can certainly see that in the way
that cars or computers are made and sold.
But in terms of online learning,
it feels as though we're still in the era of mass production
that the content is developed
and broadcast to everyone.
And I think that that's a shame.
And there is obviously
the opportunity or the chance or the possibility
that artificial intelligence could change that.
My reservations
about artificial intelligence are
threefold.
One is that artificial intelligence,
specifically large language models,
are very, very good
at handling content.
And that means that the company that the pedagogue is
they will support the pedagogies of content,
not the pedagogies of of discussion, for example.
And that might mean that A.I.
in education is conservative.
It will allow us to do what we do already, but faster,
bigger and with fewer errors.
And I'm not sure it will be transformative
in developing or reinforcing other pedagogies that respond
to more diverse or more indigenous nomadic
marginal communities.
And I guess that's reinforced by the fact
that artificial intelligence is not original, it's
merely harvesting and exploiting the digital resources
that already exist rather than producing new ones.
And so therefore it reproduces the bias
and the differences and the divides
that already exist in the digital world.
And so as I as I constantly point out, actually,
the digital world knows more about Middle Earth
than it does about the Central African Republic and
for example, Wikipedia,
a digital resource that I will exploit,
has ten times more content in English that it doesn't,
but it has ten times more content in English than it does in Arabic.
And the content in,
I don't know, Kikuyu, Luo, Swahili,
Shona, you know,
any of Africa's 200 endangered languages.
The content is minimal. So
in those two respects, I will reinforce
what we already do
and the languages in which we
we do it, and also artificial intelligence
merely harvests or collects
the world's existing prejudices.
So if you've seen examples recently from MIT's P, you'll notice
a woman of color submitting a photograph of herself and asking
GPT how she should look better at
job interviews.
And the answer came back.
Look, whites have blue eyes.
So whilst I think in principle
I could lead to
individualization and personalization with learning,
I am critical and I am skeptical and
I'm not holding my breath.
Thanks very much.
Thank you, John, for your comments and reflection.
Very interesting.
Be on the in the our informal sort of
African woman.
Okay. Clean
joking. Sorry.
Could you see a well, we I think commitment awareness.
You could wait until I reached Costacurta Italy.
I'm going to say wait everybody is saying
I'm going to be very brief, but then we will see if I will be so or not.
I don't agree with what has been said.
I think personalization is already happening.
Students are personalizing classes.
They are the ones to personalize personalizing them.
They, from their point of view, often students
are using tools
to access in a personal, individual way.
In a differentiated way.
They content their use.
For example,
generative AI to reformulate.
For example, in the case of a student that doesn't,
they're studying something that I have said because it is
a very specialized language.
They use A.I.
to, for example, asks, Could you please explain these?
In other words,
we can
see education not in a top down way.
So this was authentic.
Teachers don't necessarily have to be the only agents of personalization.
That endeavor can be a shared objective.
The ones at the bottom, let's say the students,
they could have a set of tools
that are being designed and built that are going to allow them
to ask things about the contents in a complete different way.
And of course, the fact that these content is open
is essential. To.
Being able to reduce it or re
analyze it from other point of view.
There are two agendas that are complementing themselves.
We need a AI to access these opened content.
That it. Was.
You were right brief.
Thank you for your reflection.
I really want to highlight a couple of things from what you have said.
I encourage you in the Q and I to further discuss about education.
Just to say that I have
put I have put on the shirt document
the reference to two papers published
referring to our experi and so on,
Gamification and learning in blended learning
that address the idea of personalization.
We see.
I think that's an important matter here, and I totally agree
with John Drexler comments that regarding
online education, we are still at the fourth model,
the Met the for the stage
in that most content in MOOCs and similar courses
say that you can have the course in any color as long as it is black.
Paraphrasing the famous statement
by Henry Ford the last century.
And so
we have approached this idea of personalization
to the idea that you can get inside the course content. And
we have
focused so little bit on a following learning styles
and B, we have found that there are a couple of clusters
that you can identify among different students
and you can use that the clustering method to differentiate
the way in which educational content is deliverable
for the students and how they are they receive feedback
and that we are looking to further
work on that model to allow
that each student gets the content that
better suits their needs.
And I totally agree that we have a we
we need to
exit the current model
of mass production to go to the mass customization.
But yes, I hope that I can bring about such change.
But the it's easy to say this
and it's far easier to say it than to implement it.
The just apply it to a product,
to an educational process does not necessarily make it more personable.
It it can have the rather opposite effect.
And for that you need to have
interactive educational content to be brought more interactive.
And we need to
teach large language
models to cut of the bullshit that respect the content.
If you pardon my French.
Thank you again.
Again, very interesting reflections about
the issue.
I want to continue our series com when I was Cristina catania
up until April come on Tobacco Canada and boy.
We are going to continue we are short on time.
With her so you call without question.
So let's follow with the questions that we gather.
This up a bit so we got a format is.
Also a relevant question
that has to do with the implementation of mechanisms.
Thanks to I and the improvement of education,
I wanted to talk about future perspectives
or professional obligations for these new technologies.
Um, technical here.
So I want to talk about other disciplines.
So terminology is where the digital transformation is being very helpful.
We were talking about, for example.
That we.
Virtual reality, extended reality.
Gamification was talked about before.
The, before the current Internet
because we don't to see what is like based on.
What is the ones that you think
is going to be the first one to be applicable.
And but we are talking about content for everyone.
Which one is the one that you believe could be a general?
Yes. Is is applicable in an easier way or the
cases of of users.
Amongst their leaders all over the.
There are many tools and they keep arising.
You are an ethical in you must say most of them are not in the.
World is exponential, especially in taboo such as these.
I think the question is our framework of our approach.
Because.
If we use an automatic program,
which is what is basically being boosted. Is
looking outlook, which includes recognition there less.
But it seems.
Why the first time I heard about these was from the first person
I heard to talk about this was Henson.
Because he said many years ago.
If we.
See youngest person.
Personalized by clusters, we can do so.
And in that way it's a normal way of approaching this objective.
We have a set of technologies
that we now.
You know.
Are being applied in a certain way
due to the existence of A.I..
And what it's doing.
But it is a little bit more complex than that that.
Will tell you this or that often if you do.
Before we have brute and filtered data.
So learn about address
what. Technology are we talking about?
But we did it web designing.
We will start by using some notes,
but now no one does it
that way.
So that you may already know L.A. Law.
You can get a template
or a web page in half an hour.
They are fantastic agglomerate or memory.
With numbers zooming in and out.
It is wonderful.
It turns out that everyone now has the same templates.
In those addresses and our only one on display.
And now the same thing happens everywhere.
Get up in witness again.
We had eight before and we could use it, but now it is.
It has been popularized and everyone has access to it.
These
and of course.
There are tools that can help us in this way.
Even if.
We're talking about all the technologies.
These are similar process.
That same automata is the processes.
Themselves without
unique without.
There always has to be a person
able to determine
what actions to take or not to take.
A person that can say yes or no.
Or automatic or don't do anything.
And that can be said about other areas such as, for example,
responding to messages, delete
automatic interpretation or translation inevitable.
And so that important.
I think the most important concepts from my point of view
is those two makes both a personal and think the logic of while.
And then we figure three and.
Okay, we've talked about different technologies, virtual technology,
gamification, Facebook, try to sell to us that have.
More open looking.
I'm getting a number that no amid the.
Ascended reality or virtual reality was the future for everyone
with that metaverse, I think they have to investors
in this field and now they
are focusing a little bit more on what I.
See already, them and them being.
I believe.
In Pakistan.
Take a look. At.
Which emerging.
Virtual reality
is going to be very relevant, but not as much as the A.I..
The path has
not not now, not responded alongside
stimulus after the mythical here, but put it in theaters.
And do you know.
Gamification of
is very relevant as well
with we for example, get points
every time we fill our tanks
at the gas station.
We have to be aware
of the trends of gamification and use it carefully.
And the know.
Of the examples that you provided
were related to A.I..
And I think.
There's a negative one.
Well, I don't know if I should say this,
but I have a Brazilian friend that taught me.
Becoming a Brazilian and and
is the future of Google representative now?
Well, she said that Brazil is always the country of the future,
but never the country of the present.
You know, another.
But what I want to do is create an analogy.
I think a AI is the technology of the future Brazil
and the technology of the presence
of it. I mean, but is it.
As in any case, I believe that the question
that you put forward, I think I would like to comment on it.
And do we think that the future of education.
Is using it?
But I think there.
Is no link to with this digital transformation.
I think sometimes we are a bit ahead of ourselves.
The renovation of education should be linked to the
necessary
technological developments to improve
the teaching processes or the learning processes.
When it ends at.
Some times we receive these new tools, these new technology
tools, and we adapt what we do to them
to improve our work.
But sometimes we find ourselves
in that hamster wheel and we don't know how to
continue.
But to him we import. It away from a.
Commodity and we.
It is true, as Carlos was saying, that
there is a reason why these tools have not been used.
Yes, Mr.
Zuckerberg, what he wanted to do every time that new technology
arises, he wanted to sell it.
Now it's really. The teach.
In our case or improve the lives of other people in different ways.
You know, when
you your career, the mucho potential especialmente in el contact.
Virtual reality is very powerful, I believe,
especially in our fields, because it and I was asked
to take to a not important.
Problem in.
Ecosystem the content that we have
and the activities that we do, which is that.
Sentiment did
not keep.
But there is still a way to go.
We have Jackie McCue with us and
I always talk about how have
Portuguese firefighters trained
artificial of virtual reality,
sorry, are used in their training processes.
So maybe if we used this technology in in a good way,
we could improve our activities.
But I believe that in the short term of
artificial intelligence is going to be a better concept.
The most impactful technology
is going to make us
reassess, not necessarily.
Labor.
Exams and the assessment processes.
That is the use of concern to me, but we'll have to
reassess the
distribution of activities that the activities that we do,
we will have to reassess our work in the way we go about it.
And then in the documentary now almost restored to it, Brian.
Up until now, we
have been able to keep the way we teach,
but in the future we will have to reassess the design
of our teaching activity, both in-person and online,
so that the usage of AI
will be positive.
Colleen
Sea Level Rise KSK.
Alessandra May I come up here? Look.
The truth is that I, based on graduate, said what I wanted to say.
That is the problem of not being with you
in Madrid.
Okay?
These stay some place.
From the list that you gave before of those words.
I wouldn't choose any of them.
I want to follow the same path.
The most important for me is an idea
that is clearly being established, which is the
enhanced or augmented did artificial intelligence.
We are seeing how these tools. Are.
More easy to use or
easier for us to use. Then
earlier we can just focus on
how we have to teach to a students
skills that they will be able to use in the future.
They will be able to use it knowing that this person
will be able to use artificial intelligence to
understand it
and to take the best out of it.
We should stop teaching.
Based now.
Content to a regular person,
let's say, but to a person that is going to use A.I.
and that, for example, is very applicable
to language teaching.
I'm teaching a language, but I have to bear in mind
that my students will be able to use a tool
to translate or to find the words or phrases that I'm teaching them.
That means that we are teaching people
that somehow are going to have an ex who escalates
an intellectual exoskeletons.
It can not.
And we still don't know
what it will be exactly,
but that is what really means, in my opinion.
The rest of the words are important, but I.
Think the most good that.
Is going to be used by people and we are teaching
the teaching, the people not to educate them.
In talking.
Okay, Thank you again.
So, uh, okay,
my response has gone longer here.
So first of all, the praise for the idea of combining
AI and gamification, that's something I truly believe in
and really there are tools that can be used,
the kind of adaptive learning games to use
in adapting real time to learners abilities.
In progress.
You can have personalized learning quests, interactive simulations,
and extending ideas that we've been playing on the idea
that you can provide automated, personalized feedback and rewards
and you can also play using the
machine learning techniques to dynamically adjust
the degree of difficulty in exercises
and you can capitalize on things like social learning
features and character customization and development.
And of course, the idea of using large language models and golfers.
Conversational robots can further
narrative driven learning. And
of course
this is a nice rosy vision
of the immediate future
regarding the observation of a Brazilian colleague that
somebody mentioned just before me,
you know, if you find the resources
in the Internet and you talk to say it
in Portuguese, it replies to you back in Brazilian, Portuguese.
And I have to keep reminding such a pity.
Look, we are, I reply, use European, Portuguese
and I assume that Brazilian will have similar problems with
Castellano versus Mexicano versus
other dialects in Latin America and
in places like Cuba
and Jamaica and the Philippines.
But so that and the problem
that I see in regarding personalization
and these disadvantaged minorities is that,
uh, large
language models, like everything else on the Internet,
take a huge bias in that
most of the content is available, especially in American English.
And that's, that's a fact of life.
And then we in the European Union
talk a lot about protecting,
uh, languages that are going extinct.
For instance, the romance
in Switzerland and Basque
and other minor dialects, like Miranda is in Portugal.
And I think,
uh, using AI
and applying it naively can be a double edged sword
in the sense it becomes more easily to work.
You can access content in Castellano, you can access it
in European, Portuguese, Brazilian, Portuguese.
But the quality of content depends on the quantity of texts
that is available for training these models.
And we should be especially be aware of the biases
that the such they think to use in
in cultural terms, in the competence.
So uh,
artificial intelligence sought to speak more plainly.
Machine learning is can be a edged sword,
and you must be very careful in applying it.
And that's why we are now putting some research on
to using knowledge representations such as knowledge graphs,
to try and make the content more,
um, believable and trustworthy.
And those are big, big, big, very big issues. And
I so yes, some of these
herramientas are immediately available,
but we should really be very careful in applying
machine learning slash
large language model slash artificial intelligence
because it can be a double edged sword.
This is the first part of my response regarding the idea
of using extended reality and virtual reality integration.
A lot of our students did a kg-d6 a few online
artificial search découvertes and in all of this mazars is similar
enough salary to sit on the coastal technology
X of their massive repository as the applications
sip inefficient particulierement typical large capacity others
only because they excel
seeking more ideas.
Positive economic course caused us chaos
for the media $1,000,000.
There are more affordable resources.
Where can. You.
Save?
Some years ago, things cost
thousands of years now are available for everyone and we have seen that
we have to set the prices have gone down, have been democratized.
And we have a series of
tools that can be implemented
using smartphones or tools or tablets out there.
On the other hand, we have a myriad of.
Open.
Software solutions that can be implemented at very low cost.
That is in Kiev,
a really very steady that is massive because there are some.
Tasks where extended reality
is more useful than others, like training or simulations
or there is the 3D component
remote collaboration, for example.
Those are similar possibilities.
That make it.
Possible for
spread it.
To. Collaborate or to
build solutions together.
We enter the centers.
So we are observing a very
nice landscape for extended reality that can be applicable.
Thank you.
Thank you again.
That you're going to be up when we go.
Out there.
I agree with you.
I would like to add a note opportunity.
I know we are advancing faster
and it should be the other way around.
But it is true that the market road, as you say.
Almost in and.
Sometimes we are simply by technology and not doing any pedagogy
or teaching, then it is true that we don't.
Keep. Up with the pace.
In any continent.
So and some of the leaks were in comment in the fact
that some technologies are fundamental for our universities,
or since we are working remotely.
Online from England and.
Carlos and the rest of the team
know that we are
very concerned about the skills of a generic about labs
and we have been investing in very hard work and issues.
So this translates into a very momentum university.
I'm a very big sociable benefit for other students
because someone thinks we don't be accessible,
but India for artificial intelligence.
I agree with you that we face a disruptive moment.
And to country.
Yet many guidelines are.
Been published.
Here.
I have to thank the writing of one document.
I think that you all can.
The economists have fairly obvious it universities
also how it is a different way to formulate teach.
You to the concept.
And to metrics this disruptive change.
I'm interested with the sophistication.
Now moving to another topic, we are always speaking about
digital education.
We need to know whether
the communities that form is.
The important thing.
But I miss field of.
Education, of the skills to embrace these technologies
which speak a lot of optimality about the access to education
teaching platforms that we have.
But we are perhaps not thinking.
If you look on. The profiles
and digital competencies of our students
and whether they are able to access
the mixed use this technologies.
Then again, we are speaking about this fabric like.
This is positive, or maybe this tablet as a company.
Not have access to a smartphone or tablet.
And I don't know if we are ability in mind that there exists.
It is your own in.
Other collectives.
In our city, it is.
Important to ponder how we can reach this collective
and how can we meet their needs because this is a real problem.
May not see as interest only, not all all of them.
I really don't believe.
In it, lamented You always give me one minute
and the rest can speak as much as they want. Calling.
This is all your fault. You gave them very bad.
It is okay.
It's three very brief ideas
about the topic of diversity that you will come.
And I'm glad to.
Hear is a very clear maxim.
Those kind of. Help up with.
The machine.
Not because technological.
Exclusion is social exclusion.
That's it.
Ambulatory.
Your period. Is.
My mother cannot go to the hospital due to her altered disabilities
and she cannot use the
machine to this.
Or that.
Is to
overcome difficulty and nobody answers the phone.
Then we have the case of social exclusion.
Extremely so.
While getting me, I can only.
A silly example.
I wear glasses and this is another difficulty.
So there is a number of degrees and then we have the danger
and the of the favored
groups fantastical.
And I consider that I can play a very important role here.
Of. Customization
to reach those group that we are not able to.
Reach and.
Design.
We fall
under the onslaught. Of.
Paternalism. Balancing article.
Reconciliation.
It is not only me who has to adapt the speech, but also the student.
As to that,
we might find some balance
and not surpass our dependencies.
Because important again.
The third thing is that this little toy, which
is more powerful than many computers that we find out there, that.
I believe.
We have the opportunity to merge. The.
Greek
man with Saint Thomas
and with Alexandria's library.
In which we communicate that.
We always focused on the student.
But what about the percent of the professors. And.
Also the administration and with to
care for the interplay?
It isn't.
Three Do we have the competences?
What obviously you're missing the skills and ability.
To be there in.
Thank you
so and Daniel.
Very briefly, to compensate
Daniel Long there is this not the competition.
You know to.
They call.
Well, I like you very much you know.
Yes and it says here I'm British.
I think as many other technologies
on gap is open and another one is both the fine and next with that gap
and return
from those who have the economic resources to access
these new technologies, comparison to those to not have it.
With the formula and of course has committed others.
On the.
Other hand, we find reformulation translation
and I'm starting to give explanations and this closes another gap
that Albert.
Agassi constructively and.
Well, I consider it it is doable that
we can develop these skills even and medicine.
That I'm.
Speaking of.
Most favored sectors
don't provide people with books before
teaching them how to read and you know they don't we.
And the trouble is either.
So would be a similar case is.
Going to give.
Us to take the initiative to teach them
how to read and how to write, and then.
You can keep them as a market to.
Encourage them to read and to write.
And here it would be the very same thing.
We have the European framework of the external competences
that give us some guidelines that I don't want to read it to be here. On.
Aware of it.
I would simply say that I agree very much with what
Daniel said at the beginning, and digital competences
must be a fundamental right, because if you are keeping
the majority of the population from accessing information
and it could be a universal and fundamental right.
That other part of simpler.
But justice to.
Sit paper, yes or no?
Not so.
If you ask.
The. Teachers whether they have the skills
or not the studies, so that their own perception is that they have.
It a. Reality.
And. Somehow now they are saying if that we
that we leave behind.
It, they must get it all.
And I think that we have to keep on working on this line.
You will have to close these gap.
And I always say that the digital.
Gap. Depends on the administration.
If they. Look at our models. That.
They think this.
Side of the street,
that would be closed.
Now, there is another issue.
To look at.
Is the ability to access and to use these devices.
And if we can play a crucial role helping people
and media, teaching them how to do it.
The Asia is just there.
But it is true that we have to.
Look at.
The poverty paternalism.
Those with more students.
Employment can continue.
Those I think
we can generate and share contents
with our students that may foster
the development or their autonomy
and their critical spirit
of reflection.
So in the end, we are.
Combining.
Cooperate in a series of technologies to the educational system,
and we must accompany our students or we will. All.
Win from a column which on time.
But I don't want to
under pressure.
Okay, no pressure millionaire.
So me just immediately I.
Sense a
terrific amount of money.
We see how the richest companies
worldwide are investing widely.
This issue.
And. This is something
that we have identified is very disruptive.
This morning we had eight of these some criteria
that are typically capitalist, which is the investment of money
to get a return, a revenue on the other side.
And to my understanding, capitalism feeds
from these gaps.
So these gaps are very convenient.
To. Consider.
Well, we have to.
Break this. Balance.
Like give.
The society order to these from society
and turning their are from one side
or the other of the of the gap.
This doesn't mean that I will
necessarily derive into the corner
in a more numerous gaps.
It simply means that.
The main economical there of course that they they liberal.
Economic actors do not have interest
it has in the case to to balance things out.
It is us of the towns because we have states, institutions,
politicians that can say, well, I agree that you want to
lend money.
But if we reached the conclusion that the economy is
good for everyone, then it should be for everyone.
The example of friends as
remarkable for these have been decided that all students with.
An excess.
That are 16 will have their own.
I have.
But it has to be.
All of them are una.
And then the governments that we have reached an agreement
with the company to develop
on a high school system with their students,
even if it is not optimal, even if this is not the best.
The important matter is.
That.
We can reach the conclusion.
That those.
Things, it is important.
It has to be for everyone.
And this is an example of not the economic forest,
is not the forces of the market, but the political forces that take
the upper hand.
Thank you. Thank you. Go on in. Joking.
Okay.
As I said,
two things very quickly.
Again, I will agree with Colleen that
technology can be a double edged sword, as I said before,
and we should be wary of people using the
technology.
And the recent developments at Open Air have showed
their blatantly showed the case.
On the other hand, I want to to to to address
the more positive aspect of technology.
I think we have been witnessing this several
decades, the democratization of technology.
A good example is Africa,
where there used to be
lots of challenges for people to
to access technology and still work phones.
Smartphones are now available
and accessible, and Africa is experiencing
a tremendous development in information technologies
the disability,
the use of low earth orbit satellites.
Elon Musk's
StarLink is a good example of this, are making
accessible, are making the Internet accessible in remote countries.
And and I think that's a good thing.
So information technology
can become more accessible in many, many environments.
And I secret's positive in the sense that everywhere in the world
now, people can access the Library of Alexandria.
We collectively
we have Wikipedia, which is an exponent.
I think one of the best examples of the good that the Internet can offer.
Then same again.
So smartphones, virtual reality headsets,
these are becoming more
and more accessible because the market the the the
the world market is now accessible
and allows people to make equipment
very inexpensive inexpensively.
And I think that's a good that's a good thing.
We should take advantage of these technologies is to improve
distance learning.
And I believe UNESCO's Sherpas
can play a great role here,
but we should be wary that we should not think of technology
as a magic one because it does not work that way.
Just applying technology to education does not make education better.
We should be careful in the way that we teach content
and we should use technology to make learning more personable
and more adaptable and more accessible.
And that will take a lot of effort.
The artificial intelligence is there.
It can be used for the good,
but it can be applied and we should be very careful.
And it will require a lot of work
to make learning more accessible.
But yes, we have the tools and that's the difference
between Brave New World
and the Fantastic New World.
If you have read your column, Loxley, thank you very much
for this opportunity.
And I just would like to finish on this
perspective that we are
very open to collaborate with other UNESCO's chairs.
And again, I would like to thank the organizers
and to congratulate them for this fantastic opportunity to.
Put our work in the hall.
I want to thank you.
Thank you again. This past year.
Since we are on time, if you fancy.
So we have a letter.
About the ethical issues, but we will leave it here.
Whether in life.
Or death will be enough for a full round table.
I think it is a very
interesting topic.
It has to do with copyright, with data governance,
very important issues that
I think it was comment.
Commending the.
Question that we may have with
artificial intelligence, not to see it as a.
As. An enemy.
But at least as.
One tool we have to deal with it.
So lastly, to shut questions.
To this on men and women, leave it here.
You know.
If anybody wants to raise a question.
Lorenzo, so.
Answer please.
I you know,
in order.
To see this go to
see she told us about she from
North Korea said that she said.
Well, I didn't want to make an aggression, but simply a remark.
I remember.
That one.
The teacher or distance learning was created and some years went by.
I had suggestions from inside
and outside of the unit to
date, the name to change the name to make it more modern.
I was against it
the farthest.
I can.
Also feel that you can see that.
This to add to the subtitle. You.
Of digital education. Perhaps
digital training.
Has. No borders and no limits.
I see no proposals, no.
Everyone here.
But lifelong learning.
Made it difficult.
Meanwhile.
You all spoke and the one. I.
Related the most with my friend on virtual.
You spoke
about the customization.
Well, customize education Ontario.
This is turn based on old issue.
And before we had this technology, we spoke about this goal
like restoration, dignity with analyzation of
education.
The most common.
Consideration of every student is a singular.
Individual.
And the critique that was raised is that we were.
In this.
That we were alone in Myson education, for
we wouldn't be able to reach the individual.
Now, the.
Individual has a social component.
You have to show
and. Now that A
appears in the game say
Now we can make use of A.I.
to customize.
Well.
I would simply like to have that.
You know. That we. Are.
Very into the chair of.
Distance education.
And the society.
What I really like your contributions.
Even though we are
university, we educate.
Only about
numbers and in your dilemmas are not not the.
Education that we provide to.
Children. The anonymous.
University student.
Knew me the year. To me, you see.
I must say, I must confess that I might be
the friend of this is all we don't have to have.
You didn't know in our late.
I mean.
We shouldn't simply cared about the evaluation,
but also about how should we adapt, how should we modify our ways
to act, to do, And if we.
Which then that will be if.
They try and I'll call.
I would simply like to thank you for this hold meeting.
But also you have lastly.
Said something about.
Ethics at the colleges. Of this.
You know, you probably did something, some shit that we know.
That it would be so interesting, so interesting
that this lasted longer.
But now we'll come up to the.
Last question and we'll leave it for lunch.
I am sorry because we have many questions, but as the chat.
Is. Okay, two questions and no more because else
we will stay here all day long.
I feel she and I.
Are already and.
Thank you and congratulations for.
The event.
They are nothing.
We see that they are going to I.
That is not an opinion that.
They will for so.
Long belong to feel so.
So yes, proper research governance.
And I would like to ask
what are the limitations and the challenges
that you face.
That always happen when confronting.
All of these issues in particular, considering
the Spanish
universities,
since we all know we have to face
a myriad of regulations and laws,
keep us from implementing
all these authority, all changes
and these resistance starts
with the professors and some of the sages.
That I had actually good.
Well, it.
Depends if you are or is it not?
Your teaching was not.
But again, the.
I think.
We have about a.
Large number. Of problems.
From our universities.
Many come up with different initiatives.
But then there is a different agenda that of the individual professor.
And we got it academic, you know, and says.
Well, I want to
succeed in my academic career.
So that's a series of decisions to be made.
I look away and.
And I also care for myself.
So we do not have the freedom
or the economical. To.
We have to services
or the ability to define the policies that would be necessary.
To. Implement and for the rapid implementation of all these issues.
It is a bit somewhat sad situation.
I go I go.
This is similar.
The first of all, I would like to
thank you all for this session.
When those.
Two issues.
Yeah.
The in the fifties sixties one of the fathers
or fathers of the mother
Simon said that he didn't like the term
artificial intelligence.
So you can look or see.
And he defended
the speaking about synthetic
or meant it would
enlighten him this a historical.
Note.
Okay we formal my okay but molecular logic.
And on the other hand.
I would like to suggest something.
But I formally
use. To.
Not the approach.
Things like customization.
Because the estamos in a punto to.
Let us remember that the outbreak of the.
Fallacy of the composition model
look possible paradox.
We have to remember the fallacy of modal composition.
In embargo.
That of for all.
If you cover it for the parable of possible sin embargo.
Possible for all does not mean that it is.
Establish a punto.
For all possible.
So maybe
possible.
Yeah.
It is no longer.
A fallacy about the question that we have to to address.
At least as.
And we may have to revisit
the issues of customization
or that are tools that allows us to customize us
to personalize that to individual or life at the same time.
So that once I, I now just to show my support
what these lines research
and the idea of good summarization or this is not the.
Other.
Thing this always been the goal.
The internet as it turns year and.
Year.
But is it this will bring this or what we.
Realized that it was possible
to. To teach a computer you know.
To to offer distance indication.
Equivalence reference initial opinion categories.
To make thank you.
If I call if you fancy, we may close the issue
with a final reflection on every one of us.
I get my 30 seconds
or another or another, I think.
I suppose if somebody wants to
raise another question.
I don't need but almost.
Internal and one colleague,
their ex ex-colleague from.
This.
Thank you.
I would like to start by.
Saying.
Thanks to all the men on the list,
and I would like us
to humanize our work
our policies and our relationships.
If we just focus on what they do,
we may get lost on who we are and
it might be the time.
But I'm not so much I want.
To take the step.
As he's coming up is he's going to go.
And if I write on the blackboard
or a stone,
it's no different.
So maybe we should look at it from the
prism of anthropology, of ethics, of philosophy.
No innocent thing
was anthropological as a symbol.
Perhaps in the him or topological sense of what we are doing.
Daniel, you have 10 seconds.
So in this. 10 seconds.
In an fantastica.
We have a fantastic opportunity.
We are actually speaking of something exponential.
Been bravely looking up.
Really miserably of all, but I.
Think live and keeping up with it, we may have to invest
good amounts of monster energy or something to keep up with the pace.
But of course in this.
We have to do it a lot. Yeah, I agree.
I agree with Neil
as a conclusion, but this is opportunity and.
This represents anything.
Brett, if you can, though.
We have. Two writers.
He put a tripartite under.
The responsibilities and the challenges
and we have to act.
Cautiously.
Experimenters in the course of the almost hypnotic.
Experiment in doing something so not simply wait
until the issue is solved.
You have to act
and in depth
though, because in the end
is a challenge.
The importance as. At.
Corona virus, for example, there we even have less thing.
In other. Alternative.
We acted, we thought.
Until.
The terrorists how to use technologies.
But now we have the alternative. And.
Look at you think this could be can do it intelligence artificial
nobody America it inelastic enough to be a natural.
Well I hope that after we speak so much about
artificial intelligence, we do not end up falling in nature.
All the stupidity, I think.
Is a really interesting problem.
And I am we are a bit you know it up.
May I added a comment before and I use the phrase
that I will repeat now in this context.
Of micro.
Before I said are then micro sense to the micro issues.
I think when we speak about artificial intelligence,
know that made me think about
thing that we have to bear in mind.
That is that we have different ways to understand that education, what we
understand on the epistemology.
Do you.
There standing.
Does the last report that is going to scan.
This is how we teach. It to. See.
And so we have different opportunities.
These are also see differently.
Sometimes we discuss about the micro,
so how to do it and we do not agree on the macro.
That is what we understand under education.
That.
Because education is not the same as training,
they are two different things.
Because it is true for the market.
Here.
People consider it to not educate
but simply train it.
But some others consider that
it is also our mission to educate the organization.
So now we have to
consider how to use the.
Tools. To reach this goal.
In. Us.
Is finally, in your 30 seconds?
Well, I would like to say more or less the same that was said before.
We have the opportunity to.
Yes, go.
To amazing things.
We have lots of lots of risks.
I should be up that
I see.
There is.
A. Possibility for people to get involved.
Yeah.
So good for better.
We have the opportunity to do things now.
Later, things will be under control
of big companies in this area.
You got off.
Those who have more resources, but nowadays.
Interesting.
It is the time for experimenting at this.
A fascinating moment.
Let's not forget it is a fascinating moment.
You look in this intervention.
You want to do something, you want to commence something.
See, you
confront this particular opportunity that is different, that will.
Great opportunities mean risks.
And we have to.
Give a subtle, uh, dropper to this.
I have to know.
How to use or to make use of these opportunities.
The not forget the risks.
In. That we are committed to it.
That is. I think that we have a very,
very interesting choice in future before us.
But we have to very hard.
But there are no
silver bullets
to kill the vampires of the show.
So it is not
an easy word, but it is a very valuable one.
The idea of your discipline work on collaboration.
We would be happy to follow up this
with collaborations with all of you to phase.
A few. Of.
All this challenges.
Thank you. Thank you. Once again.
He also
requires a total the participants.
And I thank you all for your participation.
It has been a very, very interesting roundtable.
Many issues could have been raised, but we have to leave it here.
Okay.
And I simply take with me this
message of hope for the future.
We leave it here and we come back and quarter to or.