Un Futuro Artificial: educación y aprendizaje de lenguas

SBS live streams and podcasts are supported by advertising. Starting a new life in Australia isn't easy. Another of companies have rejected me. Tom Tom, I feel like, oh, I'm going to quit. I've given up. Working progress is a podcast to help skill migrants, rebuild their careers in a new country. You'll hear inspiring real-life stories, expert advice and valuable tips to help. You'll find a job and advance your career. Working progress, listen now wherever you get your podcasts. SBS audio, which explores advancements and transformations provoked by artificial intelligence. In this series of eight episodes, we'll explain what artificial intelligence is and what are its characteristics and why its eruption and rapid evolution provoke us to worry and certain fear. In addition, we'll analyze the benefits and opportunities that this technological tool offers to impose our development and progress. I'm Claudio Vasquez and I join a group of experts in Australia and the world. We'll explain how artificial intelligence is transforming the jobs, knowledge, the ocean and even our ways of relaxing and sharing. Do you want to know how the future will be? Find out here on this new podcast series called Artificial Future. Hello, this is the sixth episode of Artificial Future. In the past episodes we talked about what is artificial intelligence and its characteristics. We also talked about its influence in medicine and health sciences. In crime and combat, in human relationships and behavior and in wars and armed conflicts. In this opportunity, we'll focus on the changes and transformations that artificial intelligence is providing first in education and later we'll also refer to its relationship with the learning of languages. The artificial intelligence is changing the ways we learn and educate us. This technological tool offers us the opportunity, for example, to personalize the learning, to expand the access to education and make it more inclusive. Developing skills are both innate and acquired and can also be easier and more effective in the work of professors as students. However, the evolution of artificial intelligence in these fields also presents some challenges and risks. Among these, the excessive dependence on these technological tools by students could limit their development of personal skills, cognitive, critical thinking and also measure the ability to solve problems without the help of technology. We can also mention other problems as the gestures that usually present artificial intelligence. The lack of adequate formation to use technological tools, privacy and security of data and the most easy way to offer this technology to make jobs or earn in the tasks required by teachers or teachers. It does not matter that artificial intelligence is transforming the learning and education in all levels. The expert in education and associate professor from the School of Economics at Sydney University, Marianne Vidal Fernández, offers us his opinion about how this technology is changing the way we learn. I think there would be to distinguish the three challenges within education. One would be primary, secondary, almost obligatory, and then the university would be graded. And artificial intelligence has to have different impacts in the three challenges. Therefore, it implies that the regulation would be different for the three challenges. For example, we know that human beings, when they do, basically they live from the social needs of being able to cry and express their feelings and needs. If you understand, then, when we are children and we are in primary, the ideal would be that, well, the interaction we have seen with the theme of the computers and tablets are not good for our social and emotional development, which is primordial to be able to relate to something we will continue to be human with artificial intelligence. That is why I think that with artificial intelligence in primary, it could be the best for teachers, to be more efficient at the time of what is really the most workable result, which is the administrative theme of organizing everything. But as for the children, the ideal would be that not be a subject of social inclusion, for example, a child who has audit problems and that the teacher can use artificial intelligence to include these children who have a special needs. In general, it is something with what children should learn when they are small. That is, I have seen it. I think with artificial intelligence to put an example a little like the calculator or the computer. It did not disappear in learning, as it is multiplied, and how it is added when the calculators appeared. That is basically what we have to learn, because it will not be a little more reflective, but because sometimes we need a logical solution. Sometimes at the moment, in which we need to be able to rest and we will not have the calculator on the side. Well, a little with artificial intelligence, when we move to the secondary area, it will be like this. I can use an computer to help me do a job, I can use artificial intelligence to help me do a job, but at the end of the day, we will have to learn how artificial intelligence works to be able to use it properly. In secondary, we will use it as a tool that can be very useful to learn. We also need to know how that tool works to use it properly and establish a series of norms or policies, as I would say in English, policies for use. For example, it can be useful for an exam, for example, an exam that seems to be and has some grammar growths. You write something and instead of having a teacher who runs this grammar, you ask him the artificial intelligence as it could improve the grammar. I say how it could improve grammar, because you have to have again how artificial intelligence works, what are the prompts that we can, or what we have to give artificial intelligence so that it turns us back to what we really need. I mean, not using it in a way in which what we see, we don't know if it's going to be anything that means it. Another exercise that you can do in secondary, even in university, is to ask artificial intelligence as this problem would do. And then with that prompt that the artificial intelligence is studied, because it is fine, that it is bad, that it could improve, and above all, a thing that the artificial intelligence of the moment, of the moment, is not good, is not personalizing. I mean, you have to understand that every human is different, each problem is different, and that for general solutions or general advice, or general things can be extremely useful, and when I speak of education not only for students, but also for teachers, obviously, that is, for example, in university, we are using artificial intelligence to create chat pods, in which, for example, things are so simple that we receive many emails of "oh, and I don't find where this exercise is, or the solutions of such exercise, and that we generated a little bit of elevated work, and not productive as much as you can explain complex concepts, or you can help a student with a particular problem, and you can facilitate a solution, suitable for their needs. We can use that time, which was a bit useless, that facilitates the chat pods, right? So, well, there it is not as difficult as artificial intelligence, each educational level can be positive, but of course, there will also be things, whenever it is used, there are some adequate policies for each level, and how it can also be useful for teachers, for teachers, not only for students. That was the expert in education, Marian Vidal Fernández. The experience of teaching some knowledge or ability to others is part of the evolution of human beings, and this teaching act is being learned, taking into account the time and memories, and it happens in multiple fields of knowledge. The new social technologies, artificial intelligence, are also essential in learning and teaching, as well as in teaching. And for teachers, the good use of these tools, both part of them as well as the students, is a key return to a teaching process. The academic in Spanish and Latin American culture, from the University of Melbourne, Israel Olas, tells us about his experience with artificial intelligence in his work as a teacher. I think that since a year ago, I have been working as a teacher of the language of culture in the University of Australia. And at some point, several years ago, I realized that the students were giving texts as if they were too perfect, so I think it's not new the technological help in the perfection of the written pressure, let's say. But now, it's the same that it feels, or that it's noted, the influence of artificial intelligence. That is, especially in those tasks, related to writing, where it is being seen, the use of artificial intelligence. However, I have commented on other colleagues, other teachers, who have seen that students, new in the University, that is, the first year students, sometimes use artificial intelligence in the classroom room, that is, if you ask them, "Horal", at the moment, in person, maybe if that question is repeated and goes as a student, in the student, they say that there is a percentage of students who, perhaps, have social contact or who are not, they consult a response with Chatt-Gibitri, for example, before answering it. That was the Spanish academic of Latin American culture and Israel, Olas. Tom Tom, I feel like, "Oh, I'm going to quit. I've given up." Working progress is a podcast to help skill migrants, rebuild their careers in a new country. You'll hear inspiring real-life stories, expert advice, and valuable tips to help you find a job and advance your career. Working progress, listen now, wherever you get your podcasts. I also come to tell you about your experience in teaching, after the development of artificial intelligence. For me, working from the point of view, the investigations, in which I do it, helps, but, as I said, another new tool can help, help to make more quick trips, what it is, and things like that. It helps, obviously, that it helps. It's an important thing, for a long time, but not at all in the world. The interesting thing about my life in my life is that I have been in the students' classes. There, yes, it's happening. There's new interesting things. I have a major student. I'm with the undergrad students. The undergrad students. So, we have a little more time, but there, yes, it's a little difficult because we're thinking at this moment, how do we teach these students to use this technology in a responsible way, in a way that they can learn what they have to learn, and that they use their natural intelligence. (laughs) That it's not always artificial intelligence and that they also have to have pride in themselves, in their ability to think, and not always use tools like without thinking. That they have power, they have autonomy, and being a human being is the story that we have something in autonomy, and that is our responsibility to use it. So, there, it's a little more interesting. That was the academic and bioethic expert, Diego Silva. As a technological tool, artificial intelligence also presents some problems, and by the same, some experts are navigating through a regulation that prevents those risks from being used, they become serious problems that can affect new generations in the future. The expert in education, Marian Vidal Fernández, talks about some risks that the artificial intelligence presents and also about the possibility of regulating it. As we have to change to be able to avoid that, that really, not learn, one is to make the exercises within classes, that is, to plant, for example, to return what would be the oral exams, in which they plant a question, and they are directly asked, which we explain, "Repito, we do not leave human beings, if we are there in Carregueson, five minutes, to plant a question that supposedly you have prepared, and to ask the student who has understood what they are saying. That is one, and then the second one would be the classic of doing the exams instead of returning, we had been to a time when the exams were not well-prepared. Well, I have never believed that they were not well-prepared. I think the exams, in which are bad-reaching information, are useless and always useless, and before I had orders that they memorize. But an exam well-planned, both before and now, shows the critical capacity. And well, if you are doing a career that needs that critical capacity and at the moment of truth, that is, when the exams are being done, you cannot produce that evaluation, because you will suspend and you will have to do it again, if you want to do it, as regulations, so that we are consistent, especially in Carregueson, that is key to making a personalized attention and critical evaluation, as medicine would be. But well, I am an economist, and I also believe that that at that level of university what one wants to do during that age and that study process is precisely that critical capacity. But not only that critical capacity, but that capacity also of working in a team of working with people. And that is artificial intelligence, well, I can give you advice to how to deal with people, but again, I insist when one develops that emotional social capacity that defines us as humans and that we have to continue working and that sometimes in some topics we go forward, but we go towards that. And yes, we have to regulate it in that aspect, but I also think that sometimes the regulation is a little more for us, for the ones we design, those exams, those signatures or those competences that children and adolescents in the case of secondary teachers and education departments have to decide for that we have to act fast for that. The artificial intelligence is here, and it's still evolving here, and it's really necessary and it's always a little slow in the process of regulation of the team. Look, the beach has existed all day long, when we were young, I suppose we wanted to try to get the exams, then at one time I had a quite beach because it was difficult to hire the workers who were the one who was the owner, as we said, we were going to pay, even more than paying, even paying to someone, instead of the artificial intelligence, paying to someone to do that job, then they suggested these software that identified that beach. So we always have like, let's go to the finish of what's happening. But look, I really and this is going to be a bit impopular before, only some students could access these services of the payment, and it was very difficult to identify who was paying to someone in an academy to do the job. Now we know that all students have access to something free, so that in the end it's more democratic and, again, we have the tools to avoid that, of course, which is the first year that the artificial intelligence was what the workers were doing, the presentations were very good, but the students read a text that I didn't know if they understood or not. So it's just to think how can I do that when the students show what they do. I tell them, I don't have any problem, it's more about using the artificial intelligence to cut those high-altitude photographs or things that they don't understand, but the minimum that they ask is that they can understand what they are doing, and that they have shown me for that, now the presentations are shorter, but one by one, and in the ones I do ask them, the first question is very basic, if they have done that, they will answer that question. And also within the rubric when they present a topic, I give them a point, a "for if" they have not read, but they are explaining something to me, they are explaining it to me, they show me what they understand. And then what I do is to divide the task in an incremental way. That is, in the first five minutes, they have prepared a pitch in which they will explain what they are going to do in the task. I give them feedback from that task, and then in the next task, they have to incorporate that feedback, that human feedback, that personalized feedback, that feedback in which when they are going to present it, I will see if they have incorporated it, if they have understood it, feedback that they know can be a little challenge for the artificial intelligence, and so, successfully, then I divide it into three tasks. Of course, this usually defend the volume of students, it is a little complicated, but I really think it is going to be doing it this way, to precisely avoid the plagiarism. Of course, the problem that I repeat, that you can do with, I am with students, because 20, 30, 70, but when you have thousands of students, 300 students, in reality, the only thing that remains is to again return the traditional exams in which there are not computers, there is no phone, and well, if you want to copy because you want to do with the consequences that I can have. What happens is that I I finally believe in the difference that I have in the way that there was a lot of solidarity in the time of copying, and that now the students many times are so competitive, unfortunately, because they do not understand the important thing, which is the collaboration, and that they do not let copy one of the others. I also think that it is very, very common, at least the experience that I have had throughout the years. That was the academic of the University of Sydney, Marianne Vidal Fernández. To talk about learning and education, we refer to many different knowledge and skills that are taught as children as adults. Among these knowledge, are also language- or language languages. If the language is usually learned usually in the first childhood and thanks to the influence of near-familiar families and low-multiple stimuli, the learning of a second or more language is usually done by a personal or professional option, and generally implies another type of learning process. This process requires the development of skills as to speak, listen, read, and write in the new language, as well as the understanding of its grammatical and vocabulary structure. The eruption of artificial intelligence and expansion and creation of multiple technological tools of automatic translation or interpretation and teaching of languages are revolving the field of language learning. Every time it is easier and more capable, to understand or translate what a person says or writes. This has led to think of some experts who, in the future, and thanks to these technologies, we can talk in our language simultaneously with someone who speaks in another language, thanks to automatic translation devices that we will take on our phones or computers, or perhaps inserted in our own body as a chip form. The doctor in the linguistic application of the University of Queensland, Claudia Vazquez Fernández talks about the possibility of the automatic translation technologies being used by artificial intelligence to replace the learning of new languages. I think that a certain reason that the future of human is, the use of language, the language to communicate is a deeply human characteristic and you look at it, to speak a language, to use it, wherever you get your podcasts.