This paper examines the importance of transparency in the use of generative artificial intelligence (GAI) in education, highlighting its ethical and pedagogical value. Based on research on the implementation of GAI in instructional design, it explores the impact of these resources as teaching assistants. It proposes that, just as students are expected to disclose their use of GAI in their work, educators should also acknowledge their use of these tools when preparing lessons.The article reviews the AIAS scale by Perkins et al. (2024) and its adaptation by De Haro (2024), which grades levels of AI use in evaluation contexts. Building on these references, the EIADD scale is developed to adapt the grading to describe the level of AI intervention in instructional design. Finally, the paper emphasizes the need to promote a transparent and critical use of GAI, stressing that its implementation can influence educational processes, affecting not only cognitive aspects but also social, emotional, and ethical dimensions.
Highlighting the value of virtual social networks and the need to increase their role in the dissemination of scientific knowledge regarding Open Science was the purpose of the study conducted, which is described in this paper. It relies on a dialogic and reflexive methodology to announce suggestions, contribute to the relaunching of scientific and social policies with a greater approach to open access. Suggestions are presented aimed at strengthening the position of change required in scientific policies and regulatory frameworks of social networks to favor Open Science and thus increase the communication of scientific knowledge in virtual environments, create strategies to improve institutional and inter-institutional relations. On the other hand, the necessary infrastructure supported by open scientific communication is reaffirmed, as well as the open participation of social agents and open dialogue with other knowledge systems.
Information and Communication Technologies (ICT) mediate information from different areas of human activity. Learning and Knowledge Technologies (LKT) re direct the concept of ICT towards a computer meaning less oriented to its pedagogical use and the construction of knowledge. It is proposed to analyze ICT, and the application of LKT, education al technologies relevant to personal development and society as a whole. Currently, it can be said that all students have some device that all ows them to be connected to information. However, a questionarises, how can a technological resource or ICT become true mediators of education and the construction of know ledge or LKT?
In order to contribute to the debate on teaching practices in higher education, this article proposes some reflections that arise from the technical and pedagogical support provided in recent years by the Educational Technology Area of the Faculty of Social Sciences (UNC). In this sense, a brief description is provided here of some of the actions carried out during the mandatory the pandemic in the years 2020 and 2021, in order to analyze and reinterpret them in light of the present. In this way, taking into account what has been experienced and learned, the aim is to identify challenges, limitations, and potentialities in the current educational settings. To achieve this, the work is organized around three aspects that, in our view, can and should be problematized: 1) the role of virtual classrooms in face-to-face education; 2) the role of teachers in the selection and production of digital educational materials; and finally, 3) the role assigned to students in educational proposals that incorporate digital environments and technologies.
The following article aims to present the combined model for the teaching of foreign languages implemented in the Secretary of Language Policies of the Faculty of Philosophy and Letters of the National University of Cuyo since the return to face- to- face classes in the year 2022 and as a continuum of the virtual language teaching system worked in the time of pandemic as well as the approaches from which this model is based on , the methodology implemented for its development , the projection of actions to be implemented in the future and how the model impacts the language policies that the Secretariat designs.
