Education and Artificial Intelligence: An Analysis Based on the Perspective of Teachers in Training

La IA está afectando a la educación, al menos en tres ámbitos: la toma de decisiones acerca de los sistemas educativos; los procesos de enseñanza-aprendizaje y la necesidad de actualizar el modo en que entendemos la educación para la ciudadanía. En este artículo examinamos, mediante el análisis cuantitativo (descriptivo, comparativo e inferencial) de la información obtenida a partir de un cuestionario de elaboración propia, en qué medida los futuros docentes de Educación Primaria conocen conceptos relacionados con la IA, entienden cómo transformará la educación y la vinculan a las 8 competencias clave de nuestro sistema educativo; así como, en qué medida sus respuestas difieren en función del género y de los estudios previos. Los resultados arrojan diferencias significativas, siendo los hombres y el alumnado que procede del Bachillerato de Ciencias los que se autoperciben como más conocedores de lo referente a IA. Vinculan la IA principalmente a la competencia digital y a la competencia matemática y competencia en ciencia, tecnología e ingeniería; y muy poco a la competencia ciudadana. Los estudiantes son conscientes de que la IA influirá en prácticamente todos los aspectos de la educación (metodología, forma de aprender, función del docente, etc.) y solicitan una mayor formación.AI affects education in at least three distinct areas: decision-making regarding educational systems; teaching-learning processes and the need to update the understanding of civic education. In this article, a quantitative approach (descriptive, comparative and inferential) of the information, obtained from a questionnaire of our own elaboration, was taken to examine the extent to which future primary education teachers are aware of concepts related to AI; their understanding of how it may transform education; and its link to the 8 key competencies of our educational system. We analyzed the extent to which responses differ depending on the gender and prior studies of the students. The results reveal significant differences, with men and students from science baccalaureate programs perceiving themselves as being more knowledgeable about AI. The students tended to link AI to digital and mathematical competencies as well as science, technology, and engineering competencies. Very few links were made to the civic competence. The students were aware that AI will influence almost all aspects of education (methodology, way of learning, teacher’s role, etc.) and they requested additional training in this area

A software tool for monitoring legal minimum lenght of landings: Case study of a fishery in sourthern Spain

Herramienta de interés para el control y la gestión de pesqueríasThe regulation of minimum legal size(MLS) of catches is a tool widely applied in the management of fisheries resources, although the MLS does not always coincide with the length at first maturit(LFM). The optimization of this management tool requires a series of quality control in fish markets and transportation. A software application has been developed to make the control of the landings of several target species easier and faster. In order to test and make this tool operational,six species of commercial interest were selected: four species of fish hand two species of bivalves. It is proposed to estimate the proportion of illegal specimens in the studied lot from the proportion of illegal individuals found in the samples taken from this lot.The input data for the application are the minimum legal size(MLS) of the species and the total length(TL)of each specimen sampled. The out put data is a statistical summary of the percentage of specimens of size less than the legal minimum(TL<=MLS)within different confidence intervals(90%,95% and 99%). The software developed will serve as a fast,efficient and easy to manage tool that allows inspectors to determine the degree of compliance on MLS control and to make a decision supported by statistical proof on fishing goods

Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination

It is more and more evident that there is diversity among university students, but this diversity encompasses a wide variety of personal characteristics that, on occasion, may be subject to rejection or discrimination. The feeling of inequality is the result of one stand‐alone characteristic or an intersection of many. To widen our knowledge of this diversity and to be able to design actions with an inclusive approach, we have set out to explore the relationship between students’ feelings of discrimination, their group identification and their intersections. Participants for the study are selected from protected groups which fall into the following criteria: ethnic minority, illness, migrant minority, disability, linguistic minority, sexual orientation, income, political ideology, gender, age and religion. We will refer to this relationship as the ‘discrimination rate.’ To fulfil our objective, we have given a questionnaire to a sample of 2,553 students from eight Spanish universities. The results indicate that the characteristics with which they most identify are religion, age, sex and political ideology. However, the highest rate of discrimination is linked to linguistic minority, ideology and migration. Regarding intersectionality, it is worth noting that 16.6% of students feel discriminated against for more than one characteristic, with the most frequent relationships being the following: (1) ethnic or migrant minorities (2) sexual orientation, sex, being under 30, leftist ideology, low income, linguistic minority and (3) Christian Catholic, right‐wing and upper‐class ideology

Effects of the economic crisis on new university professors

En este trabajo describimos la situación laboral del profesorado novel, que se ha incorporado como docente a la Universidad de Cádiz en los 5 últimos años. Comparamos la situación en la que el colectivo se encontraba en 2015, momento duro en la crisis económica que junto al país sufre el sistema universitario, con la que el colectivo tiene o percibe en 2019. Se trata de un estudio cuantitativo realizado a través de un cuestionario on-line, distribuido en 2015 y 2019. Sin duda la situación económica de la Universidad condiciona el desarrollo profesional de estos trabajadores, que combinan investigación y docencia. La crisis económica que ha dificultado durante años publicar convocatorias de plazas estables para estos nuevos profesores no les permite tener una visión optimista en relación a su futuro profesional. Nuestro estudio refleja que la situación actual está generando en el profesorado un sentimiento de agotamiento emocional en el trabajo, que puede derivar de no intervenir la universidad en una mayor despersonalización o dureza con su alumnado. Debido a esta situación las Universidades se están convirtiendo en un verdadero “caldo de cultivo” para sufrir patologías asociadas al malestar docente.This work describes the employment situation of new professors joining the teaching staff of the University of Cadiz over the past 5 years. It examines the situation of this group in 2015, a time in which the economic crisis affected both Spain and the university system, comparing this situation to that of 2019. It is a quantitative study using an on-line questionnaire that was distributed in both 2015 and 2019. Clearly, the university's economic situation conditioned the professional development of these professors who carry out both research and teaching tasks. For years, the crisis stalled the publication of stable job offers for these new professors, preventing them from having an optimistic outlook with regard to their professional future. This study suggests that the current situation may be creating a sense of burnout in the teaching staff, perhaps due to the university's failure to intervene in the increased depersonalization and harsh treatment of its students. Given this situation, universities may be turning into a breeding ground for pathologies related to teachers' malaise

Estadística asistida por ordenador. Statgraphics Plus 4.1

Guía de uso de Statgraphics Plus 4.

Treatment with tocilizumab or corticosteroids for COVID-19 patients with hyperinflammatory state: a multicentre cohort study (SAM-COVID-19)

Objectives: The objective of this study was to estimate the association between tocilizumab or corticosteroids and the risk of intubation or death in patients with coronavirus disease 19 (COVID-19) with a hyperinflammatory state according to clinical and laboratory parameters. Methods: A cohort study was performed in 60 Spanish hospitals including 778 patients with COVID-19 and clinical and laboratory data indicative of a hyperinflammatory state. Treatment was mainly with tocilizumab, an intermediate-high dose of corticosteroids (IHDC), a pulse dose of corticosteroids (PDC), combination therapy, or no treatment. Primary outcome was intubation or death; follow-up was 21 days. Propensity score-adjusted estimations using Cox regression (logistic regression if needed) were calculated. Propensity scores were used as confounders, matching variables and for the inverse probability of treatment weights (IPTWs). Results: In all, 88, 117, 78 and 151 patients treated with tocilizumab, IHDC, PDC, and combination therapy, respectively, were compared with 344 untreated patients. The primary endpoint occurred in 10 (11.4%), 27 (23.1%), 12 (15.4%), 40 (25.6%) and 69 (21.1%), respectively. The IPTW-based hazard ratios (odds ratio for combination therapy) for the primary endpoint were 0.32 (95%CI 0.22-0.47; p < 0.001) for tocilizumab, 0.82 (0.71-1.30; p 0.82) for IHDC, 0.61 (0.43-0.86; p 0.006) for PDC, and 1.17 (0.86-1.58; p 0.30) for combination therapy. Other applications of the propensity score provided similar results, but were not significant for PDC. Tocilizumab was also associated with lower hazard of death alone in IPTW analysis (0.07; 0.02-0.17; p < 0.001). Conclusions: Tocilizumab might be useful in COVID-19 patients with a hyperinflammatory state and should be prioritized for randomized trials in this situatio

Boomerang effect. Your health and well-being

Vídeo, en formato píldora correspondiente a la actividad de divulgación titulada: ¿Consumes? ¿Generas residuos? Cuida tu entorno sin moverte de casa. La actividad de divulgación científica corresponde a la convocatoria UCA/R106REC/2023 relacionadas con la sostenibilidad y la implementación de los Objetivos de Desarrollo Sostenible (ODS) y /o la Responsabilidad Social Corporativa para el curso 2023/2024Actividad de divulgación en forma de Píldora que consiste en un video, donde se pretende concienciar a la población para disminuir los hábitos de consumo que se realizan de forma desmesurada, aconsejar sobre la práctica de las 3R e indicar algunos de los efectos de la contaminación en la salud, sino se gestionan adecuadamente las basuras (efecto boomerang). La contaminación por basura puede deberse a la mala o nula gestión de los residuos que generamos, es por ello que en ocasiones esta basura doméstica puede contener sustancias tóxicas perjudiciales para la salud, además de la atracción de plagas y animales que pueden propagar enfermedades. Por lo tanto, es importante que todos hagamos nuestra parte para reducir la cantidad de basura que generamos.Patrocinador: Delegación del Rector para el Desarrollo Estratégico de la UCAVídeo MPG.4 de 1 minuto y 58 segundos de duració

Consume Sustainably

Vídeo, en formato píldora correspondiente a la actividad de divulgación titulada: ¿Consumes? ¿Generas residuos? Cuida tu entorno sin moverte de casa. La actividad de divulgación científica corresponde a la convocatoria UCA/R106REC/2023 relacionadas con la sostenibilidad y la implementación de los Objetivos de Desarrollo Sostenible (ODS) y /o la Responsabilidad Social Corporativa para el curso 2023/2024.Actividad de divulgación en forma de Píldora que consiste en un video, donde se pretende concienciar a la población para disminuir los hábitos de consumo y gestionar los residuos desde casa. La contaminación por basura puede deberse a la mala o nula gestión de los residuos que generamos, es por ello que en ocasiones esta basura doméstica puede contener sustancias tóxicas perjudiciales para la salud, además de la atracción de plagas y animales que pueden propagar enfermedades. Por lo tanto, es importante que todos hagamos nuestra parte para reducir la cantidad de basura que generamos.Delegación del Rector para el Desarrollo Estratégico de la UCAVídeo MPG.4 de 1 minuto y 13 segundos de duración

Augmented Reality in Language Learning: Practical Implications for Researchers and Practitioners

The use of Augmented Reality (AR) holds significant promise for language learning. AR enriches the learning experience by overlaying virtual elements onto the real environment, offering versatile resources for language learning. Various AR technology platforms, including headsets, glasses and mobile devices can be used to enhance language competencies such as listening, speaking, reading, writing, and linguistic components like grammar and vocabulary. The most commonly reported benefits of AR are increased learner motivation, engagement, enjoyment, reduced anxiety, elevated confidence levels and enhanced cultural awareness. In addition, well-designed AR resources may help develop 21st-century skills such as critical thinking, collaboration and creativity. Despite the rapid development of AR technology and the growth of its adoption, a literature gap exists in terms of practical guidelines for designing and implementing AR activities in language learning classrooms. This paper addresses this gap by showcasing AR activities for different languages, proficiency levels, and educational stages while providing practical guidelines for designing and implementing AR activities in language learning classrooms