Media, Artificial Intelligence and their impact on contemporary education
Seminar 2504
Chair: CLACSO
Coordination: Merlyn Hernán Orejuela Duarte (National University of La Plata, Argentina)
Teaching team: María Fabiola Di Mare Linares y Merlyn Hernán Orejuela Duarte (National University of La Plata, Argentina)
Home: 26 / 03 / 2025 | Registration: 10/12/2024 al 25/03/2025
Workload: 10 weeks – 90 hours.
The late modernization that humanity is experiencing has placed it in a situation of uncertainty, insecurity, and risk, as Beck and Giddens (1996) postulated some decades ago with their ideas about the “risk society.” We are witnessing an endless expansion of options, and at the same time, this leads to a corresponding expansion of risks. That is to say, the technological revolution accumulates a technical rationality and a body of knowledge never before imagined, but at the same time, it brings imponderables and leads to incalculable or unplanned results. This means that society seems to be moving in a direction contrary to the desired one, or producing unexpected damage, probably destroying itself in the manner of… auspicious by Goethe.
A prime example of this was the Covid-19 pandemic, which plunged humanity into a dystopian catastrophe against an unknown virus. The same threat looming over generative AI is similarly creating scenarios that are still difficult to imagine or seem straight out of science fiction. However, beyond the technophilic and technophobic currents surrounding this topic, this seminar aims to discuss these issues in as much depth as possible, moving beyond overly enthusiastic or pessimistic views on AI in general.
In this sense, the seminar aims to explore and analyze the relationship between media and digital technologies within the context of the technological shift occurring recently with the development of Artificial Intelligence (AI). This context challenges organizational structures and ways of life, creating a unique situation that even envisions the potential replacement of various human symbolic abilities.
This new reality demands that we consider how the subjects of the educational process, students and teachers, are redefined, as well as how new forms of knowledge transmission can be proposed to respond to the demands that are being generated in the midst of an increasingly complex and crisis-ridden society.
An open, flexible, dynamic, critical and creative debate space is proposed to reflect on new ways of knowing, understanding and researching, in order to enhance teaching with educational proposals that integrate, under an ethical approach, the advantages offered by media and AI.
AI is part of the uncertainty and complexity that societies are experiencing. In this context, education, in conjunction with digital media, resources, and environments, takes on new meaning in terms of fostering and enhancing pedagogy. These tools open new opportunities for learning to take place. It is important to rethink education in the age of digital culture, understanding that this requires reflecting on learning, education, and culture within a new context marked by the emergence of AI.
This seminar integrates knowledge from theoretical perspectives linked to education, sociology and contemporary philosophy, digital media, and AI, from a critical perspective. It will include the theoretical and methodological contributions of authors such as Sibilia (2012), Carbonel (2023), Sandoval et al. (2022), Costa (2021), Ramos (2024), Harari (2024), and Varoufakis (2024), as well as the proposals of the Beijing Consensus (United Nations Educational, Scientific and Cultural Organization [UNESCO] 2023), the United Nations Future Pact (UN, 2024), the OECD (2019), the European Union's Artificial Intelligence Law (EU, 2024), and other references to the international governance of AI and its humanistic and ethical approach as part of the normative and institutional framework that provides context for digital and emerging technologies.
In this way, the proposal cross-cuts theoretical currents around the media in the context of the digitization of today's society, as well as education within the framework of contemporary crisis and complexity, with a counter-hegemonic and alternative view to the neoliberal vision that runs through these issues in recent times.
GENERAL PURPOSE
To develop a critical perspective on Artificial Intelligence, as well as its uses in pedagogical approaches and in the current media ecosystem, in order to develop educational proposals that meet the needs and complexities of contemporary life.
SPECIFIC OBJECTIVES
That the students:
- Gain an understanding of Artificial Intelligence, its risks, and its ethical, political, and social implications.
- Understand the role of media and technological and digital resources in current education.
- Analyze how artificial intelligence is transforming education and media, and from there discuss the latest trends in this area.
- Explore the ethics of using Artificial Intelligence in education and media, and how to approach these technologies responsibly.
- They are encouraged to explore new ways of teaching and learning through AI and media, in order to apply these ideas in their educational contexts.
- Background and definitions of AI
- AI Ethics: Privacy, Security, and Risks in the Current Context
- Strategic natural resources and AI
- AI in education: how is it transforming teaching and learning?
- Personalizing learning and teaching in the age of AI
- Media literacy in the age of AI
- The intersection of media and AI
- Keys to overcoming the (past and future) pitfalls of AI management to promote teaching and learning
- From access to uses: media, AI and education
- Reflection on how educators can prepare to effectively use technology in their classrooms. Closing remarks. Final reflections and discussion.
- Abeliuk, A. Gutiérrez, C. (s/f). History and evolution of artificial intelligence (pp1-8).
- Alban et al. (2023). Digital teaching resources in face-to-face settings: difficulties in good teaching practices. Mendive, e3632. Retrieved from: https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/3632
- Area Moreira, M (2011) Digital literacy and the formation of 21st-century citizenship. In Integra Educational Magazine. Recovered from http://www.scielo.org.bo/pdf/rieiii/v7n3/v7n3_a02.pdf Review of the work published in Bautista A. and Velasco, H. (Coord), (2011). Audiovisual Anthropology, Media and Research in Education. Trotta, Madrid,
- Aruguete, N. (2022). Inhabiting the new media-digital environment. InMediaciones de la Comunicación, 17(1),17-26.
- Buckingham, D. (2008), Digital Media Literacy. An alternative approach to the use of technology in education. Beyond technology. Pp 185,221, Buenos Aires: Manantial.
- Diego O., F.; Morales, S., I. & Vidal L., M. (2023). Chat GPT: origin, evolution, challenges and impacts on education. Higher Medical Education, 37(2), pp. 1-23.
- Dussel, I. (2010). Learning and teaching in the digital culture. “Chapter II. Teachers facing change: from threat to celebration”. Buenos Aires: Santillana.
- Franganillo, J. (2023). Generative artificial intelligence and its impact on the creation of media content. Methaodos. Journal of social sciences, 11(2), pp. 1-17.
- Harari, Y. (2020). 21 Lessons for the 21st Century. [Chapter 3: Freedom]. Debate.
- Harari, Y. (2024). A brief history of information networks from the Stone Age to AI[Chapter 6: The New Members: How Computers Differ from Printing Presses]. Discussion
- Huarte, E. (2023). Artificial intelligence as a polluting agent: Legal concept, environmental impact and future regulation. Current Environmental Law, no. 130 Section “Doctrinal Articles”.
- Moreno Padilla, RD (2019). The arrival of artificial intelligence in education. Journal of Research in Information Technologies: RITI, 7(14), 260-270.
- UN (2024). Pact for the future.
- Peña-Fernández, S.; Meso-Ayerdi, K.; Larrondo-Ureta, A. Díaz-Noci, J. (2023). “Without journalists, there is no journalism. The social dimension of generative artificial intelligence in the media”. Information Professional, 32(2), pp. 1-16.
- Ramos, F. (2024). Deepfake: Analysis of its technological and legal implications in the era of Artificial Intelligence. Global Law. Studies on Law and Justice, IX (27) https://10.32870/dgedj.v9i27.754 pp. 359-387
- Rivero Panaqué, Carol and Beltrán Castañón, César. (2024). Artificial intelligence in 21st-century education: advances, challenges and opportunities. Presentation. Education, 33(64), 5-7. Electronic publication of April 15, 2024. https://doi.org/10.18800/educacion.202401.p001
- Terrones, A. (2022). Sustainable artificial intelligence and constructive ethical evaluation. ISEGORÍA. Journal of Moral and Political Philosophy No. 67, July-December, 2022, e10.
- UNESCO (2019). “Beijing Consensus on Artificial Intelligence”.
- UNESCO (2023). “Artificial intelligence. Do we need a new education?”
- UNESCO (2024). Guide for the use of generative AI in education and research. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000389227
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Discount for one payment until 19/03 |
In one payment after 19/03 |
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CM Plenos |
$85 |
$150 |
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CM Associates |
$85 |
$150 |
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No link |
$105 |
$190 |
Frequently Asked Questions
The basic requirements for taking a seminar are:
- Availability of at least 4 hours per week to dedicate to the seminar course.
- Internet access.
- Reasonable handling of communication and computer tools.
- Language proficiency in the language in which the course will be taught. The official languages are Spanish and Portuguese.
The seminars last 10 weeks, plus the completion of a final project. A total of 90 hours of dedication will be credited.
A course consists of twelve classes, each accompanied by required reading bibliography, supplementary bibliography, discussion forums and training activities proposed by the teaching team, partial deliveries and a final project.
The course is online and asynchronous. Some instructors may propose synchronous activities. In those cases, the time and date will be agreed upon beforehand between the teaching team and the students to ensure everyone's participation.
To pass the seminar, you must participate in at least 80% of the discussion forums and activities proposed by the teachers, have completed the scheduled partial deliveries, and pass the final work.
|
Discount for one payment until 19/03 |
In one payment after 19/03 |
|
|
CM Plenos |
$85 |
$150 |
|
CM Associates |
$85 |
$150 |
|
No link |
$105 |
$190 |
The possible payment methods are by credit card or bank transfer.
Queries: [email protected]
