Desarrollando un recurso educativo abierto (rea) para ia generativa en la educación superior

Autores/as

DOI:

https://doi.org/10.22481/praxisedu.v21i52.17103

Palabras clave:

inteligencia artificial generativa, recurso educativo abierto, universidad, perspectiva humanística

Resumen

El lanzamiento de la inteligencia artificial generativa marcó una disrupción tecnológica significativa, obligando a las industrias, incluida la educación superior, a adaptarse rápidamente. Este estudio explora el proyecto interdisciplinario de la Universidad del Estado Libre (UFS) iniciado en 2023 para desarrollar un recurso educativo abierto (REA) centrado en la inteligencia artificial generativa. El REA tiene como objetivo proporcionar una guía completa para educadores e instituciones sobre cómo implementar de manera responsable y efectiva herramientas educativas impulsadas por IA. El REA consolidó contenidos sobre inteligencia artificial generativa en el contexto de la educación superior en Sudáfrica, abordando casos de uso reales y potenciales, desafíos y debates filosóficos. El contenido incluye aspectos destacados que ilustran el surgimiento de la inteligencia artificial generativa como una fuerza disruptiva, desafiando prácticas educativas tradicionales y generando preocupaciones sobre la integridad académica, la dependencia excesiva de la tecnología y el sesgo algorítmico. El desarrollo del REA integró marcos conceptuales y teóricos para contextualizar y fundamentar la investigación, enfatizando la importancia de las consideraciones éticas y del contexto sociohistórico del uso de la inteligencia artificial generativa en la academia y en la sociedad. Las principales ideas de las discusiones en panel y las sesiones prácticas subrayaron la necesidad de recursos educativos específicos y contextualizados, así como la exploración de diversos casos de uso de IA en investigación, enseñanza y administración. El estudio concluye justificando una perspectiva humanística, abogando por una integración tecnológica inclusiva y equitativa.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Susan Brokensha, University of the Free State

Ph.D. in Applied Language Sciences from the University of the Free State. She is a Professor at the Department of English, Faculty of the Humanities at the University of the Free State, South Africa.

Katinka de Wet, University of the Free State

PhD in Sociology from the École des    Hautes Etudes en Sciences Sociales in Paris, France. Co-Director of the Interdisciplinary Centre for Digital Futures, and Associate professor of Sociology at the Faculty of the Humanities of the University of the Free State, South Africa.

Herkulaas Combrink, University of the Free State - África do Sul

Ph.D. in Computer Science from the University of Pretoria. Co-Director of the Interdisciplinary Centre for Digital Futures and a Lecturer and Academic for the Data Analytics and Data Analytics for Business modules at the University of the Free State.

Nola Redelinghuys, University of the Free State

Ph.D. in Sociology from the University of the Free State. Senior Lecturer in Sociology and researcher at the Interdisciplinary Centre for Digital Futures, University of the Free State, South Africa.

Ketshepileone Matlhoko, University of the Free State

Lecturer and Ph.D. student in Consumer behaviour in AI technology in education at the Department of Sustainable Agriculture and Food Systems, Faculty of Natural and Agricultural Sciences at the University of the Free State, South Africa.

Cornelle Scheltema-van Wyk, University of the Free State

Master of Philosophy from the University of Cape Town. Deputy Director, Library and Information Services at the University of the Free State, South Africa.

Citas

ALSHEIABNI, Sulaiman; CHEUNG, Yen; MESSOM, Chris. Factors inhibiting the adoption of artificial intelligence at organisational-level: A preliminary investigation. In AMERICAS CONFERENCE ON INFORMATION SYSTEMS 2019, Atlanta GA USA: Association for Information Systems, 2019.

ANDREOLETTI, Mattia; CHIFFI, Daniele; TAEBI, Behnam. Introduction: severe uncertainty in science, medicine, and technology. Perspectives on Science, v. 30, n. 2, pp. 201–209, 2022. DOI: 10.1162/posc_e_00411

BECK, Ulrich. Risk society: towards a new modernity. London: Sage, 1992.

BOUCHER, Philip; BENTZEN, Naja; LAȚICI, Tania; MADIEGA, Tamblama; SCHMERTZING, Leopold; SZCZEPANSKI, Marcin. Disruption by technology: impacts on politics, economics and society. European Parliamentary Research Service, PE652.079, 2020. Disponível em: https://www.europarl.europa.eu/stoa/en/document/EPRS_IDA(2020)652079. Acesso em: 20 out. 2024. DOI: 10.2861/718464

BRESNYAN, Edward. The Consultative Group to Assist the Poor. Addressing challenges of globalization: an independent evaluation of the World Bank’s approach to global programmes. The World Bank Operations Evaluation Department, 2004.

CHIFFI, Daniele; MORONI, Stefano; ZANETTI, Luca. Types of technological innovation in the face of uncertainty. Philosophy & Technology, v. 35, n. 94, pp. 1–17, 2022. DOI: https://doi.org/10.1007/s13347-022-00587-3

DCDT. South Africa national artificial intelligence policy framework. Department of Communication and Digital Technologies, 2024. Disponível em: https://techcentral.co.za/wp-content/uploads/2024/08/South-Africa-National-AI-Policy-Framework.pdf. Acesso em: 20 out. 2024.

ELDER, Abbey. The OER Starter Kit. Iowa State University, 2019. Disponível em: https://iastate.pressbooks.pub/oerstarterkit/front-matter/contributors/. Acesso em: 20 out. 2024.

FIRAT, Mehmet. What ChatGPT means for universities: perceptions of scholars and students. Journal of Applied Learning and Teaching, v. 6, n. 1, pp. 57–63, 2023. DOI: 10.37074/jalt.2023.6.1.22

HOPSTER, Jeroen. What are socially disruptive technologies. Technology in Society, v. 67, n. 101750, pp. 1–8, 2021. DOI: 10.1016/j.techsoc.2021.101750

JENIK, Ivo; DUFF, Schan. How to build a regulatory sandbox: a practical guide for policy makers. Technical Guide. Washington, D.C.: CGAP, 2020. Disponível em: https://www.cgap.org/sites/default/files/publications/slidedeck/2021_01_Regulatory_Sandboxes_Overview.pdf. Acesso em: 20 out. 2024.

KNOX, Jeremy. Five critiques of the open educational resources movement. Teaching in Higher Education, v. 18, n. 8, p. 1–22, 2013. DOI: 10.1080/13562517.2013.774354

LUTRIS, Hamish F.; SIMON, Nicholas P. The true and false promise of open educational resources, or, how open educational resources are condemned to wither without open pedagogy. The International Journal of Open Educational Resources, v. 4, n. 1, p. 187–198, 2021. DOI: 10.18278/IJOER.4.1.10

MAGNI, Federico; YANG, Heather; GONG, Yaping. The facets and consequences of uncertainty in human-AI interaction. In: GROTE, Gudela; GRIFFIN, Mark A. (Eds.). The Oxford handbook on uncertainty management in work organizations. Oxford: Oxford University Press, 2022. DOI: 10.1093/oxfordhb/9780197501061.013.22

NEUMANN, Oliver; GUIRGUIS, Katharina; STEINER, Reto. Exploring artificial intelligence adoption in public organisations: a comparative case study. Public Management Review, v. 26, n. 1, pp. 114–141, 2024. DOI: 10.1080/14719037.2022.2048685

NORDSTRÖM, Maria. AI under great uncertainty: implications and decision strategies for public policy. AI & Society, v. 37, n. 4, pp. 1703–1714, 2022. DOI: 10.1007/s00146-021-01263-4

PATEL, Shahiem; RAGOLANE, Mahlatse. The implementation of artificial intelligence in South African higher education institutions: opportunities and challenges. Technium Education and Humanities, v. 9, pp. 51–65, 2024. DOI:10.47577/teh.v9i.11452

PRINSLOO, Paul; CONRAD, Dianne. Afterword (In)conclusion. In: CONRAD, Dianne; PRINSLOO, Paul (ed.). Open(ing) education. Leiden; Boston: Brill, pp. 392–395, 2020.

SMITHSON, Michael. Ignorance and uncertainty: emerging paradigms. New York: Springer Press, 1989.

SPINEI, Daniela. Social risks and opportunities of AI integration: discrimination and privilege in AI use considering EU AI acts. 2024. Master’s thesis – University of Twente, 2024.

UNESCO. Open educational resources. Unesco, 2023. Disponível em: https://www.unesco.org/en/open-educational-resources. Acesso em: 20 ago. 2024.

WAKEHAM, Joshua. Uncertainty: history of concept. In: WRIGHT, James D. (ed.). International encyclopaedia of the social and behavioral sciences. 2nd ed. London: Elsevier, 2015. pp. 716-721. Disponível em: https://www.sciencedirect.com/science/article/abs/pii/B9780080970868031755?via%3Dihub. Acesso em: 20 out. 2024.

WEF. Presidio AI Framework: towards safe generative AI models. 1/3 Briefing Paper Series. World Economic Forum, 2024. Disponível em: https://www3.weforum.org/docs/WEF_Presidio_AI%20Framework_2024.pdf Acesso em: 20 out. 2024.

WEF. The Global Risks Report 2024 (19th ed.). World Economic Forum, 2024. Disponível em: https://www3.weforum.org/docs/WEF_The_Global_Risks_Report_2024.pdf Acesso em: 20 out. 2024.

YU, Hao. Reflection on whether ChatGPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, v. 14, p. 1181712, 2023. Disponível em: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1181712/full. Acesso em: 20 out. 2024.

Descargas

Publicado

2025-07-09

Cómo citar

BROKENSHA, Susan; WET, Katinka de; COMBRINK, Herkulaas; REDELINGHUYS, Nola; MATLHOKO, Ketshepileone; WYK, Cornelle Scheltema-van. Desarrollando un recurso educativo abierto (rea) para ia generativa en la educación superior. Práxis Educacional, Vitória da Conquista, v. 21, n. 52, p. e17103, 2025. DOI: 10.22481/praxisedu.v21i52.17103. Disponível em: https://periodicos2.uesb.br/praxis/article/view/17103. Acesso em: 7 jul. 2026.

Número

Vol. 21 Núm. 52 (2025): Fluxo contínuo

Sección

Seção Temática

Licencia

Derechos de autor 2025 Práxis Educacional

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

Você é livre para:

Compartilhar - copia e redistribui o material em qualquer meio ou formato; Adapte - remixe, transforme e construa a partir do material para qualquer propósito, mesmo comercialmente. Esta licença é aceitável para Obras Culturais Livres. O licenciante não pode revogar essas liberdades, desde que você siga os termos da licença.

Sob os seguintes termos:

Atribuição - você deve dar o crédito apropriado, fornecer um link para a licença e indicar se alguma alteração foi feita. Você pode fazer isso de qualquer maneira razoável, mas não de uma forma que sugira que você ou seu uso seja aprovado pelo licenciante.

Não há restrições adicionais - Você não pode aplicar termos legais ou medidas tecnológicas que restrinjam legalmente outros para fazer qualquer uso permitido pela licença.

Crossref
Scopus
Google Scholar
Europe PMC