Competencia digital y competencia algorítmica en la era de la inteligencia artificial. “AlComEdu”: un enfoque integral para gestionar la estrategia y el marketing de las instituciones de educación superior Digital competence and algorithmic competence in the age of artificial intelligence. “AlComEdu”: a holistic approach to managing the strategy and marketing of higher education institutions
Main Article Content
Abstract
This article addresses the European Union´s (EU) objective of promoting citizen digitization
and socioeconomic progress through education. Digital competence, according to the OECD
and the EU, refers to the skills to live and work in a digitized society, including communication, information seeking, and informed decision-making. However, there is a lack of consensus on its definition. On the other hand, the omnipresence of algorithms in the day-to-day
interaction of individuals challenges the models so far developed, which highlights the need
for a new algorithmic competence focused on understanding and using algorithms and artificial intelligence
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Zona Próxima
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
References
Alam, A. (2021). Possibilities and Apprehensions in the Landscape of Artificial Intelligence in Education. 2021 International Conference on Computational Intelligence and Computing Applications, ICCICA 2021. https://doi.org/10.1109/ICCICA52458.2021.9697272
Ali, H., & Aysan, A. F. (2023). What will ChatGPT Revolutionize in Financial Industry?. Available at SSRN 4403372.
Allen, J., & van der Velden, R. (2007). Transitions From Higher Education to Work. In Careers of University Graduates (Vol. 17, pp. 55–78). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-1-4020-5926-1_4
Akgun, S., Greenhow, C., 2022. Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics 2, 431–440.. https://doi.org/10.1007/s43681-021-00096-7
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775- 786 https://doi.org/10.1111/j.1467-8535.2007.00793.x
Berger, P., & Luckmann, T. (1966). The social construction of reality. (W. Longhofer & D. Winchester, Eds.) (1991st ed.). Second Edition. | New York?: Routledge — Taylor & Francis, 2016. | Revised: Penguin Group. https://doi.org/10.4324/9781315775357
Borenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1, 61-65.
Campolo, A., Sanfilippo, M., Whittaker, M., & Crawford, K. (2017). AI Now. 0–36.
Carrión Sánchez, M., & Pedrosa, L. P. (2023). Educar la Inteligencia Sensible en Tiempos de Inteligencia Artificial. Cuestiones Pedagógicas. Revista de Ciencias de La Educación, 1(32), 69–82. https://doi.org/10.12795/CP.2023.I32.V1.04
Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two decades of artificial intelligence in education. Educational Technology & Society, 25(1), 28-47.
Coldwell-Neilson, J. (2017). Assumed digital literacy knowledge by Australian universities: Are students informed? ACM International Conference Proceeding Series, 75–80. https://doi.org/10.1145/3013499.3013505
Cope, B., Kalantzis, M., & Searsmith, D. (2021). Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Educational Philosophy and Theory, 53(12), 1229–1245. https://doi.org/10.1080/00131857.2020.1728732
Churches, A. (2008). Bloom's taxonomy blooms digitally. Tech & Learning, 1,1-6.
Dasgupta, S., & Hill, B. M. (2021). Designing for Critical Algorithmic Literacies. In Algorithmic Rights and Protections for Children. https://doi.org/10.1162/ba67f642.646d0673
Del Pozo Andrés, M. (2009). El proceso de Bolonia en las aulas universitarias: una perspectiva europea. Cuestiones Pedagógicas. Revista de Ciencias de La Educación, 0(19), 55–73.
Dignum, Virginia. Responsible artificial intelligence: how to develop and use AI in a responsible way. Vol. 2156. Cham: Springer, 2019.
Dogruel, L. (2021). What is Algorithm Literacy? A Conceptualization and Challenges Regarding its Empirical Measurement. Algorithms and Communication, 67–93. https://www.ssoar.info/ssoar/handle/document/75897
European Commission. (2014). Digital Agenda for Europe - Rebooting Europe’s Economy. European Commission, 8. https://doi.org/10.2775/41229
Eurpean Commision (2023) European Year os Skills: Harnesing Talent in Europ: a new boost for EU Regions. Eurpean Commision https://year-of-skills.europa.eu/news/harnessing-talent-europe-new-boost-eu-regions-2023-01-17_en
European Council. Recomendación del Consejo, relativa a las competencias clave para el aprendizaje permanente Texto pertinente a efectos del EEE. (2018). RECOMENDACIONES CONSEJO RECOMENDACIÓN DEL CONSEJO de 22 de mayo de 2018 relativa a las competencias clave para el aprendizaje permanente (Texto pertinente a efectos del EEE) (2018/C 189/01) EL CONSEJO DE LA UNIÓN EUROPEA.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Ferrari, A., Brecko, B. N., & Punie, Y. (2014). DIGCOMP: A framework for developing and understanding digital competence in Europe. eLearning Papers Tra (Vol. Special Ed).
Fischler, M. A., Firschein, O. (1987). Intelligence: the eye, the brain, and the computer. Boston, USA: Addison-Wesley Longman Publishing Co.
García-Peñalvo, F. (2023) La integración de la inteligencia artificial generativa en la práctica docente, V Seminário Escola Digital: A Educação na Era da Inteligência Artificial. Centro de Competência TIC da Escola Superior de Educação do Instituto Politécnico deBragança(CCTIC), Portugal, 21 de abril de 2023.Disponible en:https://bit.ly/3AhcCKI.doi: 10.5281/zenodo.7853091.
Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Https://Doi.Org/10.1080/00461520.2022.2090364, 57(3), 131–147. https://doi.org/10.1080/00461520.2022.2090364
Hargittai, E., Gruber, J., Djukaric, T., Fuchs J., & Brombach, L., (2020) Black box measures? How to study people’s algorithm skills, Information, Communication & Society, 23:5, 764-775, DOI: 10.1080/1369118X.2020.1713846
Holford, W. D. (2019). The future of human creative knowledge work within the digital economy. Futures, 105(2), 143–154. https://doi.org/10.1016/j.futures.2018.10.002
Holmes, W. ., Persson, J., Chounta, I., Wasson, B., & Dimitrova, V. (2022). ARTIFICIAL INTELLIGENCE AND EDUCATION A critical view through the lens of human rights, democracy and the rule of law. Paris. Retrieved from http://book.coe.int
Hsu, F. (2003). Behind Deep Blue: Building the Computer that Defeated the World Chess Champion. Princeton University Press.
Katz, R. L. (2009). Skills of an effective administrator. Harvard Business Review Press.
Kitchin, R., 2017. Thinking critically about and researching algorithms. Information, Communication & Society 20, 14–29.. https://doi.org/10.1080/1369118x.2016.1154087
Kirschner, P. A., & de Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/J.TATE.2017.06.001
Kivinen, K., Aslama Horowitz, M., Havula, P., Härkönen, T., Kiili, C., Kivinen, E., Pönkä, H., Pörsti, J., Salo, M., Vahti, J., & Vuorikari, R. (2022). Digital Information Literacy Guide, EDMO NORDIS project. UE, Faktabaari, Helsinki
Krishnamurthy, S. (2020). The future of business education: A commentary in the shadow of the Covid-19 pandemic. Journal of Business Research, 117, 1–5. https://doi.org/10.1016/j.jbusres.2020.05.034
McCarthy, J., Minsky, M. L., Rochester, N., & Shannon, C. E. (2006). A proposal for the Dartmouth summer research project on artificial intelligence. AI Magazine, 27(4), 12–14.
McMurtrie, B.: How artificial intelligence is changing teaching. The Chronicle of Higher Education.https:// www. chron icle. com/artic le/ How- Artifi cial- Intel ligen ce- Is/ 244231 (2018)
Morselli, D. (2019). The Assessment of Entrepreneurial Education. In D. Morselli (Ed.), The Change Laboratory for Teacher Training in Entrepreneurship Education: A New Skills Agenda for Europe (pp. 17–36). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-02571-7_2
Muammar, S., Hashim, K. F. B., & Panthakkan, A. (2023). Evaluation of digital competence level among educators in UAE Higher Education Institutions using Digital Competence of Educators (DigComEdu) framework. Education and information technologies, 28(3), 2485-2508.
Núñez-Canal, M., de Obesso, M. de las M., & Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in Covid times. Technological Forecasting and Social Change, 174(October 2021), 121270. https://doi.org/10.1016/j.techfore.2021.121270
OCDE. (2018). The future of education and skills Education 2030.
Oeldorf-Hirsch, A., & Neubaum, G. (2023). What do we know about algorithmic literacy? The status quo and a research agenda for a growing field. New Media & Society, 0(0). https://doi.org/10.1177/14614448231182662
Pelletier, K., McCormack M., Reeves J., Robert, J. Arbino, N., Al-Freih, M., Dickson-Deane, C., Guevara, C., Koster, L., Sánchez-Mendiola, M., Skallerup Bessette, L., and Stine, J., 2022 EDUCAUSE Horizon Report, Teaching and Learning Edition (Boulder, CO: EDUCAUSE, 2022). https://library.educause.edu/-/media/files/library/2022/4/2022hrteachinglearning.pdf?la=en&hash=6F6B51DFF485A06DF6BDA8F88A0894EF9938D50B
Prensky, M. (2001). Digital Natives, Digital Immigrants (Vol. 9, Issue 5). NCB University Press.
Redecker, C. (2020). Marco europeo para la Competencia digital de los educadores DIGCOMEDU (Trad. Fundación Universia y Ministerio de Educación y formación Profesional de España).
Redecker, C., & Punie, Y. (2017). Digital Competence of Educators:DigCompEdu. https://moodle.ktu.edu/pluginfile.php/428841/mod_resource/content/1/pdf_DigComEdu_a4_final.pdf
Rifah, L and Zamahsari, G. K. (2023). Can Technology Replace the Teachers’ Role in Higher Education Settings? A Systematic Literature Review. In Proceedings of the 7th International Conference on Sustainable Information Engineering and Technology (SIET '22). Association for Computing Machinery, New York, NY, USA, 217–221. https://doi.org/10.1145/3568231.3568266
Rychen, D. S., & Salganik, L. H. (2003). Key competencies for a successful life and a well-functioning society. OECD Definition and Selection of Competencies Final Report. https://doi.org/10.1080/2159676X.2012.712997
Selwyn, N., 2022. The future of AI and education: Some cautionary notes. European Journal of Education 57, 620–631.. https://doi.org/10.1111/ejed.12532
Sorgner, A. (2017). The automation of jobs: A threat for employment or a source of new entrepreneurial opportunities? Foresight and STI Governance, 11(3), 37–48. https://doi.org/10.17323/2500-2597.2017.3.37.48
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1–21. https://doi.org/10.1080/2331186X.2018.1519143
Sued, G.E., 2022. Culturas algorítmicas: conceptos y métodos para su estudio social. Revista Mexicana de Ciencias Políticas y Sociales 67.. https://doi.org/10.22201/fcpys.2448492xe.2022.246.78422
Tuomi, I., The Impact of Artificial Intelligence on Learning, Teaching, and Education, Cabrera Giraldez, M., Vuorikari, R. and Punie, Y. editor(s), EUR 29442 EN, Publications Office of the European Union, Luxembourg, 2018, ISBN 978-92-79-97257-7, doi:10.2760/12297, JRC113226.
Van Deursen, A. J., & Van Dijk, J. A. (2009). Using the Internet: Skill related problems in users’ online behavior. Interacting with computers, 21(5-6), 393-402.
Wang, H., 2022. Transparency as Manipulation? Uncovering the Disciplinary Power of Algorithmic Transparency. Philosophy & Technology 35.. https://doi.org/10.1007/s13347-022-00564-w
Yannakakis, G. N., & Togelius, J. (2018). Artificial intelligence and games (Vol. 2, pp. 2475-1502). New York: Springer.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education 2019 16:1, 16(1), 1–27. https://doi.org/10.1186/S41239-019-0171-0
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., … Li, Y. (2021). A Review of Artificial Intelligence (AI) in Education from 2010 to 2020. Complexity, 2021. https://doi.org/10.1155/2021/8812542