Tema 2 - El perfil del catedrático en los albores de la IA - 2da Parte

Main ideas and lessons (structured)

1) Using PROMs (Prompt/Instruction sets) with AI for teaching

• PROM definition (in teaching context): an instruction/question/guideline set given to an AI to obtain an answer.
• Key principle: the quality of the prompt strongly affects the quality of the AI output.
• Goal for professors: craft prompts that produce useful, relevant, and well-targeted educational materials.

Methodology: “5 elements” to make a PROM effective

1. Define the role
   • Tell the AI what role to adopt.
   • Example: “Act as a professor of constitutional law…”
2. Set the context
   • Specify the situation and the learner/background information.
   • Example: students are in a specific year/level and have certain knowledge.
3. Define the task
   • Explain what you want the AI to do.
   • Example: design a simulated litigation/oral hearing case.
4. Choose the format
   • Specify how the AI should present the output.
   • Examples mentioned:
     • a guide with five guiding questions
     • text
     • rubric
     • image
     • video
     • audio
     • code-only deliverables (for importing into another tool)
     • simulation of an app’s behavior
5. Add restrictions
   • Clearly state what must NOT be included.
   • Example issues:
     • irrelevant visual elements (e.g., decorative icons that distract)
     • incorrect/unhelpful external context (e.g., legal context not matching El Salvador)

Example PROM (as given)

• AI role: professor of constitutional law with experience in strategic litigation
• Learners: fourth-year law students
• Task: design a simulated oral hearing case balancing:
  • freedom of expression vs. honor
• Jurisdiction/context: El Salvador
• Must include:
  • facts of the case
  • each party’s positions
  • three legal arguments per side
  • questions the judge might ask
• Must avoid:
  • a final resolution (no final answer/decision)

Teaching benefit emphasized

• Using PROMs helps create structured cases and enables student interaction.
• The speaker stresses that students (and others) should be able to see the process and outputs, not only the final result.
• Note on AI speed/complexity: even if AI reduces the need for very complex tasks, educators must still:
  • define what they want
  • define how they will evaluate
  • ensure learning remains planned and purposeful

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2) Digital teaching competence (European/competency-based framework approach)

The lecture presents four core components of teachers’ digital competence:

1. Knowledge (what we know)
2. Skills (what we can do)
3. Attitudes (how we act / respond)
4. Values/ethics/responsibility (ethical commitments)

“Enriched pedagogical process” (3-part structure)

1. Design
   • plan the strategy and resources to be used
2. Implementation
   • deploy activities via tools such as:
     • LMS (learning management systems)
     • in-person or synchronous formats
     • presentations, videos, cases, etc.
3. Evaluation
   • use instruments students already know to measure achieved:
     • knowledge
     • skills
     • attitudes

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3) TPAC model for integrating technology in teaching

The TPAC model is presented as an integration framework with three knowledge areas:

1. Content Knowledge (CK)
   • deep mastery of the discipline being taught
2. Pedagogical Knowledge (PK)
   • understanding how learning occurs and how to design strategies/instruments
3. Technological Knowledge (TK)
   • ability to use technology tools to support teaching

Core idea: it’s not just adding the three parts; it’s about the intersections:

• CK ↔ PK: how to match strategies with technical content competence
• TK ↔ CK: how to integrate technology with content
• (and implicitly the overall interaction among all three to transform teaching)

Technology examples mentioned

• Creating cases during video conferences
• Tools that enable:
  • interaction
  • gamification
  • subtitles
  • applause/sounds for participation recognition
  • detecting whether someone wrote in chat/email and linking it
• These all fall under technological knowledge.

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4) European framework for digital competence

The speaker describes a model with:

• six competencies
• 22 skills

The six competencies are summarized as:

1. Digital professional competence
   • communication with other professors/coordinators/instructors/responsible stakeholders
2. Digital resources
   • selecting, creating, improving resources
3. Teaching and learning
   • designing digital learning activities
   • managing virtual classrooms
   • choosing effective tech for student interaction
4. Digital assessment
   • designing assessment from the beginning of the activity plan
   • choosing tools such as rubrics, knowledge quizzes, case studies, presentations
5. Empowerment of students
   • increasing student participation
   • fostering creativity and decision-making
   • enabling students to present and debate with insight
   • emphasis on developing soft skills (present ideas and refute them orderly)
6. Promotion of students’ digital competence (Digicom Edu)
   • creating resources so students build technology-use skills

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5) Lifelong learning and roles (self-learning)

• Lifelong learning is described as permanent; professors should remain aware of it.
• “Who is the best?” (two-role framing):
  • Best teacher: the student
    • because students can expose “bad practices” and prevent repetition
    • students can model what works
  • Best student: the teacher
    • because the teacher knows objectives and fits learning into a planned activity logic

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6) Additional resources/platforms to learn digital/soft skills

The speaker points to publicly available resources and mentions:

• Higher School of Technological Innovation
  • technology courses and soft skills courses for citizens
• Platzi
  • short courses, often video-based
  • includes communication skills, administration, programming, and guidance for practicing tools
• University academies in El Salvador
  • Huawei, Cisco, Google (workspace for education initiative)
• Microsoft Academy

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Speakers / sources featured

• Speaker: Víctor Guuchiac (identified at the start as the presenter)

• Referenced frameworks / organizations (no direct speakers named):

  • authors suggesting tasks can be less complex due to faster AI (unnamed)
  • European framework for digital competence (European Consortium referenced; specific author not named)
  • TPAC model (no individual author named)
  • Digicom Edu (as the source of a later model promoting students’ digital competence)
  • Higher School of Technological Innovation
  • Platzi
  • Huawei, Cisco, Google, Microsoft (referenced as academy/program providers)