Lo spazio transizionale. L’Intelligenza Artificiale Generativa come opportunità di crescita
Barra laterale dell'articolo
Pubblicato:
Aug 1, 2024
Parole chiave:
Intelligenza Artificiale Generativa, Metacognizione, Spazio Transizionale, Sviluppo Professionale dei Docenti, Technological Pedagogical Content Knowledge (TPACK), Tecnologie Didattiche, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
Il contributo propone una lettura dell’Intelligenza Artificiale Generativa (GAI) come occasione di crescita per l’individuo e, in particolare, di sviluppo professionale per i docenti. Sostiene che tale tecnologia stimoli un atteggiamento metacognitivo da parte del partner umano, in quanto implica una riflessione sulla conoscenza nelle fasi di formulazione del prompt e di analisi del risultato generato. A questa natura evocativa, si aggiunge quella transizionale: i sistemi di GAI sono oggetti, fenomeni, che significano una conoscenza esterna, ossia i dati di addestramento, indirettamente, cioè attraverso il significato di una conoscenza interna, quella del soggetto. Di conseguenza, l’interazione con tali sistemi rappresenta uno spazio transizionale, un’area neutra di gioco in cui realtà interna e realtà esterna coesistono. Si tratta di un’esperienza di collaborazione e interdipendenza durante la quale emergono nuove idee, mentre altre evolvono o assumono una forma specifica. Per poter attivare una partnership attiva con l’IA, tesa dunque alla crescita, si sottolinea infine come i docenti debbano essere professionisti metacognitivi in grado di mettere in gioco una conoscenza integrale, che contempli una relazione dinamica tra tecnologia, metodologia educativa e contenuto disciplinare.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Turkle, S. (1995). Life on the screen: Identity in the age of the internet. Simon & Schuster.
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UNESCO. (2024). Draft AI competency frameworks for teachers and for school students. https://www.unesco.org/en/digital-education/ai-future-learning/competency-frameworks
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. Publications Office of the European Union. https://doi.org/10.2760/115376
Vygotskij, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Winnicott, D. W. (1953). Transitional object and transitional phenomena [1951]. International Journal of Psychoanalysis, 34, 89–97.
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Winnicott, D. W. (1971). Playing & reality. Tavistock Publications.
Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? - A systematic literature review on chatbots in education. Frontiers in Artificial Intelligence, 4, 654924. https://doi.org/10.3389/frai.2021.654924
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Sin Wang, C., & Siemens, G. (2024). A meta systematic review of Artificial Intelligence in Higher Education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, 4. https://doi.org/10.1186/s41239-023-00436-z
Cassidy, D., Le Borgne, Y.-A., Bellas, F., Vuorikari, R., Rondin, E., Sharma, M., Niewint-Gori, J., Gröpler, J., Gilleran, A., & Kralj, L. (2023). Use Scenarios & Practical Examples of AI Use in Education (Briefing report No. 3). Publications Office of the European Union. https://www.indire.it/wp-content/uploads/2023/06/Use-Scenarios-and-Practical-Examples-of-AI-Use-in-Education-3.pdf
Chomsky, N. (1980). Rules and representations. Columbia University Press.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 255–296). Macmillan.
Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
Esposito, E. (2022). Comunicazione artificiale. Come gli algoritmi producono intelligenza sociale. Bocconi University Press.
European Commission (2022). Ethical guidelines on the use of Artificial Intelligence (AI) and data in teaching and learning for educators. Publications Office of the European Union. https://doi.org/10.2766/153756
Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., Tate, T., Warschauer, M., & Gerjets, P. (2023). ChatGPT in education: Global reactions to AI innovations. Scientific Reports, 13, 15310. https://doi.org/10.1038/s41598-023-42227-6
Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Iannella, A. (2020). “OK Google, vorrei parlare con la poetessa Saffo”: Intelligenza Artificiale, assistenti virtuali e didattica della letteratura. Thamyris, X(1), 81–104.
Iannella, A., Labruna, T., Santercole, L., & Viti, B. (2021). Reclaiming conversation: Introducing a novel approach to using conversational AI at school. In G. Trentin (Ed.), Conversational Agents as Online Learning Tutors (pp. 119–152). Nova Science.
Iannella, A., & Pagani, V. (2022). La scuola sullo schermo. Il contratto didattico e il curriculum nascosto durante la DaD e la DDI. QTimes - Journal of Education, Technology and Social Studies, XIV(4), 471–486.
İpek, Z. H., Gözüm, A. İ. C., Papadakis, S., & Kallogiannakis, M. (2023). Educational Applications of the ChatGPT AI System: A Systematic Review Research. Educational Process: International Journal, 12(3), 26–55. https://doi.org/10.22521/edupij.2023.123.2
Jackson, P. W. (1966). The Way Teaching Is. In N. L. Gage, S. Corey, & P. W. Jackson (Eds.), The way teaching is. Report of the seminar on teaching (pp. 7–27). National Education Association’s Center for the Study of Instruction; Association for Supervision and Curriculum Development.
Jackson, P. W. (1968). Life in Classrooms. Holt, Rinehart & Winston.
Jeon, J., & Lee, S. (2023). Large Language Models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies, 28, 15873–15892. https://doi.org/10.1007/s10639-023-11834-1
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235-251. https://doi.org/10.1080/21532974.2023.2247480
Naranjo Orozco, J. A. (2021). Transitionality, playing, identification and symbolization: Winnicott and Vygotsky. Journal of Psychiatry Reform, 10(9).
OpenAI. (2023). GPT-4 Technical Report. arXiv. https://doi.org/10.48550/arXiv.2303.08774
Parola, A. (2023). La ricerca partecipativa come terzo spazio. Formazione & Insegnamento, 21(1), 122–131. https://doi.org/10.7346/-fei-XXI-01-23_16
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3, 121–154. doi:10.1016/j.iotcps.2023.04.003
Sabzalieva, E., & Valentini, A. (2023). ChatGPT and Artificial Intelligence in Higher Education: Quick Start Guide. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000385146
Sensevy, G., & Mercier, A. (2007). Agir ensemble: l’action didactique conjointe du professeur et des élèves. PUR.
Snyder, B. R. (1970). The hidden curriculum. Alfred A. Knopf.
Stojanov, A. (2023). Learning with ChatGPT 3.5 as a more knowledgeable other: An autoethnographic study. International Journal of Educational Technology in Higher Education, 20, 35. https://doi.org/10.1186/s41239-023-00404-7
Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. East China Normal University Review of Education, 6(3), 355–366. https://doi.org/10.1177/20965311231168423
Sun, L., Huang, Y., Wang, H., Wu, S., Zhang, Q., Gao, C., … Zhao, Y. (2024). TrustLLM: Trustworthiness in large language models. arXiv. https://doi.org/10.48550/arXiv.2401.05561
Turkle, S. (1984). The second self: Computers and the human spirit. Simon & Schuster.
Turkle, S. (1995). Life on the screen: Identity in the age of the internet. Simon & Schuster.
UNESCO. (2019). Beijing consensus on Artificial Intelligence and education. https://unesdoc.unesco.org/ark:/48223/pf0000368303
UNESCO. (2024). Draft AI competency frameworks for teachers and for school students. https://www.unesco.org/en/digital-education/ai-future-learning/competency-frameworks
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. Publications Office of the European Union. https://doi.org/10.2760/115376
Vygotskij, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Winnicott, D. W. (1953). Transitional object and transitional phenomena [1951]. International Journal of Psychoanalysis, 34, 89–97.
Winnicott, D. W. (1958). Transitional objects and transitional phenomena [1951]. In D.W. Winnicott, Collected papers: Through Paediatrics to Psychoanalysis. Tavistock Publications.
Winnicott, D. W. (1971). Playing & reality. Tavistock Publications.
Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? - A systematic literature review on chatbots in education. Frontiers in Artificial Intelligence, 4, 654924. https://doi.org/10.3389/frai.2021.654924