Section outline

  • This unit offers an initial approach to artificial intelligence, inviting reflection on the place it occupies in our teaching practices and the decisions we are—or are not—willing to delegate.

    It examines AI's promises, limits, and tensions, placing pedagogical mediation, ethics, and human agency at the center. From there, it introduces the fundamental role of data in how these systems work: where it comes from, how it is collected, and what power relations it sustains.

    Finally, it addresses generative AI and language models, exploring their predictive nature, their possible uses in the classroom, and the challenges they pose in terms of autonomy, technological dependence, and educational sovereignty.

    We invite you to build your own critical perspective.

      • LESSON 1 - ARTIFICIAL INTELLIGENCE FOUNDATIONS FOR BROADENING CULTURAL HORIZONS

        Teaching in the Age of Artificial Intelligence

        What role do we assign to artificial intelligence in education? This lesson introduces the concept of critical digital literacy to address key questions about teaching in the era of AI: how these systems work, what promises they bring, their limitations, and the tensions that generate when they enter the classroom.

        Far from offering absolute truths, this approach invites us to consider AI through a critical and ethical lens, centering the teacher's role, pedagogical mediation, and human agency. What do we want to use AI for? Which decisions are we unwilling to delegate?

        At the end of the lesson, you will be asked to answer a few questions. The answers will be graded, and completing this activity is required to finish the course.

        👩‍🏫 Instructor: Emilia Echeveste

        • Prefer to watch in a language other than Spanish? Just turn on CC, go to Settings (⚙️) > Subtitles > Auto-translate, and select your language!

        • Below you will find the lesson slides, designed as a reference to revisit the ideas, questions, and tensions raised in the video. (Please note: The slides are in Spanish).

          📚 Key concepts

          Critical digital literacy: An approach that expands the concept of digital literacy. In addition to knowing how to use technology, it involves understanding and questioning the power structures, biases, and social dynamics behind digital technologies (Pangrazio, 2016; Pangrazio & Selwyn, 2020).

          Agency: In an educational context, this refers to the capacity of students and teachers to make decisions and act autonomously in teaching and learning within classroom environments (Holmes, 2025).

          A creation by Fundación Vía Libre in collaboration with FAMAF – UNC.

          With the support of: Mozilla, FAIR, and Data Empowerment Fund.

      • LESSON 2 - ARTIFICIAL INTELLIGENCE FOUNDATIONS FOR BROADENING CULTURAL HORIZONS

        AI and the Essential Role of Data

        What feeds artificial intelligence? In this lesson, we focus on the data: how AI-based systems work using inputs and outputs, where the massive amount of training information comes from, and why their development is deeply related to the availability of big data and computing power. We analyze everyday applications to understand that AI does not "think" (it recognizes patterns within large volumes of information).

        At the same time, we present some questions about data collection and usage: Do we know what information we generate when using digital platforms? Who stores it, and for what purposes? Does true consent exist when we accept terms and conditions without reading them? Rather than normalizing data extractivism, this lesson invites us to question the concentration of tech power and reflect on what all of this means for our educational practices.

        At the end of the lesson, you will be asked to answer a few questions. 


        👨‍🏫 Instructor: Marcos Gómez

        • Prefer to watch in a language other than Spanish? Just turn on CC, go to Settings (⚙️) > Subtitles > Auto-translate, and select your language!

        • Below you will find the lesson slides, designed as a reference to revisit the ideas, questions, and tensions raised in the video. (Please note: The slides are in Spanish).

          📚 Key Concepts

          Machine Learning (ML): A branch of artificial intelligence and computer science that focuses on using data and algorithms to enable AI to imitate the way humans learn, gradually improving its accuracy.

          Example: In machine learning, an algorithm can predict the price of a house by analyzing historical sales data, such as size and location. As the model receives more data, its ability to make accurate predictions improves.

          Training Dataset: A collection of data containing examples of solutions to a problem, such as chess moves with their outcomes or classified photos of dogs and cats. For the system to perform well, these datasets usually need to be massive.

          Graphics Processing Unit (GPU): Designed for parallel processing, the GPU is used in a wide range of applications, including graphics and video rendering. While best known for their capabilities in gaming, GPUs are gaining popularity in creative production and artificial intelligence (AI). GPUs were originally designed to accelerate 3D graphics rendering. Other developers also began leveraging GPU power to dramatically speed up other workloads in high-performance computing (HPC), deep learning, and more.

          Opt-in (Active Consent): Users must explicitly consent before their data is collected or shared.

          Opt-out: The service comes enabled by default, requiring the user to navigate settings to disable it.

          Data Extractivism: This term is inspired by natural resource extractivism (mining, oil), where a common or local resource is exploited without returning real benefits to the provider communities. Data extractivism refers to the massive collection of personal and social information without genuine consent, which is then used for commercial, surveillance, or control purposes, without users having decision-making power or benefiting from that use.

          Reference: IBM. Machine Learning. Retrieved from https://www.ibm.com/mx-es/topics/machine-learning

          A creation by Fundación Vía Libre in collaboration with FAMAF – UNC.
          With the support of: Mozilla , FAIR , and Data Empowerment Fund .
      • LESSON 3 - ARTIFICIAL INTELLIGENCE FOUNDATIONS FOR BROADENING CULTURAL HORIZONS

        Language Models: Everywhere?

        In this lesson, we dive into generative artificial intelligence and language models: systems capable of producing text, images, or code from bigs amounts of data. How do these models work? What does it mean for them to be "predictive"? How do commercial models differ from open-source ones? We analyze their features, types, and the range of tasks they can perform  (generating text, summarizing, translating, editing, assisting, and holding conversations).

        At the same time, we open to reflection: What are the implications of these tools becoming standardized from from early stages of education? Beyond enthusiasm or rejection, the invitation is to think critically about their use: Where can they add value? What risks do they pose regarding dependency, data privacy, and teaching autonomy?

        👨‍🏫 Instructor: Marcos Gómez

        • Prefer to watch in a language other than Spanish? Just turn on CC, go to Settings (⚙️) > Subtitles > Auto-translate, and select your language!

        • Below you will find the lesson slides, designed as a reference to revisit the ideas, questions, and tensions raised in the video. (Please note: The slides are in Spanish).

          📚 Key Concepts

          Generative AI: A type of artificial intelligence (AI) system capable of generating text, images, or other media in response to prompts. Generative AI models learn the patterns and structure of their input training data and then generate new data that shares similar characteristics.

          Example: DALL-E is a generative AI model that can create unique images from text descriptions, such as "a blue cat sitting on a moon made of cheese."

          Reference: Wikipedia. Generative artificial intelligence. Retrieved from https://es.wikipedia.org/wiki/Inteligencia_artificial_generativa

          A creation by Fundación Vía Libre in collaboration with FAMAF – UNC.
          With the support of: Mozilla , FAIR , and Data Empowerment Fund .
      • LESSON 4 - ARTIFICIAL INTELLIGENCE FOUNDATIONS FOR BROADENING CULTURAL HORIZONS

        What Kinds of Mistakes Do AI Models Make?


        In this lesson, we analyze two types of errors language models can make: classification errors and hallucinations. We also anticipate another source of error: social biases, also known as stereotypes. A classification error occurs when the model assigns an incorrect category to a text or image. Hallucinations, on the other hand, involve presenting false or generated information as if it were true, even citing non-existent sources that seem plausible at first glance. These situations can reinforce automation bias, as we tend to trust responses that sound technical or well-founded. We review complex examples, such as incorrect medical interpretations of X-rays or errors in dosage calculations, even when the model uses official sources via Retrieval-Augmented Generation (RAG) systems.

        As a case study on classification errors, we analyze the difficulty of distinguishing human-written text from AI-generated text, and how even detection tools can fail. Through concrete examples, we examine how models can mix up information, commit inaccuracies, or make mathematical miscalculations. This lesson invites us to present a critical mindset by recognizing the ways AI makes mistakes and why those errors are often difficult to detect.

        At the end of the lesson, you will be asked to answer a few questions


        👩‍🏫 Instructor: Luciana Benotti

        • Prefer to watch in a language other than Spanish? Just turn on CC, go to Settings (⚙️) > Subtitles > Auto-translate, and select your language!

        • Below you will find the lesson slides, designed as a reference to revisit the ideas, questions, and tensions raised in the video. (Please note: The slides are in Spanish).

          📚 Key Concepts

          Hallucination (in AI): A phenomenon in which a language model generates information that is factually false, non-existent, or unsupported by real data, but presents it with an appearance of absolute certainty and syntactic coherence.

          Stereotype: An image or idea commonly accepted by a group or society as immutable.

          Reference: Royal Spanish Academy (RAE). Estereotipo. In Dictionary of the Spanish Language. Retrieved from https://dle.rae.es/estereotipo

          In AI, it refers to the reproduction or amplification of overgeneralized beliefs (also known as social biases) about specific groups of people, which can be incorporated into language models through training data or methods.

          Example:
          A language model that consistently associates certain professions with specific genders, such as "nurse" with women and "engineer" with men.

          Out-group stereotype: Perceptions, often simplified or distorted, that members of a group hold about another group to which they do not belong.

          In-group stereotype: The beliefs, images, and descriptions that members of a social group hold about themselves.

          Automation bias: The human propensity to excessively or uncritically trust suggestions from an automated system, even ignoring one's own logic or contradictory information.

          Word embedding: A technique for representing words as dense numerical vectors in a multidimensional space. This representation captures semantic and syntactic relationships between words, allowing machines to process language more effectively.

          Example: In a word embedding model, semantically similar words like "king" and "queen" would be close together in the vector space, whereas "king" and "apple" would be further apart.

          A creation by Fundación Vía Libre in collaboration with FAMAF – UNC.
        • Assignment: Typical Phrases in EDIA

          Below you will find two videos to help you complete this activity. First, we explain how to use the EDIA tool, how to log in, and how to enter your school's information.

          Access the EDIA tool to start the activity: https://edia.ngrok.app/

          Part 1: How to log in to EDIA
          In this video, we show you how to log in. Save this information for upcoming activities, as we will continue using EDIA.



          Part 2: Typical Phrases Activity: Let's Get Started!
          Below we explain how to complete the activity. We have also included supplementary written materials with the same instructions.