Summary
“Our frameworks were built for a world in which knowledge was the scarce input and the teacher was the gateway to it. That world is ending.” Tom Millinchip
Highlights
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Within three days of launch, Einstein’s website had 124,000 visitors. The tool costs between 200 a month. And while educators flooded social media with outrage, the tool’s creator leaned into the controversy, claiming his real purpose was to force a wake-up call. He compared students to horses freed from pulling carriages when the automobile arrived.
Y cuál sería el equivalente al uso del auto? No aprender? Aprender a que los agentes hagan las cosas por mi? Es una buena pregunta, que apunta a las definiciones del curriculums es la era de IA. Creo que al menos en Alpha School se están haciendo la pregunta.
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Jonathan Becker, an associate professor of educational leadership at Virginia Commonwealth University, told Inside Higher Ed that the courses most vulnerable are the “transactional,” content-based ones — the ones that rely on quizzes, asynchronous discussions, and term papers. Then he said something that should be printed on a banner in every provost’s office: “The most destructive educational technology we have is the large lecture hall. I would be happy if these technologies forced us to stop putting 400 students in a room.”
Probablemente tiene razón, y ese modelo responde a la escasez de expertos, que es cosa del pasado. Considerar el framing de Dario Amodei: cientos de genios en los datacenters.
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All of that was about chatbots — reactive text generators that produce output when prompted. A student had to copy the prompt, read the output, paste it into a document, format it, and submit it. The student remained the intermediary. The student had to do something. Agents are fundamentally different. Agents don’t generate text and wait. They act. They plan multi-step workflows, navigate software interfaces, log into platforms, fill out forms, and complete entire tasks without ongoing human involvement. The student doesn’t paste anything. The student doesn’t even need to be awake.
Definición de Agente
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Here is a fact that every educator needs to internalize: Canvas was asked to block AI agents from logging in on behalf of students, and the company’s response was “Will not consider.” Blackboard stated plainly that it is “not possible for Blackboard — or any other LMS vendor — to reliably detect an AI Agent, much less block one.” This is not a temporary limitation. It is an architectural reality. An AI agent using a student’s real credentials, real browser cookies, and real browser session is, from the platform’s perspective, the student. There is no technical signal to distinguish a human clicking buttons from an AI clicking buttons. The LMS vendors know this. They have said so publicly.
No hay ninguna forma de hacer cursos online y asegurar que realmente se están evaluando los aprendizajes de los estudiantes.
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A pedagogical reckoning. This is where educators have the most agency. Shehu poses the unsettling question directly: “If an AI agent can complete an assignment without ever understanding the material, what was the assignment measuring?” She is not indicting faculty. She is describing a structural problem. Most assessment formats in higher education — multiple-choice quizzes, short-answer responses, discussion board posts with minimum word counts — were designed for a world in which the only entity capable of producing a plausible response was a human who had engaged with the material. That assumption no longer holds. And the tools exploiting the gap are not waiting for our assessment practices to catch up.
Este supuesto está cayendo junto a muchos otros, con lo cual probablemente el sistema educativo en su conjunto, al menos el de educación superior, ya no se sostiene.
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His answer is honest and uncomfortable. The structure of formal education — fixed timetables, cohort-based progression, standardized assessments, subject boundaries, age-grouped classes — exists partly because of genuine pedagogical wisdom, but also partly because of practical constraints. We group thirty children together because we have one teacher. We test everyone on the same day because logistics demand it. We move students through a curriculum at the same pace because differentiation at scale is hard. These are frictions. They are organizational, not inherently educational. And for most of history, they have been invisible because there was no alternative. AI is the alternative.
La IA actúa como un tenaz solvente para la gramática escolar. Los que se resisten están tapando el sol con un dedo.
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And so the deeper disruption is not that students can cheat more easily. It is that the entire value proposition of institutional education — credentials are valuable partly because they are hard to get, the journey signals effort and completion — begins to unravel when AI can teach knowledge faster, assess understanding more accurately, and provide evidence of competence more richly than a three-hour exam.
Esta lógica es muy cercana al fitness evolutivo que ofrecen los rituales extremos. El hecho de participar en ellos es costoso, por lo tanto señaliza algo de valor.
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What remains valuable — the only thing that remains valuable — is what the student can demonstrate in your presence**.**
Real… ¿cómo se escala?
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As Michelle Kassorla, an associate professor at Georgia State University who has been integrating agents into her own teaching, put it: “We have to move quickly, because AI isn’t going to wait for us. If we’re not running to keep up with it, we’re going to lose the race.”
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Shift from product-based to presence-based assessment. If the work can be completed without the student being present, the work is measuring the wrong thing. Oral examinations, live argumentation, real-time problem-solving, portfolio defenses, Socratic seminars, collaborative projects with observable process — these are not nostalgic throwbacks. They are the only assessment formats that remain valid when agents can produce any artifact.
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Teach judgment, not just content. In a world of abundant intelligence, the scarce resource is wisdom — knowing what question to ask, which answer to trust, when to override the algorithm. Schools that teach critical thinking, ethical reasoning, and what Millinchip calls “epistemic humility” will be developing the one capacity that AI cannot automate.
Respecto de la pregunta por el currículum en la era IA. También se habla de la misma manera respecto del buen gusto.