Carlos Morales

In this module I learned that we need to continuously evaluate the use of AI tools in the planning of our courses. Also it is useful to document the prompts and strategies we use.

I learned that it is possible to use AI through a team-based approach to design and discuss complex challenges in updating, sequencing, and integrating course topics.

In this module, I learned that it is possible to provide content more tailored to my students' needs if I use AI strategically. I can use this strategies in areas such as econometrics where there is the need to communicate the results in a simple but profesional way.

In order to successfully include AI in lesson planning, it is necessary to have a clear strategy. I find the idea of classifying between tasks that can be delegated to AI and those that require human expertise, insightful.

It is important no to consider ChatGPT as the ideal all porpuse tool, but as a complement that have advantages and limitations.

An important idea I learned in this module is that it is fundamental to set clear expectations and rules for ChatGPT use in class.

I Think ChatGPT can help with the design of educational tools that help my students to practice and review the topics we work on classes.

ChatGPT can be a Great tool for students, but many of them tend to use it to avoid their own reflection and learning.

In my opinion, the most interesting aspect of Module 4 is the concept of stealth assessment. I believe the traditional way of stopping a lesson to give a test is dead in the water for online learning; instead, we should be using the simulation itself to harvest "evidence" of a student's mastery in real-time without breaking their immersion. By applying Evidence-Centered Design, we stop treating games as "extra" activities and start treating them as sophisticated, data-driven platforms that provide a much more honest picture of a student's true capabilities than any multiple-choice exam ever could.

In my opinion, Module 3 is where the practical value of this course really shines, as it proves that successful game-based learning relies more on psychological strategy than high-end production. I’m particularly convinced by the Fogg Behavior Model, which shows that for a student to actually perform a learning behavior, we have to align their motivation and ability with a perfectly timed trigger. I also believe the true power of these tools lies in the post-game reflection; the six-phase debriefing process is essential for moving beyond mere play to help students analyze their emotions and commit to future real-world actions… >>>