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China: Students rally against UEC recognition

By: malaymail.com/Danial Dzulkifly

Some 400 students demonstrated in the city centre here today against the government’s possible move to recognise the Unified Examination Certificate (UEC) in Chinese independent schools.

Gerakan Mahasiswa Islam Se-Malaysia (Gamis) president Mohd Faizzudin Mohd Zai, who organised the protest, claimed the recognition of the school-leaving certificate for entry into public universities and the civil service could fracture national unity.

“UEC could worsen national unity. The different use of language could lead to segregation among the races.

“As a people of different religions, views and culture, the use of the national language is what ties us together, he said.

Gamis deputy president Imran Baharuddin also voiced his concern about the recognition of UEC, claiming that it would further polarise the nation.

“We do not want to see Chinese students only mingle with Chinese students and Malay students only hang around with other Malay students. That is unhealthy for national unity,’’ he said.

The rally also aimed to show support to Education Minister Maszlee Malik, whom Faizzuddin said might have been pressured to recognise the UEC.

“We also want to show our support to the education minister. Don’t be afraid as we are with you, as well as 7,000 other students who have voiced their support for you,’’ said Faizzudin.

Faizzuddin said the protest went without a hitch, though there were a few incidents of protesters being forcefully pushed by unknown parties.

A special branch officer on the ground who observed the protest verified that there were some 400 protestors and no untoward incidents were recorded.

*Fuente: https://www.malaymail.com/s/1654609/students-rally-against-uec-recognition

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Informe pide mejor educación musical y estética en China

Asia/China/31.07.18/Fuente: spanish.xinhuanet.com.

Un informe sobre la calidad de la educación obligatoria de China, que incluye escuelas primarias y secundarias, indicó que es necesario mejorar las capacidades musicales y la sensibilidad artística de los estudiantes chinos.

El informe, que elogia el buen rendimiento académico de los estudiantes, concluye que son más débiles en comprensión y apreciación básica de la música y la estética. El trabajo fue publicado por el Centro Nacional de Evaluación para la Calidad de la Educación, dependiente del Ministerio de Educación.

El informe se basa en la supervisión realizada por el centro entre 2015 y 2017, que evaluó a 572.314 estudiantes de cuarto y octavo curso en 973 regiones a nivel de distrito de China. Además, encuestó a 19.346 directores y 147.610 maestros de escuelas primarias y secundarias.

La mayoría de los estudiantes –el 82,6 por ciento en cuarto grado y el 86,1 por ciento en octavo grado– eran capaces de cantar canciones con total fluidez, según el informe.

Sin embargo, cuando se trata de la percepción del ritmo, tempo y el timbre de la música, solo la mitad de los estudiantes dieron respuestas correctas.

El 60 por ciento de los encuestados reconocieron géneros, formas y elementos emocionales de la música.

Los que pudieron identificar los colores, líneas, simetrías y elementos espaciales de obras de arte fueron solo el 60 por ciento de todos los estudiantes evaluados.

 

Fuente de la noticia: http://spanish.xinhuanet.com/2018-07/28/c_137354042.htm

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La educacion en China – Javier Telletxea (Audio)

China / 29 de julio de 2018 / Autor: Javier Telletxea / Fuente: iVoox

En China, la educación es una cuestión de primera importancia para el gobierno y para las familias, y sin ella sería imposible entender el desarrollo económico del país. El sistema educativo chino es una carrera de fondo orientada a la superación de los exámenes que culmina con la selectividad o gaokao. Durante los últimos años de preparación para este examen, los estudiantes llegan a invertir cerca del doble de horas semanales que las que se trabajan en algunos países desarrollados. Este nivel de dedicación se consigue a través de unas medidas de disciplina que los estudiantes van asimilando poco a poco hasta convertirlas en parte de su rutina. Lele os explica cómo era un día de estudio cuando era adolescente y os hablaremos de las luces y sombras de la educación en China.

 

 

Fuente:

https://mx.ivoox.com/es/educacion-china-javier-telletxea-audios-mp3_rf_27068513_1.html

ove/mahv

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CHINA New data red tape could hamper international research

Asia/China/universityworldnews.com

Resumen: La nueva burocracia de datos podría obstaculizar la investigación internacional. Las nuevas regulaciones de China restringen la «exportación» de datos científicos recolectados dentro del país y afirman que cualquier investigación para su publicación en revistas internacionales debe ser aprobada primero por una autoridad nueva, aún por establecer, está causando incertidumbre y preocupación a muchos investigadores que están trabajando en colaboración con China. La Oficina General del Consejo de Estado de China, equivalente al gabinete de China, emitió su nueva ‘Medidas para la Administración de Datos Científicos’ el 17 de marzo y la hizo pública en abril como parte de su campaña para «acelerar la innovación tecnológica» en el país mediante mejoras recopilación de datos, almacenamiento y seguridad y políticas de intercambio. El borrador de la reglamentación, la primera vez que China publicó regulaciones nacionales sobre datos científicos, exige que todos los datos científicos generados en China sean enviados por «la entidad principal del programa» a los «centros de datos estatales» para su revisión y aprobación antes de la publicación. levantó las cejas de quienes reúnen información que podría considerarse sensible a las autoridades chinas. «Esto tendrá un claro efecto de enfriamiento en la colaboración de investigación internacional con China, y hará que el entorno actual, en el que ya es muy difícil colaborar abiertamente con colegas chinos en proyectos de investigación, sea aún más difícil, especialmente en áreas sensibles como las étnicas de China». las minorías o su periferia inquieta «, dijo James Leibold, profesor asociado de la Universidad La Trobe de Australia y experto en la región china de Xinjiang, que actualmente se enfrenta a una importante ofensiva china. Los datos científicos pueden compartirse con colaboradores extranjeros en el caso de cooperación o intercambios transfronterizos, excepto en el caso de «secretos de estado», donde se necesita una aprobación especial del Ministerio de Ciencia y Tecnología, de acuerdo con el proyecto de reglamento. Pero los académicos observan que la definición de ‘secretos de estado’ en China es notoriamente nebulosa y mal definida. 


China’s new regulations restricting the ‘export’ of scientific data collected within the country and asserting that any research for publication in international journals must first be approved by a new, yet to be set up authority, are causing uncertainty and concern for many researchers who are working in collaboration with China.

China’s General Office of the State Council, equivalent to China’s cabinet, issued its new ‘Measures for the Administration of Scientific Data’ on 17 March and made it public in April as part of its drive to “accelerate technological innovation” in the country through improved data gathering, storage and security and sharing policies.

The draft regulation, the first time China has released national regulations on scientific data, requires all scientific data generated within China to be submitted “by the lead programme entity” to “state data centres” for review and approval before publication – a requirement that has raised the eyebrows of those who gather information that could be deemed sensitive to the Chinese authorities.

«This will have a clear chilling effect on international research collaboration with China, and will make the current environment, in which it is already very difficult to openly collaborate with Chinese colleagues on research projects, even more difficult, especially in sensitive areas like China’s ethnic minorities or its restive periphery,» said James Leibold, associate professor at Australia’s La Trobe University and an expert on China’s Xinjiang region, which is currently facing a major Chinese crackdown.

Scientific data may be shared with foreign collaborators in the case of cross-border cooperation or exchanges, except in the case of “state secrets” where special approval is needed from the ministry of science and technology, according to the draft regulation. But academics note that the definition of ‘state secrets’ in China is notoriously nebulous and ill-defined.

Hogan Lovells, a law firm in Beijing advising companies on the new regulation, said in a briefing document issued last month: “Will overseas scientific researchers be willing to exchange data with their Chinese counterparts – especially in government programmes – knowing that the latter may have an obligation to turn the data over to the Chinese government?”

The regulation further notes that when scientific data is to be transmitted outside China “in connection with a document submitted for publication”, such scientific data is to be submitted first to the authorities for review, though it is not yet clear what systems are currently in place to do so. It is «another example of the [Communist] Party’s desire to control everything inside of China, and now increasingly abroad», Leibold said.

“Scientific data generated through societal funding” must also be collected and submitted to the applicable scientific data centre “if it involves state secrets, national security or societal and public interests”, the new regulation states.

The definition of scientific data includes data generated through basic research, applied research and pilot tests but also “raw data and derivative data” through “monitoring and observation, investigation, inspection and testing” for use in scientific research.

Although the rules refer to yet to be identified “state data centres” which will approve data sharing, the April draft says the central body that regulates, oversees and censors the internet within the country the Cyberspace Administration of China, public security agencies and national agencies will have the right to refuse or prohibit the transfer of any data out of China “at their discretion”.

While the current draft regulation is very general, with implementation details still to be drawn up, the new restrictions could hamper open access and data sharing in international collaborations, according to Deborah Elms, executive director of the Asian Trade Centre in Singapore, which also monitors digital trade.

“On the face of it, this sounds horrible and it will not be helpful for trade, for collaboration, for scientific research and for business. Anyone who moves data overseas in the future is at risk,” Elms told University World News.

“It is a huge barrier to trade and data collection but to understand the extent of the challenge you will have to see the on-the-ground implementation,” which she noted had not yet been outlined in detail by the Chinese government.

Security agencies and data

At the same time the regulations called for open access and data sharing to “accelerate commercialisation” and promote innovation and economic growth in China.

“In recent years, China has seen major scientific development and explosive growth in the amount of scientific data. However, it has lacked a national-level regulation to govern the data, and its management has lagged behind developed countries,” said Ye Yujiang, director of the basic research department at the Ministry of Science and Technology during a news conference on 4 April in Beijing.

Although many academics acknowledge China’s policies on security management and data sharing are in need of improvement, they note with alarm that the new regulations give security agencies far-reaching powers to control any data collected within China.

This could also apply to scientific data held by anyone outside China not directly funded by the Chinese government but funded by a mixture of government and non-government sources.

This is particularly a concern in the area of big data and artificial intelligence where research collaborations between publicly-funded universities and private companies have mushroomed in the past 18 months.

“The Chinese government is evidently seeking to ensure that innovation ‘Made in China’ will stay in China,” says Elsa Kania, an adjunct fellow with the Washington DC-based Center for A New American Security’s Technology and National Security Program.

“The policy purports to promote open access to and sharing of scientific data within China while creating ambiguous new restrictions, that, depending upon their implementation, could render future cooperation asymmetrical in its benefits,” said Kania in a policy brief published last month by the International Cyber Policy Centre of the Australian Strategic Policy Institute think tank.

‘Data nationalism’

Universities have already noted emerging ‘data nationalism’ where countries see a strategic advantage in controlling big data and are becoming more reluctant to share data, particularly health data, across borders. But China has presented its new regulation as bringing China’s rules up to the standards of other developed countries.

«In some instances, a lot of valuable data has not been fully used by Chinese scientists, and some has even leaked to foreign countries,» said the Ministry of Science and Technology’s Ye. «Data regulation has been a weak link in China’s effort to become a global technological powerhouse, so the new regulations are welcome remedies.

“Scientific and research data are valuable strategic resources for a nation’s scientific and socio-economic development,” Ye added.

Lester Ross, a lawyer and chair of the policy committee of the American Chamber of Commerce in China, said: “China faces the risk that excessive controls on the publication and export of scientific data will obstruct the openness and international collaboration on which scientific research depends, thereby slowing innovation and economic growth.”

Ross suggested in a comment article published earlier this monthby Nikkei Asian Review that China should “revise and narrow the reach of the measures before they harm its quest for innovation”.

“If the rules applied only to publicly-funded research and supported open publication, they would be consistent with policies encouraging open access to publicly-funded research data in Europe, the US and other jurisdictions,” Ross said. But Beijing’s measures go well beyond their foreign counterparts’, raising major concerns “about China’s commitment to scientific openness”.

The State Council’s measures also imply “an ambivalence to publishing in prestigious international journals”, Ross noted. “Restrictions on the export of scientific data will serve to discourage international publication in favour of onshore publication. This will have the side-benefit of boosting Chinese ‘soft power’ by fostering greater demand for its own scientific journals but may impede efforts to reduce scientific fraud.”

Fuente: http://www.universityworldnews.com/article.php?story=20180720072113906

Imagen tomada de: https://cms.qz.com/wp-content/uploads/2017/06/china-cybersecurity-law-data.jpg?quality=80&strip=all&w=3500

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Enfatizan uso de recursos en línea en educación de inglés en China

Asia/China/26 Julio 2018/Fuente: Spanish.xinhua

Una declaración por parte de profesores de inglés pide la creación de un sistema coherente de enseñanza de este idioma en China, que se extienda desde la escuela primaria a la universidad, fomentando más los programas de lectura inglesa graduados y utilizando recursos en línea.

La declaración sobre la mejora de la enseñanza del inglés en el país fue publicada el domingo en la ceremonia de clausura de la Asamblea de Asociación Internacional TESOL de China, celebrada en Shanghai.

La Asociación Internacional de la Enseñanza del Inglés a Hablantes de Otros Idiomas, conocida comúnmente como Asociación Internacional TESOL, es una organización con sede en Estados Unidos que tiene como objetivo impulsar la calidad de la enseñanza de este idioma.

Según el documento, hablantes de inglés con suficiente conocimiento profesional y perspectivas globales son muy demandados para el proceso de mejorar la capacidad de China de participar en los asuntos internacionales, promover más la Iniciativa de la Franja y la Ruta y construir una comunidad de destino para la humanidad.

La declaración contiene un compromiso de ocho puntos para mejorar la enseñanza del inglés en China y destaca el progreso coordinado en las habilidades lingüísticas, el entendimiento cultural y los estándares éticos de los estudiantes de inglés.

Mientras aprenden inglés, los estudiantes deben ser guiados para pensar en términos interculturales y establecer la conciencia de la comunidad de futuro para la humanidad, de manera que se conviertan en los portadores de la antorcha a la hora de introducir la cultura china y narrar las historias chinas al resto del mundo, dice la declaración.

El texto también resalta la necesidad de formar a maestros de inglés profesionales y crear un mejor entorno para que estos se desarrollen, así como de aumentar el apoyo para la enseñanza de esta lengua en las zonas menos desarrolladas.

El evento de tres días, con la temática «Enseñanza del Inglés en China: Entrando en una Nueva Era», contó con la participación de 1.800 especialistas en el ámbito.

La próxima Asamblea de China de TESOL se celebrará en Hangzhou, capital de la provincia oriental china de Zhejiang, en julio de 2019.

Fuente: http://spanish.xinhuanet.com/2018-07/23/c_137343339.htm

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CHINA Ministry ends hundreds of Sino-foreign HE partnerships

Asia/China/Universityword.com

Resumen: Los medios oficiales de China son aficionados a publicitar los cientos de acuerdos de colaboración y memorandos de entendimiento firmados con universidades extranjeras en los últimos años, pero no todos se concretan y muchos resultan ser insostenibles o de baja calidad.  Según el Ministerio de Educación de China, cuando se emitió una nueva lista de despidos la semana pasada, más de una quinta parte de los cursos establecidos por las asociaciones sino-extranjeras desde 1994 han sido cancelados.  El ministerio en su notificación del 4 de julio dice que dio por terminadas 234 asociaciones entre instituciones chinas y extranjeras, incluidas cinco instituciones administradas conjuntamente, sin mencionar cuándo se produjeron las cancelaciones.  El mayor número de cierres fueron cursos conjuntos con instituciones del Reino Unido: alrededor de 60 en la lista, luego Australia con 45. Alrededor de dos docenas de cursos conjuntos en los Estados Unidos han sido clausurados.  Mike Gow, profesor visitante en el Instituto de Investigación de Asia de la Universidad de Nottingham y experto en educación superior de China, señaló que casi el 30% de los 149 programas conjuntos australianos y el 25% de los 245 programas conjuntos del Reino Unido abiertos desde 1994 ahora han finalizado.


China’s official media is fond of publicising the hundreds of collaboration agreements and memorandums of understanding signed with foreign universities in recent years, but not all come to fruition and many that do turn out to be unsustainable or of low quality.

More than a fifth of courses established by Sino-foreign partnerships since 1994 have been terminated, according to China’s education ministry, when it issued a new list of terminations last week.

The ministry in its notice of 4 July says it terminated 234 partnerships between Chinese and foreign institutions, including five jointly managed institutions, without mentioning when the terminations occurred.

The largest number of shutdowns were joint courses with United Kingdom institutions – about 60 on the list, then Australia with 45. About two dozen United States joint courses have been shuttered.

Mike Gow, visiting fellow at Nottingham University’s Asia Research Institute and an expert in China’s higher education, noted that almost 30% of 149 Australian joint programmes and 25% of the 245 UK joint programmes opened since 1994 have now been terminated. Some had only operated for four to five years.

“This is a worryingly high level of failure of transnational education given the amount of money ploughed into these partnerships,” Gow said.


Source of graph: Mike Gow, July 2018

“This is a cumulative list which includes a lot of programmes that have already been cancelled,” Gow noted, adding that a large number had been shut down before the official expiry date of their licence “and the overwhelming majority have not been renewed which indicates a quality issue”.

Academics in Southern China said Communist Party officials have been visiting foreign partnership institutions since last year in what are called “fact finding missions”, often seen as part of the drive to assert government and party control over Sino-foreign higher education ventures, in line with the tightening ofideological control of Chinese higher education institutions in general.

Among the five fully-fledged joint institutes on the termination list were the International ‘College of Excellence’ of the University of International Business and Economics in Beijing, a leading economics university; a joint masters degree in dentistry run by Peking University and the University of Hong Kong, also in Beijing; the Sino-German College of Shanxi Agricultural University; and the Xi’an Jiaotong-Hong Kong University of Science and Technology Joint School of Sustainable Development in Xi’an, launched with much fanfare in 2012 as a key higher education centre for China’s flagship ‘One Belt, One Road’ initiative.

The ministry says the terminations were aimed at “improving quality and efficiency” of joint institutions and programmes.” It noted that rapid expansion of joint programmes has led in some cases to insufficiently high quality educational resources, low teaching quality, weak professional competence, among other issues, and had led to low student satisfaction and difficulties in attracting students.

Although there were different reasons for the revoking of licences, “the common point is that they cannot fully meet the requirements of high quality education and teaching,” according to a commentary on the ministry website by Wang Qi Cai, associate professor at the School of Philosophy and Law, Shanghai Normal University.

Many of the affected institutions and programmes had failed to demonstrate any comparative advantage over local programmes, while some of the disciplines “do not meet the current economic and social development needs”, the commentary said.

Gow pointed out that of the shuttered joint programmes, 100 are in Heilongjiang province close to the Russian border and 100 involved UK and Russian institutions. “There was no foreign faculty or staff, no resources from overseas, it was just a way of recruiting students,” he told University World News.

The ministry periodically releases lists of subjects linked to low employment prospects for graduates and curtails the number of new courses in those disciplines. This led to a cull of joint Sino-foreign courses after 2011.

‘Orderly exit’

The ministry noted that some institutions themselves wished to end certain joint programmes and legal termination allows for an “orderly exit”, particularly if partners want to set up other partnerships with different institutions.

These included some sports management and other sports-related courses in collaboration with universities in Australia, set up around the time of the Beijing Olympics in 2008, some of which were collaborations over a 10-year period which have now come to an end, and which the Chinese and foreign partners did not want to renew.

In effect, many of the courses on the latest ministry list had already been stopped and had not taken on new students. “The basic principle of implementing the existing mechanism is to respect the wishes of the institution and protect the rights and interests of students,” according to the commentary.

“The five institutions and 229 projects that have withdrawn from Sino-foreign cooperative education” have done so “after careful consultation to confirm there is no willingness to continue teaching, that the cooperative agreement has been fulfilled, that the institution has actually stopped running, and that there are no students, the institution and education administration departments were terminated and the termination procedures were officially initiated”, according to the ministry.

Some top institutions

Around 30 of the approvals revoked under this latest list were for institutions and programmes in Beijing and 27 in Shanghai, including at top institutions such as Fudan University, Shanghai, putting paid to the view that it was only programmes in outlying provinces that had difficulty in attracting quality staff and students.

According to official figures, as of June 2018 there were 2,342 Chinese-foreign institutions and projects established since 2003, when they were first allowed, including 1,090 at the undergraduate level. Some 70 are joint institutes.

The last time Beijing announced a significant crackdown on Sino-foreign joint projects was in 2014 when 246 programmes had their approval revoked over a concern over quality. It included the ending of 68 partnerships with Australian institutions, 36 partnerships with Canadian institutions and 29 with United Kingdom-based institutions.

In 2015 Beijing launched a new scheme backed by huge financial resources to allow universities to aim for world-class status in particular subject areas as an extension of its previous ‘world-class universities’ initiatives which concentrated on elite institutions.

Universities in the provinces were able to tap the fund to set up international collaborations in a bid to strengthen their performance in certain disciplines, leading to a raft of Sino-foreign approvals by the ministry.

However, new approvals of joint projects with foreign institutions have slowed significantly in the past year, after the ministry issued a ‘five-point plan’ with more stringent guidelines for developing Sino-foreign collaborations in early 2017.

In its update in April this year of newly approved joint institutions and programmes, the ministry lists only two new undergraduate joint programmes, seven postgraduate joint programmes and four joint institutions since September 2017. The 13 approvals contrast with over 30 approvals the same time last year.

The new joint institutes are in Jiangsu, Zhejiang, Shaanxi and Heilongjiang provinces with partners from France, Australia and Russia. Newly approved joint courses were with institutions in Germany, France, Ireland, the US, Singapore, as well as the UK, Australia and Canada.

“In the current ideological climate it looks like approvals have been put on hold while the state reassesses the role of higher education, including all Sino-foreign partnerships, in relation to Xi Jinping’s New Era and other state projects,” said Gow, referring to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as it is officially known.

Fuente: http://www.universityworldnews.com/article.php?story=20180706154106269

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China se alista para el futuro y evalúa incluir la inteligencia artificial en su currículum

Redacción: El Futuro

La nación asiática publicó un libro especialmente desarrollado para estudiantes, en el que explica la historia y usos del procesamiento automático y aprendizaje desde los datos. 

Ming Ming vive en el año 2028. Por las mañanas despierta con la voz de un asistente virtual que le indica la hora, mientras que desde la cocina un robot se encarga de prepararle el desayuno. Todo está programado para no atrasar su entrada al trabajo, una tarea que los creadores de su vehículo autónomo también se toman en serio: el auto está programado para identificar el camino más rápido hasta la oficina.

Con este relato comienza el primer capítulo de Fundamentos de la Inteligencia Artificial, el libro de texto que hoy es lectura obligatoria en 40 colegios chinos. Se trata de un libro desarrollado especialmente para introducir a los estudiantes de enseñanza media a esta materia. En sus nueve capítulos se cubren temas que van desde la historia de la inteligencia artificial hasta su uso actual en sistemas de seguridad pública.

«El sector de la inteligencia artificial se enfrenta a una escasez de talentos en todo el mundo. La publicación del libro es un avance, porque saca este tipo de tecnología de la torre de marfil y la hace parte del aprendizaje de la escuela», explica Lin Dahua, profesor de la Universidad de Hong Kong, institución que colaboró con la creación del libro. La publicación se inserta en un plan mucho mayor que comenzó hace seis meses, cuando el gobierno chino anunció que el país aspiraba a liderar la carrera mundial en el campo de la inteligencia artificial para el año 2030.

El Ministerio de Industria y Tecnologías de la Información lanzó un documento de 28 páginas en el que identifican a los jóvenes como actores clave dentro de este plan, y en el que alientan a los colegios a crear alianzas con universidades y empresas para potenciar talentos.

Si este piloto de un año con las primeras 40 escuelas trae buenos resultados, China espera incluir la asignatura de inteligencia artificial en los planes educativos de todo el país.

«Esto es similar a cuando se introdujo el computador en las aulas como una forma de apoyar el estudio de la matemática y las ciencias, o cuando se introducen talleres de robótica con el mismo motivo. En ese sentido, no es que haya una necesidad de preparar a los jóvenes en el campo específico, pero sí es una excelente oportunidad para, usando los avances tecnológicos, enseñar las habilidades que serán imprescindibles en la actualidad y en los siguientes 20 años», cree Jorge Pérez, académico de la U. de Chile dedicado a la investigación en el área de la inteligencia artificial.

Esta área ya deja ver sus avances a través del procesamiento automático y aprendizaje a partir de datos: el autocorrector del celular, el sistema que detecta spam en el correo electrónico o las aplicaciones que reconocen las caras dentro de una fotografía son algunos ejemplos prácticos. La publicidad que se recibe desde una página web o los sistemas de recomendación en sitios de compras también dan cuenta de sistemas que van aprendiendo de las preferencias pasadas de sus usuarios.

Consultado respecto de la plausibilidad de llevar el estudio de la inteligencia artificial a las aulas chilenas, Pérez dice que -siempre y cuando se haga bien- esto podría ayudar a acercar a los estudiantes a la tecnología, «en particular a la tecnología computacional, la programación y el manejo de datos. Lo que me preocupa de Chile es que en general nos quedamos en la moda, en el márketing… en el regalar el computador o inaugurar un nuevo programa escolar. Y nos olvidamos de los fundamentos, las bases y de la calidad. Si uno se fija, la idea del libro de China es comenzar con la historia y las bases científicas y computacionales. Esa es la buena forma de hacerlo, como en cualquier caso en que se quiera impartir una buena enseñanza».

Fuente: http://www.economiaynegocios.cl/noticias/noticias.asp?id=483373

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