{"id":15830,"date":"2026-05-18T10:23:26","date_gmt":"2026-05-18T08:23:26","guid":{"rendered":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental1\/?p=15830"},"modified":"2026-05-18T10:23:27","modified_gmt":"2026-05-18T08:23:27","slug":"de-la-ia-a-laprenentatge-immersiu-i-la-impressio-3d-finalitzem-la-nostra-setmana-erasmus-a-berlin","status":"publish","type":"post","link":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental1\/general\/de-la-ia-a-laprenentatge-immersiu-i-la-impressio-3d-finalitzem-la-nostra-setmana-erasmus-a-berlin\/","title":{"rendered":"De la IA a l\u2019aprenentatge immersiu i la impressi\u00f3 3D: finalitzem la nostra setmana Erasmus+ a Berl\u00edn"},"content":{"rendered":"\n

(English version below)<\/p>\n\n\n\n

Despr\u00e9s d\u2019una primera aproximaci\u00f3 a la intel\u00b7lig\u00e8ncia artificial com a eina educativa, els darrers dies de formaci\u00f3 ens ha perm\u00e8s aprofundir en la connexi\u00f3 entre la IA, la realitat immersiva i la fabricaci\u00f3 digital, ampliant la mirada cap a experi\u00e8ncies d\u2019aprenentatge m\u00e9s integrades i pr\u00e0ctiques.<\/p>\n\n\n\n

Durant el dimecres vam passar de la generaci\u00f3 de continguts amb intel\u00b7lig\u00e8ncia artificial a la creaci\u00f3 d\u2019experi\u00e8ncies educatives immersives. Al mat\u00ed vam tornar a analitzar el funcionament de la IA generativa, refor\u00e7ant la idea que aquests sistemes no \u201centenen\u201d com les persones, sin\u00f3 que operen a partir de patrons estad\u00edstics i dades pr\u00e8vies. Aquest punt de partida ens va permetre connectar de manera natural amb l\u2019univers de la realitat estesa, especialment la realitat augmentada i la realitat virtual, com a eines complement\u00e0ries. Una de les idees m\u00e9s rellevants del dia va ser la relaci\u00f3 entre la IA i la XR com a binomi pedag\u00f2gic. Mentre la intel\u00b7lig\u00e8ncia artificial facilita la creaci\u00f3 i adaptaci\u00f3 de continguts, la realitat immersiva aporta una dimensi\u00f3 experiencial que pot afavorir la comprensi\u00f3 de conceptes abstractes. Aquesta combinaci\u00f3 obre la porta a dissenyar activitats m\u00e9s personalitzades i, alhora, m\u00e9s vivencials, connectant millor amb diferents estils d\u2019aprenentatge. Durant la sessi\u00f3 tamb\u00e9 vam explorar diverses aplicacions educatives de realitat augmentada i virtual. En el cas de la realitat augmentada, vam constatar que les solucions basades en dispositius m\u00f2bils s\u00f3n les m\u00e9s viables en contextos escolars, ja que permeten una implementaci\u00f3 senzilla sense necessitat d\u2019equipaments espec\u00edfics. Aquest tipus d\u2019eines transformen continguts abstractes en elements visuals i manipulables, facilitant la comprensi\u00f3 activa per part de l\u2019alumnat. Pel que fa a la realitat virtual, vam analitzar entorns m\u00e9s immersius que requereixen ulleres espec\u00edfiques, valorant el seu potencial educatiu per\u00f2 tamb\u00e9 les seves limitacions pr\u00e0ctiques en l\u2019entorn escolar actual.<\/p>\n\n\n\n

El dijous vam centrar-nos en la impressi\u00f3 3D i la fabricaci\u00f3 digital. La sessi\u00f3 va comen\u00e7ar amb el modelatge 3D, treballant la creaci\u00f3 d\u2019objectes des de zero amb programari espec\u00edfic. M\u00e9s enll\u00e0 de l\u2019aspecte creatiu, es va posar \u00e8mfasi en els aspectes t\u00e8cnics que condicionen el resultat final, com els materials, les temperatures d\u2019impressi\u00f3 o els par\u00e0metres de configuraci\u00f3 de les m\u00e0quines. A partir d\u2019aqu\u00ed, vam analitzar el proc\u00e9s complet que transforma una idea en un objecte f\u00edsic, des del disseny inicial fins a la impressi\u00f3 final, passant pel proc\u00e9s de laminaci\u00f3. Aquest flux de treball permet entendre la impressi\u00f3 3D no nom\u00e9s com una tecnologia, sin\u00f3 com una eina pedag\u00f2gica que afavoreix el desenvolupament de compet\u00e8ncies com la visi\u00f3 espacial, el pensament l\u00f2gic i la resoluci\u00f3 de problemes reals.<\/p>\n\n\n\n

L’\u00faltim dia de curs vam assumir el repte de dissenyar una proposta did\u00e0ctica que integr\u00e9s les tres tecnologies treballades durant la setmana: intel\u00b7lig\u00e8ncia artificial, realitat immersiva i impressi\u00f3 3D. Cada equip havia de justificar el paper de cada eina dins del proc\u00e9s d\u2019aprenentatge, assegurant que la tecnologia no fos un element decoratiu, sin\u00f3 funcional i coherent amb els objectius pedag\u00f2gics. Les diferents propostes es van compartir amb la resta de participants, generant un espai de reflexi\u00f3 col\u00b7lectiva sobre l\u2019\u00fas significatiu de la tecnologia a l\u2019aula. La setmana va finalitzar amb l\u2019avaluaci\u00f3 del curs i el lliurament dels certificats, tancant una experi\u00e8ncia intensa i molt enriquidora.<\/p>\n\n\n\n

Aquesta formaci\u00f3 ens ha perm\u00e8s consolidar una idea clau: la tecnologia educativa nom\u00e9s t\u00e9 sentit quan est\u00e0 realment al servei de l\u2019aprenentatge. La motivaci\u00f3 inicial que poden generar eines com la intel\u00b7lig\u00e8ncia artificial, la realitat immersiva o la impressi\u00f3 3D \u00e9s positiva, per\u00f2 no garanteix per si sola un aprenentatge significatiu. La novetat tecnol\u00f2gica no \u00e9s sin\u00f2nim d\u2019innovaci\u00f3 pedag\u00f2gica, sin\u00f3 que el seu valor dep\u00e8n de com s\u2019integra dins d\u2019una proposta did\u00e0ctica amb sentit. A partir de les reflexions compartides amb docents d\u2019altres pa\u00efsos, hem refor\u00e7at la idea que el m\u00e9s important no \u00e9s la tecnologia en si, sin\u00f3 el paper que t\u00e9 dins del proc\u00e9s d\u2019aprenentatge. La q\u00fcesti\u00f3 clau no \u00e9s qu\u00e8 pot fer una eina, sin\u00f3 qu\u00e8 ajuda a aprendre realment. Aquestes tecnologies poden ser molt \u00fatils per visualitzar conceptes, personalitzar activitats o oferir experi\u00e8ncies m\u00e9s accessibles, per\u00f2 nom\u00e9s quan hi ha una intenci\u00f3 pedag\u00f2gica clara al darrere. Tamb\u00e9 ens ha ajudat a mantenir una mirada m\u00e9s cr\u00edtica a l\u2019hora d\u2019incorporar eines digitals. No es tracta d\u2019utilitzar tecnologia per defecte, sin\u00f3 de valorar quan realment aporta un valor afegit en relaci\u00f3 amb els objectius d\u2019aprenentatge. La tecnologia pot ser una bona aliada educativa, per\u00f2 nom\u00e9s quan est\u00e0 ben orientada i integrada de manera coherent dins del proc\u00e9s d\u2019ensenyament-aprenentatge.<\/p>\n\n\n\n

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After an initial introduction to artificial intelligence as an educational tool, the final days of the training allowed us to deepen our understanding of the connection between AI, immersive reality, and digital fabrication, broadening our perspective towards more integrated and practice-based learning experiences.<\/p>\n\n\n\n

On Wednesday, we moved from generating content with artificial intelligence to creating immersive educational experiences. In the morning, we revisited the functioning of generative AI, reinforcing the idea that these systems do not \u201cunderstand\u201d in the way humans do, but rather operate based on statistical patterns and prior data. This starting point naturally led us to the field of extended reality, especially augmented reality and virtual reality, as complementary tools. One of the most relevant ideas of the day was the relationship between AI and XR as a pedagogical pairing. While artificial intelligence supports the creation and adaptation of content, immersive technologies provide an experiential dimension that can enhance the understanding of abstract concepts. This combination opens the door to designing more personalised and, at the same time, more experiential activities that better connect with different learning styles. During the session, we also explored various educational applications of augmented and virtual reality. In the case of augmented reality, we found that mobile-based solutions are currently the most viable in school contexts, as they can be implemented easily without the need for specific equipment. These tools transform abstract content into visual and manipulable elements, supporting active student learning. As for virtual reality, we examined more immersive environments that require headsets, assessing their educational potential as well as their practical limitations in today\u2019s school settings.<\/p>\n\n\n\n

On Thursday, we focused on 3D printing and digital fabrication. The session began with 3D modelling, working on the creation of objects from scratch using specialised software. Beyond the creative aspect, emphasis was placed on the technical factors that influence the final result, such as materials, printing temperatures, and machine configuration parameters. From there, we analysed the complete process that transforms an idea into a physical object, from initial design to final printing, including the slicing stage. This workflow helps to understand 3D printing not only as a technology, but also as a pedagogical tool that fosters the development of skills such as spatial awareness, logical thinking, and real problem-solving.<\/p>\n\n\n\n

On the final day of the course, we took on the challenge of designing a learning proposal that integrated the three technologies explored throughout the week: artificial intelligence, immersive reality, and 3D printing. Each team had to justify the role of each tool within the learning process, ensuring that technology was not a decorative element, but a functional and coherent part of the pedagogical objectives. The different proposals were shared with the rest of the participants, creating a space for collective reflection on the meaningful use of technology in the classroom. The week concluded with the course evaluation and the awarding of certificates, marking the end of an intense and highly enriching experience.<\/p>\n\n\n\n

This training has allowed us to consolidate a key idea: educational technology only makes sense when it truly serves learning. The initial motivation generated by tools such as artificial intelligence, immersive reality, or 3D printing is positive, but it does not in itself guarantee meaningful learning. Technological novelty is not synonymous with pedagogical innovation; rather, its value depends on how it is integrated into a purposeful teaching approach. Through discussions with teachers from different countries, we have strengthened the idea that what matters most is not the technology itself, but its role within the learning process. The key question is not what a tool can do, but what it actually helps students learn. These technologies can be highly useful for visualising concepts, personalising activities, or providing more accessible learning experiences, but only when there is a clear pedagogical intention behind them. It has also helped us adopt a more critical approach when integrating digital tools. It is not about using technology by default, but about evaluating when it genuinely adds value in relation to learning objectives. Technology can be a valuable educational ally, but only when it is purposefully and coherently integrated into the teaching and learning process.<\/p>\n","protected":false},"excerpt":{"rendered":"

(English version below) Despr\u00e9s d\u2019una primera aproximaci\u00f3 a la intel\u00b7lig\u00e8ncia artificial com a eina educativa, els darrers dies de formaci\u00f3 […]<\/p>\n","protected":false},"author":3,"featured_media":15832,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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