Skills4AI

Creating activities for electrical and automatic installations VET

We present the use that a VET teacher makes of Artificial Intelligence to look for examples of activities that can be done in class, solve doubts and analyze the interest of the students. They are students of Network Computer Systems Administration at the Tobalcaide educational center, dependent on the CPFPE Faitanar. VET students of Network Computer Systems Administration are trained for two years to develop their activity in the area of computer science of entities that have systems for data management and network infrastructure (intranet, internet and/or extranet).
  • 09/11/2025

  • CPFPE Tobalcaide (Quart de Poblet-Spain). The Tobalcaide Center offers VET education in the field of computer science. It depends on the CIPFP Faitanar, a public educational institution with a long tradition in the world of vocational training.

VET students between 18 and 33 years old.

Their qualification corresponds to Level 5 of the Spanish Qualifications Framework for Lifelong Learning (MECU). This level corresponds to level 5 of the European Qualifications Framework for Lifelong Learning.

As we have seen above, for this teacher the use of Artificial Intelligence for VET education can be very innovative and, although it is under development, it can provide very innovative elements in the future. In this context, the teacher decides to start researching its use and begin to implement it in his classroom to improve the activities carried out in class, seeking to make them more dynamic and innovative, and to solve doubts efficiently.

On the other hand, in education it is important that the teacher not only offers students the necessary training to access the labor market, but it is key that it adapts to their interests, managing to capture their attention and motivate them both to continue learning (inside or outside the classroom) and to access the labor market. In this context, the professor decides that another of the main uses he can make of ChatGPT via Bing is for the analysis of students’ interests, seeking to adapt the activities carried out in the classroom and getting students excited about the subject.

The impact in the classroom is still very low. To date, the teacher has carried out activities with AI in class, but they do not work properly due to the lack of training of students in their use, beyond copying and pasting to do the work.

However, although the impact is currently limited, the impact in the future is expected to be significant. However, this requires both teachers and students to spend time adapting and learning about its use (especially students).

The use of AI can have a very positive impact on students. Its use in the classroom will allow them to acquire critical thinking skills (thanks to the fact that the use of AI requires the analysis of answers, the search for information, problem solving, learning to learn, as well as other key critical thinking skills), key competences in linguistic communication (thanks to interaction with AI, which requires expressing oneself in a detailed and precise way) and digital and technological skills. Thanks to this, they will enter the labour market more prepared and having acquired fundamental skills to work in companies.

On the other hand, the use of AI is expected to generate a very positive long-term impact for teachers. Its use will not only reduce the teacher’s workload, but also improve the quality of classroom training, achieving greater personalization and adaptation to the student.

The Artificial Intelligence used by the teacher is ChatGPT via Bing, known as COPILOT. It is the ChatGPT technology developed by OpenAI, but integrated into the Microsoft Bing search engine. It allows users to interact with AI while searching the web, getting improved and more tailored answers that combine Bing’s search capabilities with AI response generation.

Access to Bing chat is free through Microsoft Edge (a free browser available in multiple languages where Copilot is integrated). Copilot Chat is available at no additional cost to all Microsoft Entra ID users with an eligible Microsoft 365 subscription. An Azure subscription is required to use agents (billed on a pay-as-you-go basis).

To which points the teacher must pay specific attention?

The teacher must pay attention to the analysis and verification of the information that the AI provides. You should avoid the premise that every answer the AI gives you are correct. Another aspect that we must take into account is that we must ensure that we comply with the data protection policy and do not share personal data of students.

Are there any advice that the teacher can give to others?

  • Interact with AI to learn how to use it better.
  • Start with smaller activities in class to test their feasibility, before creating more complex activities.
  • Evaluate students with surveys to get their perspective and make changes and improvements in the activities.
  • Collaborate with other teachers in your school.
  • AI can be a very useful tool to motivate your students.
  • Combine classroom concept training with dynamic activities that use AI.
  • Promote critical thinking and the responsible use of AI.
  • Teach students not to blindly accept AI answers, but to critically evaluate them and contrast them with other sources.
  • Use AI as a complementary tool and not as a replacement for traditional teaching.

Objectives

Improving class activities, making them more dynamic for students, solving doubts during classes and analyzing students’ interests with the aim of creating activities adapted to their interests.

Example of implementation

In this case, we give as an example the use of ChatGPT to obtain a second opinion on how to introduce a new topic into the classroom. AI can be a very useful resource to learn about different ways to explain concepts to students and capture their interest.

Step 1: Decide on the specific topic you want to explain in class and the level. For example: Distance learning management systems for the subject of web applications of microcomputer systems and networks. Specifically, the basic concepts (types and characteristics) and the logical elements (communication, materials and activities). You are looking for a simple explanation and a more complex one.

Step 2: Ask ChatGPT the question by specifying the context you detailed in the previous step. For example:

“I am a professor of the web applications subject of the FP of microcomputer systems and networks. I want to introduce distance learning management systems in class. Specifically, the basic concepts (types and characteristics) and the logical elements (communication, materials and activities). Can you provide me with a simple and a more complex way to introduce the topic in class?”

Step 3: ChatGPT responds to you. In this specific example the answer would be:

Sure, here are two approaches to introducing the topic of distance learning management systems (LMS) into your microcomputer systems and networking VET web applications class. Both approaches will cover the basic concepts (types and characteristics) and logical elements (communication, materials and activities), one in a simple way and the other in a more complex way.

Simple Way
Introduction to LMS

To start, explain that learning management systems (LMS) are online platforms that facilitate distance teaching and learning. Its main function is to organize, deliver and manage educational activities.

Types and Characteristics
1. Types of LMS

  • Owners: They are developed and maintained by specific companies. Examples: Blackboard, Moodle.
  • Open source: They are accessible and can be modified by anyone. Example: Moodle (also in the open source category).
  • In the cloud: They do not require local installation, since they are accessed via the internet. Example: Google Classroom.

2. Key features

  • Content Management: Allows you to upload, organize, and distribute educational materials
  • Assessments and Grading: Makes it easy to create exams and manage grades.
  • Communication: Offers communication tools such as forums, chats, and video conferencing.

Logical Elements

1. Communication

  • Synchronous: Real-time communication, such as video calls and chats.
  • Asynchronous: Deferred communication, such as forums and emails.

2. Materials

  • Teaching Resources: Videos, PDF documents, presentations, etc.
  • External Links: References to articles, websites, and other sources of information.

3. Activities

  • Tasks: Submission of work or projects.
  • Quizzes: Online assessments and exams.
  • Discussion Forums: Spaces for debates and thematic discussions.

More complex form

Introduction to LMS

Start by explaining that LMSs are platforms designed to manage, document, administer, and deliver online training and learning courses. It emphasizes its importance in modern education and its ability to adapt to various educational models, from primary education to vocational and university training.

Types and Characteristics

1. Types of LMS

  • Owners: Examples like Blackboard and Canvas offer complete solutions but often require paid subscriptions and may be less customizable.
  • Open source: Moodle is a good example, as it allows developers to customize the platform according to the specific needs of the institution, encouraging innovation and adaptation.
  • In the cloud: Services like Google Classroom not only make it easy to access resources from anywhere, but also integrate collaborative tools like Google Docs and Sheets, streamlining teamwork and task management.

2. Key features

  • Content Management: Ability to organize course modules, establish custom learning paths, and provide access to libraries of multimedia content.
  • Assessments and Grading: Advanced functionalities to design formative and summative assessments, integrating different types of questions (multiple choice, short answer, essays) and performance analysis.
  • Communication: Integrated communication tools such as videoconferences (Zoom, Microsoft Teams), forums, chats and emails, facilitating interaction and collaboration between students and teachers.

Logical Elements

1. Communication

  • Synchronous: Real-time video conferences, webinars, and mentoring sessions using built-in or external tools.
  • Asynchronous: Discussion forums, class blogs, and emails, allowing students to interact and collaborate at their own pace.

2. Materials

  • Didactic Resources: Integration of multimedia such as educational videos, interactive simulations, and e-books, as well as the possibility of linking to relevant external resources.
  • Centralized Repository: Store and organize all resources in one place accessible to students, making it easier to find and use materials.

3. Activities

  • Tasks: Collaborative projects, case studies, and practical work with clear rubrics for evaluation.
  • Quizzes and Exams: Tools to create varied assessments, with automatic feedback and detailed analysis of student performance.
  • Discussion Forums: Spaces for academic debates, exchange of ideas and resolution of doubts, encouraging critical thinking and collaboration among peers.

In both approaches, be sure to supplement the theory with practical examples and live demonstrations of the LMS platforms you’ll be using. This will help students visualize how these tools are implemented and used in a real-world context.

Step 4: Review and adjust. Although AI contains a lot of verified information, we should not trust that the answer it gives us is always correct. Therefore, we must analyze the information it provides us with and check if it is correct and appropriate for our class. If necessary, we will ask you to make the adjustments we consider to obtain a response that is more adapted to our needs. For example: we want you to be more concrete about how to implement this in the classroom. To do this, we asked them another question such as: “Can you tell me how I can implement this case in my classroom?“

In this example, ChatGPT would give you this answer:

Of course, below I provide you with a detailed explanation on how to implement the teaching of distance learning management systems (LMS) in your class, both in a simple and more complex way.
Simple Way
To start, introduce your students to the concept of LMS in an accessible way. You can follow these steps:
1. General Introduction

Start the class by explaining what an LMS is. Tell them that it is an online platform that facilitates distance teaching and learning, allowing the organization, delivery, and management of educational activities.

2. Types of LMS

  • Explain that there are proprietary LMSs, such as Blackboard and Canvas, which are commercial systems.
  • Mention open-source LMSs, such as Moodle, which allow users to modify and customize the system according to their needs.
  • Talk about cloud LMSs, such as Google Classroom, which require no installation and are accessed over the internet.

3. Key features

  • Describe how LMSs enable content management, i.e., the uploading and organization of educational materials.
  • Explains assessments and grading, which make it easier to create exams and manage grades.
  • Talk about communication tools, such as forums, chats, and video conferencing.

4. Logical Elements

  • Communication: Distinguish between synchronous communication (video calls and real-time chats) and asynchronous communication (forums and emails).
  • Materials: Give examples of teaching resources such as videos, PDFs, and presentations, as well as external links to articles and websites.
  • Activities: Mention tasks (submission of work and projects), questionnaires (online evaluations) and discussion forums (spaces for thematic debates).

To make it interactive, show real-world examples of each type of LMS and features through screenshots or live demos.

More complex form
For a more in-depth and detailed approach, you can follow these steps:
1. Detailed Introduction: It begins by explaining that an LMS is an online platform designed to manage, document, and deliver training courses, and highlights its importance in modern education.

2. Types of LMS

  • Discuss proprietary LMSs in detail, such as Blackboard and Canvas, explaining that they offer complete solutions but require paid subscriptions and may be less customizable.
  • Talk about open-source LMSs, such as Moodle, emphasizing their ability to customize and adapt to specific needs.
  • Describe cloud LMSs, such as Google Classroom, and how they make it easy to access from anywhere and integrate with collaborative tools like Google Docs and Sheets.

3. Key features

  • Explains how LMSs enable content management, including organizing course modules, custom learning paths, and media libraries.
  • Detail assessments and grades, highlighting options for designing formative and summative assessments with different question types and performance analyses.
  • Describe communication tools, including video conferencing, forums, chats, and integrated emails.

4. Logical Elements

  • Communication: Deepen synchronous communication, such as video conferences and webinars in real time using tools such as Zoom. It also discusses asynchronous communication through discussion forums, blogs, and emails.
  • Materials: Give detailed examples of teaching resources, including educational videos, interactive simulations, and e-books. Explains the importance of a centralized repository to store and organize all resources.
  • Activities: Mention collaborative projects, case studies and practical work with clear rubrics for evaluation. Explain how to use quizzes and exams with automatic feedback and detailed performance analysis. It details the use of discussion forums to encourage academic debates and resolve doubts, promoting critical thinking.

To illustrate these points, host a live demo using a platform like Moodle or Google Classroom. Show how to upload materials, create assignments, set up discussion forums, and conduct video conferences. You can also run a hands-on activity where students set up their own virtual classrooms on a test LMS platform.
This approach will allow your students not only to understand the theoretical concepts, but also to see their practical application and become familiar with the tools and functionalities of distance learning management systems.

As we can see, the AI adapts the answer it has given you in the first question and offers you a more detailed and precise answer to help you. If the answer still doesn’t convince you, you can continue asking ChatGPT questions until you achieve what you’re looking for. We must bear in mind that the more precise we are in what we want and the more details we provide, the AI will be able to respond to us better.

Step 5: Create the teaching content with the support provided by AI.

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