{"id":2028,"date":"2023-01-26T15:42:08","date_gmt":"2023-01-26T14:42:08","guid":{"rendered":"https:\/\/blog.unifr.ch\/create\/?p=2028"},"modified":"2023-01-26T15:42:08","modified_gmt":"2023-01-26T14:42:08","slug":"lia-et-les-autorites-des-hes-et-hep-suisses","status":"publish","type":"post","link":"https:\/\/blog.unifr.ch\/create\/lia-et-les-autorites-des-hes-et-hep-suisses\/","title":{"rendered":"L’IA et les autorit\u00e9s des HES et HEP suisses"},"content":{"rendered":"

En janvier, les autorit\u00e9s des HES et HEP suisses se sont rencontr\u00e9es, comme chaque ann\u00e9e, pour leur B\u00fcrgenstock Conference<\/a>. Cette fois-ci, le th\u00e8me \u00e9tait l’intelligence artificielle en \u00e9ducation et formation. Quelle co\u00efncidence, avec le momentum dans les m\u00e9dias g\u00e9n\u00e9r\u00e9 par OpenAI.<\/p>\n

Le CRE\/ATE a eu la chance d’\u00eatre pr\u00e9sent pour deux moments scientifiques : un “case” et la table ronde de cl\u00f4ture.<\/p>\n

Le CASE.<\/strong><\/h3>\n

Durant deux sessions de 45 minutes, les personnes int\u00e9ress\u00e9es \u00e0 notre sujet (.pdf<\/a>) pouvaient venir \u00e9changer sur nos usages de l’IA en \u00e9ducation. L’humilit\u00e9 nous a pouss\u00e9s \u00e0 annoncer directement la couleur : nous ne travaillons pas avec le hype<\/em> du moment (la machine learning), mais bien avec une “good old-fashioned AI”, \u00e0 savoir les syst\u00e8mes experts. En bref,<\/p>\n

    \n
  1. nous mod\u00e9lisons le domaine d’\u00e9tude (ontologie) ;<\/li>\n
  2. nous cr\u00e9ons des exp\u00e9riences d’apprentissage (jeux) associ\u00e9es \u00e0 chaque “skill” ou “knowledge” du domaine mod\u00e9lis\u00e9 ;<\/li>\n
  3. nous g\u00e9n\u00e9rons des parcours “type” d’apprentissage (parcours) qui, lorsque l’\u00e9l\u00e8ve y jouera, laissera des traces ;<\/li>\n
  4. le syst\u00e8me expert (adaptive learning) situera l’\u00e9l\u00e8ve dans la mod\u00e9lisation du domaine (profil d’\u00e9l\u00e8ve) ;<\/li>\n
  5. le syst\u00e8me expert recommandera les exp\u00e9riences d’apprentissage adapt\u00e9s (personnalisation).<\/li>\n<\/ol>\n

    Les \u00e9changes ont \u00e9t\u00e9 riches et rapportent les perceptions que l’on peut avoir d’un tel outil :<\/p>\n

      \n
    • Int\u00e9ressant, mais… est-ce que la personnalisation des exp\u00e9riences d’apprentissage ne va pas \u00e0 l’encontre de l’agilit\u00e9 que l’on exige des futur\u00b7e\u00b7s citoyen\u00b7ne\u00b7s et futur\u00b7e\u00b7s employ\u00e9\u00b7e\u00b7s ?<\/em>
      \nQue r\u00e9pondre \u00e0 cette question pertinente : il y a l\u00e0 des visions de l’apprentissage qui s’affronte, d’un c\u00f4t\u00e9 l’adversit\u00e9 et l’adaptation au centre, vers une forme de d\u00e9brouillardise ; de l’autre, le d\u00e9veloppement de comp\u00e9tences disciplinaires, facilitant une d\u00e9brouillardise future. Cette tension entre facilitation et contrainte est passionnante, elle se retrouve aussi dans des propositions th\u00e9oriques comme la conception universelle de l’apprentissage, mais ne se r\u00e9sout qu’en mettant en \u0153uvre une alternance des actions p\u00e9dagogiques.<\/li>\n
    • Int\u00e9ressant, mais… apprendre, n’est-ce pas aussi se saisir de ce que je ne sais pas et se donner les moyens de se d\u00e9passer (vs. laisser la machine faire \u00e0 ma place) ?<\/em>
      \nQue r\u00e9pondre \u00e0 cette question pertinente : idem qu’\u00e0 la premi\u00e8re question finalement. C’est d’ailleurs une probl\u00e9matique fondamentale dans la relation entre p\u00e9dagogie et technique, o\u00f9 les deux invitent \u00e0 performer, mais sur la base de fondements diff\u00e9rents (l’un, avec une comp\u00e9tence intrins\u00e8que, l’autre avec une habilet\u00e9 rendue possible par l’objet ma\u00eetris\u00e9).<\/li>\n<\/ul>\n
      \"https:\/\/www.fotor.com\/features\/ai-image-generator\/:
      https:\/\/www.fotor.com\/features\/ai-image-generator\/: “school representatives talking about artificial intelligence in Switzerland”<\/figcaption><\/figure>\n

       <\/p>\n

      La Table Ronde.<\/strong><\/h3>\n

      Ce moment \u00e9tait initi\u00e9 par la question “qu’est-ce que vous garder de ces deux jours?”. Une personne r\u00e9pond la n\u00e9cessit\u00e9 des “digital skills”, l’autre l’\u00e9tonnement des gens face \u00e0 ChatGPT. Les deux r\u00e9ponses ne vont-elles pas de pair ? En effet, si l’on s’\u00e9tonne, c’est peut-\u00eatre que l’on n’a pas les “digital skills” suffisantes pour comprendre et penser rationnellement cette technique.<\/p>\n

      Il y a un sentiment d’urgence chez de nombreuses personnes concernant l’IA en \u00e9ducation. Certes, l’\u00e9cole est \u00e9branl\u00e9e, de m\u00eame que toutes les personnes dont le m\u00e9tier est de penser ou de parler (ChatGPT offre des r\u00e9ponses qui invitent plausiblement \u00e0 croire \u00e0 une pens\u00e9e ou un discours). Toutefois, il me semble important de bien distinguer deux agendas p\u00e9dagogiques :<\/p>\n

        \n
      1. former \u00e0 la culture num\u00e9rique (ChatGPT et l’IA y compris).<\/li>\n
      2. former \u00e0 l’aide de l’IA.<\/li>\n<\/ol>\n

        Le premier me semble une \u00e9vidence, voire une urgence. Le seconde me semble plus ambivalant : r\u00eavons des usages, via des projets de recherche notamment, mais ne d\u00e9ployons pas encore ces outils.<\/p>\n","protected":false},"excerpt":{"rendered":"

        En janvier, les autorit\u00e9s des HES et HEP suisses se sont rencontr\u00e9es, comme chaque ann\u00e9e, pour leur B\u00fcrgenstock Conference. Cette fois-ci, le th\u00e8me \u00e9tait l’intelligence artificielle en \u00e9ducation et formation. Quelle co\u00efncidence, avec le momentum dans les m\u00e9dias g\u00e9n\u00e9r\u00e9 par OpenAI. Le CRE\/ATE a eu la chance d’\u00eatre pr\u00e9sent pour deux moments scientifiques : un […]<\/p>\n","protected":false},"author":6,"featured_media":2032,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-2028","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-non-classe"],"acf":[],"yoast_head":"\nL'IA et les autorit\u00e9s des HES et HEP suisses | CRE\/ATE<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.unifr.ch\/create\/lia-et-les-autorites-des-hes-et-hep-suisses\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"L'IA et les autorit\u00e9s des HES et HEP suisses | CRE\/ATE\" \/>\n<meta property=\"og:description\" content=\"En janvier, les autorit\u00e9s des HES et HEP suisses se sont rencontr\u00e9es, comme chaque ann\u00e9e, pour leur B\u00fcrgenstock Conference. Cette fois-ci, le th\u00e8me \u00e9tait l’intelligence artificielle en \u00e9ducation et formation. Quelle co\u00efncidence, avec le momentum dans les m\u00e9dias g\u00e9n\u00e9r\u00e9 par OpenAI. 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