Abstracts
Résumé
L’article rend compte des réponses de 404 enseignants et enseignantes d’une université francophone belge à un questionnaire portant sur l’entrée de l’intelligence artificielle dans leurs pratiques. L’enquête montre qu’il s’agit bien d’un phénomène total, car il ébranle plusieurs dimensions pédagogiques, génère à leur sujet des positionnements contrastés et se répercute de façon similaire dans les trois secteurs disciplinaires dont sont issues les personnes répondantes.
Mots-clés :
- Intelligence artificielle,
- assistants personnels,
- développement pédagogique,
- enseignement supérieur,
- pratiques d’évaluation,
- activités pédagogiques,
- perspective étudiante
Abstract
This paper reports on the concerns expressed by 404 lecturers at a French-speaking Belgian university in a questionnaire on how artificial intelligence is moving into their practice. The survey shows that this is an all-encompassing phenomenon in that it shakes up several academic elements, triggers conflicting opinions and has similar repercussions in all three academic fields represented by the respondents.
Keywords:
- Artificial intelligence,
- personal assistants,
- staff development,
- higher education,
- assessment practices,
- educational activities,
- student perspective
Appendices
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