{"id":202,"date":"2025-05-20T19:53:07","date_gmt":"2025-05-20T23:53:07","guid":{"rendered":"https:\/\/businessphysics.ai\/?p=202"},"modified":"2025-05-20T19:53:08","modified_gmt":"2025-05-20T23:53:08","slug":"rethinking-education-in-the-age-of-ai-what-and-how-we-teach","status":"publish","type":"post","link":"https:\/\/businessphysics.ai\/fr\/rethinking-education-in-the-age-of-ai-what-and-how-we-teach\/","title":{"rendered":"Repenser l'\u00e9ducation \u00e0 l'\u00e8re de l'IA : ce que nous enseignons et comment nous l'enseignons"},"content":{"rendered":"
\n

Note de la r\u00e9daction :<\/strong> Cet article est bas\u00e9 sur un entretien avec St\u00e9phane Paquet, chef de projet IA au Champlain College Saint-Lambert et coordinateur du certificat IA. Les r\u00e9ponses ont \u00e9t\u00e9 r\u00e9sum\u00e9es par souci de clart\u00e9 et de concision. ne sont pas des reproductions mot \u00e0 mot<\/strong> de la conversation originale. Les id\u00e9es refl\u00e8tent le point de vue du locuteur au moment de l'entretien.<\/p>\n<\/blockquote>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Question :<\/h3>\n\n\n\n

L'\u00e9ducation et l'industrie sont \u00e9troitement li\u00e9es - en fait, une grande partie de ce que nous apprenons \u00e0 l'universit\u00e9 est fa\u00e7onn\u00e9e par les besoins de l'industrie.<\/p>\n\n\n\n

Par exemple, dans mon programme de technologie informatique, nous mettons fortement l'accent sur Java parce qu'il est tr\u00e8s demand\u00e9 sur le march\u00e9 du travail.<\/p>\n\n\n\n

Alors que les industries elles-m\u00eames sont en train d'\u00eatre remodel\u00e9es par l'IA, comment pensez-vous que le syst\u00e8me \u00e9ducatif devrait s'adapter - ou s'adaptera - pour suivre le rythme de ces changements ? Devons-nous nous attendre \u00e0 des changements non seulement dans ce que nous enseignons, mais aussi dans la mani\u00e8re dont nous enseignons ?<\/p>\n\n\n\n

R\u00e9ponse :<\/h3>\n\n\n\n

C'est une question tr\u00e8s importante.<\/p>\n\n\n\n

Chaque fois qu'un nouvel outil arrive, comme l'internet ou les ordinateurs personnels, je m'attends \u00e0 ce que l'\u00e9ducation change radicalement. Mais aujourd'hui, nos salles de classe ont toujours la m\u00eame apparence : un tableau, des pupitres et un enseignant \u00e0 l'avant.<\/p>\n\n\n\n

Le syst\u00e8me \u00e9ducatif est lent \u00e0 changer. L'une des principales raisons ? L'\u00e9volutivit\u00e9. Les strat\u00e9gies d'enseignement novatrices qui s'aligneraient mieux sur les outils modernes sont difficiles \u00e0 appliquer dans une classe de 40 \u00e9l\u00e8ves. Les enseignants peuvent vouloir innover, mais ils n'ont pas toujours le temps, la structure ou les ressources n\u00e9cessaires pour le faire.<\/p>\n\n\n\n

L'IA, une opportunit\u00e9 - si nous la laissons faire<\/h3>\n\n\n\n

La r\u00e9volution de l'IA pourrait marquer un tournant.<\/p>\n\n\n\n

Les \u00e9tudiants disposent d\u00e9sormais d'outils capables de g\u00e9n\u00e9rer des essais et du code. Il est donc peut-\u00eatre temps de cesser de mettre l'accent sur le produit final<\/strong> et au lieu de cela se concentrer sur la r\u00e9flexion qui y conduit.<\/strong><\/p>\n\n\n\n

Nous devons l'encourager :<\/p>\n\n\n\n

- R\u00e9flexion avant la production<\/p>\n\n\n\n

- R\u00e9flexion visible (questions, erreurs, r\u00e9visions)<\/p>\n\n\n\n

- Boucles de retour d'information (de la part des pairs, des enseignants et des outils d'intelligence artificielle)<\/p>\n\n\n\n

Ce changement implique de valoriser le caract\u00e8re d\u00e9sordonn\u00e9 de l'apprentissage plut\u00f4t que la perfection polie.<\/p>\n\n\n\n

Mais il y a un probl\u00e8me : le temps et la pression<\/h3>\n\n\n\n

Les \u00e9tudiants n'ont pas le temps. Ils travaillent souvent sous pression et privil\u00e9gient la productivit\u00e9 \u00e0 l'apprentissage en profondeur.<\/p>\n\n\n\n

Ils attendent la derni\u00e8re minute, ouvrent leur agenda, voient ce qu'ils doivent faire demain et s'ex\u00e9cutent. Ce n'est pas qu'ils s'en fichent. Ils doivent concilier de nombreux cours et responsabilit\u00e9s. La productivit\u00e9 devient une question de survie.<\/p>\n\n\n\n

Pourquoi nous avons besoin d'un \"enseignement lent\" ?<\/h3>\n\n\n\n

C'est pourquoi les enseignants doivent aider les \u00e9l\u00e8ves \u00e0 ralentir.<\/p>\n\n\n\n

Nous devons le faire :<\/p>\n\n\n\n

- D\u00e9composer les projets en petites \u00e9tapes<\/p>\n\n\n\n

- Autoriser la r\u00e9daction et la soumission de plusieurs projets<\/p>\n\n\n\n

- Se concentrer sur les id\u00e9es initiales et imparfaites<\/p>\n\n\n\n

- Orienter notre retour d'information vers le processus, et non plus seulement vers le produit<\/p>\n\n\n\n

Cela prend du temps. C'est difficile. Mais c'est essentiel, surtout maintenant que les outils d'IA peuvent g\u00e9n\u00e9rer instantan\u00e9ment des r\u00e9sultats d'apparence propre.<\/p>\n\n\n\n

Cela se produira-t-il ?<\/h3>\n\n\n\n

Je suis optimiste, mais r\u00e9aliste.<\/p>\n\n\n\n

Le syst\u00e8me met toujours l'accent sur les notes et les performances rapides. Nous enseignons toujours en vue de tests standardis\u00e9s tels que l'examen de fin d'\u00e9tudes d'anglais, o\u00f9 les \u00e9l\u00e8ves doivent r\u00e9diger une dissertation compl\u00e8te en quelques heures. Il y a peu de temps ou d'espace pour le processus.<\/p>\n\n\n\n

Dans cinq ans, il se peut que je regarde en arri\u00e8re et que je constate tr\u00e8s peu de changements. Non pas parce que nous ne nous en pr\u00e9occupons pas, mais parce que les changements syst\u00e9miques sont lents.<\/p>\n\n\n\n

N\u00e9anmoins, si nous commen\u00e7ons \u00e0 valoriser le processus d\u00e8s maintenant, l'IA pourrait nous aider \u00e0 r\u00e9imaginer l'apprentissage pour le meilleur.<\/p>\n\n\n\n

\n

\u00c0 propos de l'expert :<\/strong> St\u00e9phane Paquet est un \u00e9ducateur exp\u00e9riment\u00e9 et un consultant en IA avec plus de 20 ans d'exp\u00e9rience dans l'enseignement. Actuellement chef de projet en IA au Champlain College Saint-Lambert, il se concentre sur le soutien aux enseignants et aux \u00e9tudiants dans l'int\u00e9gration d'outils d'IA g\u00e9n\u00e9rative dans l'\u00e9ducation. Ses domaines d'expertise comprennent l'apprentissage en ligne, la conception de m\u00e9dias \u00e9ducatifs et le d\u00e9veloppement de strat\u00e9gies p\u00e9dagogiques innovantes.<\/p>\n<\/blockquote>","protected":false},"excerpt":{"rendered":"

Editor\u2019s Note: This article is based on an interview with St\u00e9phane Paquet, AI Project Lead at Champlain College Saint-Lambert and AI Certificate Coordinator. The responses have been summarized for clarity and brevity and are not word-for-word reproductions of the original conversation. The ideas reflect the speaker\u2019s perspective as of the time of the interview. Question: […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[52,53,54,11],"class_list":["post-202","post","type-post","status-publish","format-standard","hentry","category-ai-article","tag-aiineducation","tag-educationreform","tag-teachinginnovation","tag-understanding-ai"],"yoast_head":"\nRethinking Education in the Age of AI: What and How We Teach - Business Physics AI Lab<\/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:\/\/businessphysics.ai\/fr\/rethinking-education-in-the-age-of-ai-what-and-how-we-teach\/\" \/>\n<meta property=\"og:locale\" content=\"fr_CA\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Rethinking Education in the Age of AI: What and How We Teach - Business Physics AI Lab\" \/>\n<meta property=\"og:description\" content=\"Editor\u2019s Note: This article is based on an interview with St\u00e9phane Paquet, AI Project Lead at Champlain College Saint-Lambert and AI Certificate Coordinator. 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