"Deux enseignants en éducation spécialisée du Cégep de Saint-Jérôme ont adopté la rétroaction qualitative comme moyen d’évaluation. Alternative à la notation chiffrée cumulative, « l’évaluation sans note » propose de faire de l’évaluation en classe un levier d’apprentissage sans risque de pénalité."
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"Teachers should leave technology for what it does best. In the past, a technology might have removed some of the friction of access, first exposure and logistics (Bowen, 2012) to leave class time for the human relationships that drive effort and learning (Bowen 2021). AI inverts this problem. AI no longer frees time for friction, it dissolves the friction and effort of learning entirely. Students using AI often think they are learning, but with unguarded AI, they are mostly not. Teachers need to be more intentional about designing in the essential friction and desirable discomfort of learning. Research demonstrates how AI can both improve and impede learning. Combined with what we understand about the brain and human learning, we can propose a new set of design principles for teaching in the age of AI."
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"In short: The OECD’s latest PISA results, published in September 2026, show a decline in reading performance across many countries, at a time when the rise of artificial intelligence is making strong literacy skills increasingly important. In an environment where we encounter more information generated or influenced by AI, the ability to evaluate, interpret, question and critically engage with information is becoming increasingly valuable."
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"aivancity La Grande Ecole de l'Intelligence Artificielle & de la Data"
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"Dans cette première chronique dédiée à l'intelligence artificielle avec Luc Lespérance, auteur, conférencier et maître d'enseignement en intelligence artificielle à HEC Montréal, il sera question de l'IA chez les jeunes, notamment à l'école."
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"Professors in the US suspect most students are relying on AI to complete their coursework. But if they speak up, they could risk litigation"
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"Le bien-être et l’agentivité des étudiants et étudiantes s’appuie sur six grands mécanismes d’apprentissage qui se développent et interagissent au sein de l’environnement pédagogique de votre cours. Explorez chacun d’eux afin de comprendre sa contribution à l’apprentissage, les risques et les possibilités que l’intelligence artificielle générative (IAG) soulève lorsqu’il est mobilisé, ainsi que les stratégies pédagogiques permettant de le soutenir, avec ou sans recours à l’IAG."
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"In this report, we:
Highlight key aspects of the current educational landscape at MIT.
Share eight principles we relied on and that we hope will guide the Institute in the work ahead.
Recommend immediate and long-term actions for both instructors and the administration.
As an institution deeply identified with the birth of AI and known for its distinctively rigorous, hands-on education, designed to produce graduates unafraid of the world’s hardest problems, MIT has a unique role to play in this moment. We believe it also has a responsibility to lead."
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"These hard conversations give students something they don’t get from avoidance or punishment: the chance to understand their own thinking, see where they may be over-relying on AI, and learn how to use it in ways that actually strengthen their work.
I’ve developed a simple framework that helps guide conversations about suspected AI misuse:
Name it: Share what you’ve noticed with the student.
Disrupt it: Ask a question that requires their own unique thinking.
Change it: Direct the student on how to move forward."
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