Il est indéniable que les nouvelles technologies ont apporté des changements profonds dans tous les domaines de la société, y compris l’enseignement. Les nouvelles approches pédagogiques, telles que l’apprentissage personnalisé et adaptatif, l’utilisation de la réalité virtuelle et augmentée, ou encore l’intégration des chatbots et des assistants intelligents, offrent de nouvelles possibilités pour rendre l’enseignement plus attractif et efficace. Cependant, il est important de s’interroger sur la manière dont ces nouvelles technologies peuvent être intégrées de manière pertinente dans les méthodologies de recherche académiques. Comment garantir la validité et la fiabilité des données collectées grâce à ces outils ? Comment mesurer l’impact réel de ces nouvelles approches sur l’apprentissage des étudiants ? Que doit-on changer du côté de l’enseignant et du côté des régimes d’études ?

04-05-06 December 2024

Argument

With an increasing dependence on cutting-edge technologies and smart gadgets used in our daily lives, we find ourselves forced to engage, whether voluntarily or involuntarily, in this digital revolution. How can we meet the major challenges that are looming on the horizon, and that involve a profound change in our teaching methods and in our academic institutions?  How to prepare students for a world that is constantly changing and where modern technology becomes essential for academic success and employability?

At a time when distance communication is becoming commonplace, crucial questions emerge: they concern the evolution of teaching, particularly through platforms such as MOOC (Massive Open Online Courses), videoconference, YouTube tutorial, professional advice/expert on TikTok, Reels on Facebook and many others. Are all teachers able to adapt to new technologies? How do they capitalise on academic achievements to rethink their teaching methods? Are they led to develop new teaching skills? Will they reinvent themselves in the face of the rise of online courses that are increasingly attracting the attention of learners? Are communication problems between teachers and learners due to new curricula or teaching strategies?

Some online courses, such as MOOCs that offer students specific credits and modules at certain universities, have had a major impact on student training. The rise of distance education, whether free or paid, is now competing with face-toface teaching for certificates in various fields of research, ranging from 'exact' sciences to the humanities. Platforms such as Coursera, Udemy, edX, Khan Academy, Open University, Harvard Extension School, etc. are increasingly offering these distance learning opportunities.

However, uncertainties persist regarding the notion of presence in distance courses, raising questions on the ethics of the profession, the credibility of the degree as well as on the copyright related to conferences and online courses (cf. study of Thérèsa Nobre, « Éducation et droit d’auteur : les obstacles à l’enseignement dans un environnement numérique », Mondes de l’éducation, 9 mai 2022). In addition, we wonder about the nature of remote monitoring: should we monitor participation in MOOCs via a webcam? Should we use a simple consultation of the content edited by the teacher remotely (slide, text, videos)? Will this approach be sufficient? Finally, how to evaluate distance students? Will they have to answer multiple choice questions programmed progressively by the teacher? If not, should the assessment be carried out only in person through written and oral tests?

Other forms and structures of distance learning meet the needs of students, including reducing travel costs through LMD mobility. The complexity of this generic approach to scientific research raises questions about distance approaches in various fields, such as Arts and Letters. What are the new challenges of creativity and knowledge production in the face of technological assistants such as chatbots? To what extent can the "intelligent" researcher benefit from both human and artificial assistance? Does he have the ability to judiciously combine these two forms of intelligence in order to produce impactful personal work?

Should the fields of Arts and Letters adopt new and intelligent approaches to prepare students for a profession in the labour market or to pursue university studies? Do all forms of cognitive creation and production in Arts and Letters risk a partial or total disappearance in the context of a possible competition with chatbots? Should researchers take responsibility for their choices, overcome the tension between artificial and emotional intelligence, and better manage ethical and legal obstacles?

Should the institution take decisive steps towards the legal and considered use of current technologies in order to promote balanced development in the field of education, like some countries that have legally regulated the use of artificial intelligence (Chat GPT, YouChat, Bing Chat, HuggingChat...) on their networks?

These questions give rise to a serious reflection on the future of professions directly or indirectly related to research and pedagogy using ChatBots.

Areas of reflection

• Technical and technological axis: presentation of different forms of artificial intelligence such as ChatGpt.
• Creativity, artistic and literary production and artificial intelligence.
• Distance learning: Games, issues and ethics (educational session)
• Technological knowledge "intelligent" in the face of academic research.
• Doctoral session on the best bibliographic choices at the time of the Internet and ChatBots.

Calendar

To contact: Submission of texts in Word and Pdf to the following address : CreativEnseignementChatbot@gmail.com

• July 16, 2024: Receipt of proposals for papers.

• August 30, 2024: Notification to authors.
• December 4/5 and 6, 2024: symposium
• June 2025: publication of the conference proceedings

Scientific committee

• Abdallah Berrimi (University of Rachidia_ Morocco)
• Adel Alimi (University of Sfax)
• Edwige Armand (University of Toulouse)
• Helmi Ben Ncir (University of Sfax)
• Sami Ben Ameur (University of Tunis)
• Kamel Kechaou (University of Sfax)
• Omézine ben Chikha (University of Tunis)
• Mounira Ben Mustapha (University of Tunis)
• Mohamed Bourouba (University of Batna, Algeria )
• Moufida Ghodhbene (University of Nabeul)
• Yosri Kessentini (University of Sfax)
• Hatem Loumi (University of Sfax)
• Salwa Mestiri (Nabeul University)
• Mustapha Trabelsi (University of Sfax)
• Mounir ben Nacer (University of Sfax)
• Lassad Zouari (University of Sfax)
• Rafik Ksontini (University of Sfax)

Organizing Committee

• Rafik Ksontini (University of Sfax)
• Mariem Kamoun (University of Nabeul)
• Mehdi Kammoun (University of Sfax)
• Safouene Aloulou (University of Sfax)
• Amine Gargouri (University of Sfax)
• Nada Ouerghi (University of Manouba)

Registration 

Participation fees (with 2 nights' accommodation in a 5* hotel in Sousse): 

• 250 euros for non-North Africans
• 350 TND dinars for North Africans

Participation fee (without accommodation):

•  100 euros for non-North Africans
• 200 TND dinars for North Africans

The registration fee without accommodation covers coffee breaks, lunch and the conference package (including cultural and artistic activities).  Travel will remain at the expense of the communicators.

Responsible

Mustapha Trabelsi and Rafik Ksontini

Partners

University of Sfax Faculty of Arts and Humanities 

Interdisciplinary Research Laboratory in Discourse, Art, Music and Economics

(LARIDIAME, LR18ES23)

With the support of the Doctoral School of Arts and Humanities  (ED08FLSHS01)

Bibliography

Mahdi Amri et Feirouz Boudokhane-Lima, « Enseigner à l’ère des Chatbots : l’exemple de ChatGPT », Annals of the University of Craiova, the PsychologyPedagogy series, N° 45, Issue 2, Supplement, p. 115-124. Accessible sur : https://aucpp.ro/wp-content/uploads/2024/02/10.AMRI_BOUDOKHANE-LIMA_AUC_PP_2023_no_45_issue_2_Supplement_pp_115_124.pdf  

Boissière et É. Bruillard, « Intelligence artificielle dans l’éducation : une place à trouver », dans J. Boissière et É. Bruillard (direction), L'école digitale : Une éducation à apprendre et à vivre, Paris, Armand Colin, 2021, p. 289-317. 

Salma Banana, Sophie Balech, Sophie Changeur, L’étude des chatbots en marketing : un état de l’art, International Marketing trends Conference, Jan 2023, Paris, France, page 1-18. Accessible sur : https://hal.science/hal-04112128/document  

Jean-François Cerisier et Laëtitia Pierrot, « La régulation des activités scolaires numériques des élèves par l’enseignant : le cas d’une application d’apprentissage adaptatif », Communication, technologies et développement, N° 12, 2022, De la régulation de l’intelligence artificielle dans le domaine éducatif, p. 1-15 Accessible sur : file:///C:/Users/GMI/Downloads/ctd-8103.pdf 

E. Grassi, « Éducation, technologie et contrôle : l’ère de l’intelligence artificielle », Traduction Laurence Gavarini et révision Domnique Ottavi, dans L. Gavarini et al. (direction),  Le Normal et le Pathologique à l'école aujourd'hui, Saint-Denis, Presses universitaires de Vincennes, 2022, p. 59-67. Accessible sur : https://doi.org/10.3917/puv.gavar.2022.01.0059

Jmoula, « Enseigner et apprendre à l’ère de ChatGPT : des pistes issues d’une recension des écrits », Journal of information sciences, Maroc, N° 22, 2023, p. 26-40. Accessible sur : file:///C:/Users/GMI/Downloads/admin,+26-40_+JMOULA_41122-1.pdf 

Léger, « L’école face à ChatGPT », Esprit, N° 496, avril 2023, p. 21-23. Accessible sur : https://esprit.presse.fr/article/nicolas-leger/l-ecole-face-a-chatgpt-44570   

C. Lison, et Y. Verchier, Y. (2023). « De l'intelligence artificielle à l'humain ou vice versa », Ripes : Revue internationale de pédagogie de l’enseignement supérieur, N° 39(2), 2023, Accessible sur : https://doi.org/10.4000/ripes.4613