Training session: AI at the service of pedagogical engineering

As part of our AI training program, SCAI organized two sessions Monday, 24th March and Monday 31st Match, for Sorbonne Université's pedagogical engineers. The overall objective was to strengthen AI skills within the University's community of pedagogical engineers. 

The specific objectives of this training are as follows:

• Equip pedagogical engineers with an understanding of AI models, their pedagogical applications and their relevance to improving support for teachers in transforming their practices
• Understand the implications of using AI in higher education
• Integrate AI into teaching practices in a responsible and appropriate manner

28 participants attended those sessions.

Speakers of the first session:

• François Bouchet - Senior Lecturer in Computer Science at Sorbonne University, Researcher in the MOCAH team at LIP6
• Nicolas Leys - Scientific visualization engineer at SCAI
• Aryan Rahimian - Pedagogical engineer at SIPR - FL
• Clotilde Chevet - Design engineer and project manager at SCAI

Summary of presentations :
The training began with François Bouchet, who set out a conceptual framework for AI. Next, Nicolas Leys introduced us to some leading tools and LLMs for use, while guiding us in carrying out concrete actions with these tools. Aryan Rahimian then shared analysis data and the approach implemented at the Faculté des Lettres to design AI training devices. Finally, Clotilde Chevet made the link between AI and education, bringing a critical and scientific perspective from a research point of view. This first training session concluded with an in-depth reflection on AI in the educational context and our professional practices.

Informations about the 2nd training :
The session on March 31 was be led by Stéphanie Luciani and Maryline Greaume from the Canopé network. Thanks to an approach based on group work, exchanges and collaboration, this day was enable us to explore the professional uses of educational engineers in the university context, to analyze the integration of tools in these uses and to question their relevance as well as their possible limits.

The exchanges were particularly rich, notably on subjects such as plagiarism, learning assessment and supporting teachers in the appropriation of AI tools. This training course gave us the opportunity to develop a community and share our thoughts on these crucial issues.
 
Many thanks to all participants for the quality of their exchanges. Their commitment has largely contributed to the success of these days.