{"id":20187,"date":"2021-11-15T21:44:51","date_gmt":"2021-11-15T20:44:51","guid":{"rendered":"https:\/\/www.sfsic.org\/?p=20187"},"modified":"2021-11-20T17:01:25","modified_gmt":"2021-11-20T16:01:25","slug":"de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif","status":"publish","type":"post","link":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/","title":{"rendered":"De la r\u00e9gulation de l&#8217;intelligence artificielle dans le domaine \u00e9ducatif"},"content":{"rendered":"<p><!-- fxzn:singledetail --><\/p>\n<div class=\"zone zn-singledetail\" id=\"fxzn-singledetail-1\">\n<div class=\"zone-block zn-singledetail-block alignwide va-top\">\n<div class=\"row\">\n<div class=\"columns large-8 large-push-4\">\n<div class=\"zn-singledetail-metabox\">\n<div class=\"zn-singledetail-pubdate pubdate\">\n\t\t\t\t\t<span class=\"pubdate-txt\">Mis en ligne le<\/span><span class=\"doubledot\"><\/span> <time class=\"pubdate-time\" pubdate datetime=\"2021-11-15T21:44:51+01:00\">15 novembre 2021<\/time>\t\t\t\t<\/div>\n<div class=\"zn-singledetail-thematiques with-sep-comma\">\n<ul class=\"termslist termslist-thematique\">\n<li class=\"termslist-item termslist-title\"><span class=\"termslist-titletxt\">Th\u00e9matiques<\/span><span class=\"doubledot\"><\/span><\/li>\n<li class=\"termslist-item tax-thematique term-communication-publique-et-politique\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/thematiques\/communication-publique-et-politique\/\" title=\"Communication publique et politique\"><span class=\"termslist-itemname\">Communication publique et politique<\/span><\/a><\/li>\n<li class=\"termslist-item tax-thematique term-mediation-des-savoirs-education-et-formation\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/thematiques\/mediation-des-savoirs-education-et-formation\/\" title=\"M\u00e9diation des savoirs, \u00e9ducation et formation\"><span class=\"termslist-itemname\">M\u00e9diation des savoirs, \u00e9ducation et formation<\/span><\/a><\/li>\n<li class=\"termslist-item tax-thematique term-numerique-strategies-dispositifs-et-usages\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/thematiques\/numerique-strategies-dispositifs-et-usages\/\" title=\"Num\u00e9rique : strat\u00e9gies, dispositifs et usages\"><span class=\"termslist-itemname\">Num\u00e9rique : strat\u00e9gies, dispositifs et usages<\/span><\/a><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"row\">\n<div class=\"columns large-4\">\n<div class=\"zn-singledetail-sidebar bg-cornersquares\">\n<div class=\"zn-singledetail-infos\">\n<p class=\"zn-singledetail-reponse-date\">\n\t\t\t\t\t\t<span>R\u00e9ponse attendue pour le<\/span><span class=\"doubledot\"><\/span> <strong>10\/12\/2021<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-reponse-type\">\n\t\t\t\t\t<span>Type de r\u00e9ponse<\/span><span class=\"doubledot\"><\/span> <strong>R\u00e9sum\u00e9<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-type\">\n\t\t\t\t\t\t\t<span>Type de contribution attendue<\/span><span class=\"doubledot\"><\/span> <strong>Article<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-name\">\n\t\t\t\t\t\t\t<span>Nom de la publication<\/span><span class=\"doubledot\"><\/span> <strong>Communication, Technologies et D\u00e9veloppement <\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-editor\">\n\t\t\t\t\t\t\t<span>\u00c9diteur<\/span><span class=\"doubledot\"><\/span> <strong>Openeditions<\/strong>\n\t\t\t\t\t<\/p>\n<\/p><\/div>\n<div class=\"zn-singledetail-coordinators\">\n<h3 class=\"zn-singledetail-section-title\">Coordinateurs<\/h3>\n<ul class=\"zn-singledetail-coordinators-list\">\n<li class=\"zn-singledetail-coordinators-item\">\n\t\t\t\t\t\t\t<span>Sarah<\/span> <span>Labelle<\/span>, <span>Universit\u00e9 Paul Val\u00e9ry Montpellier<\/span>\t\t\t\t\t\t\t\t\t\t\t\t\t\t, <a class=\"zn-singledetail-coordinators-mail prettylink\" href=\"mailto:sarah.labelle@univ-montp3.fr\">sarah.labelle@univ-montp3.fr<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<li class=\"zn-singledetail-coordinators-item\">\n\t\t\t\t\t\t\t<span>Christine<\/span> <span>Chevret-Castellani<\/span>, <span>Universit\u00e9 Sorbonne Paris Nord<\/span>\t\t\t\t\t\t\t\t\t\t\t\t\t\t, <a class=\"zn-singledetail-coordinators-mail prettylink\" href=\"mailto:christine.chevret@univ-paris13.fr\">christine.chevret@univ-paris13.fr<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<li class=\"zn-singledetail-coordinators-item\">\n\t\t\t\t\t\t\t<span>Emilie<\/span> <span>R\u00e9mond<\/span>, <span>Universit\u00e9 de Poitiers<\/span>\t\t\t\t\t\t\t\t\t\t\t\t\t\t, <a class=\"zn-singledetail-coordinators-mail prettylink\" href=\"mailto:emilie.remond@univ-poitiers.fr\">emilie.remond@univ-poitiers.fr<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\n<div class=\"zn-singledetail-contacts\">\n<h3 class=\"zn-singledetail-section-title\">Contacts<\/h3>\n<ul class=\"zn-singledetail-contacts-list\">\n<li class=\"zn-singledetail-contact\">\n\t\t\t\t\t\t\t<span class=\"zn-singledetail-contact-name\">Sarah Labelle<\/span><span class=\"doubledot\"><\/span><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"zn-singledetail-contact-mail prettylink\" href=\"mailto:sarah.labelle@univ-montp3.fr\">sarah.labelle@univ-montp3.fr<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<li class=\"zn-singledetail-contact\">\n\t\t\t\t\t\t\t<span class=\"zn-singledetail-contact-name\">Christine Chevret-Castellani<\/span><span class=\"doubledot\"><\/span><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"zn-singledetail-contact-mail prettylink\" href=\"mailto:christine.chevret@univ-paris13.fr\">christine.chevret@univ-paris13.fr<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<li class=\"zn-singledetail-contact\">\n\t\t\t\t\t\t\t<span class=\"zn-singledetail-contact-name\">Emilie R\u00e9mond<\/span><span class=\"doubledot\"><\/span><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"zn-singledetail-contact-mail prettylink\" href=\"mailto:emilie.remond@univ-poitiers.fr\">emilie.remond@univ-poitiers.fr<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\n<div class=\"zn-singledetail-weblinks\">\n<h3 class=\"zn-singledetail-section-title\">Sites internet de r\u00e9f\u00e9rence<\/h3>\n<ul class=\"zn-singledetail-weblinks-list\">\n<li>\n\t\t\t\t\t\t\t<a class=\"prettylink chainlink\" href=\"https:\/\/journals.openedition.org\/ctd\/\" title=\"Revue Communication, Technologies et D\u00e9veloppement \" target=\"_blank\" rel=\"noopener\">Revue Communication, Technologies et D\u00e9veloppement <\/a>\n\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"columns large-8\">\n<div class=\"zn-singledetail-contentbox\">\n<div class=\"zn-singledetail-annonce wig-content\">\n<p>La revue Communication, Technologies et D\u00e9veloppement lance un appel \u00e0 contribution pour un num\u00e9ro de revue, coordonn\u00e9 par Christine Chevret-Castellani, Sarah Labelle et \u00c9milie Remond. Ce num\u00e9ro porte sur les politiques publiques, les processus de r\u00e9gulation et les strat\u00e9gies industrielles dans le domaine \u00e9ducatif.<\/p>\n<h2>Pr\u00e9sentation<\/h2>\n<p><span id=\"page3R_mcid17\" class=\"markedContent\"><\/span><span id=\"page3R_mcid18\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">L\u2019intelligence artificielle (ci<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">apr\u00e8s IA) n\u2019est pas un domaine de recherche r\u00e9cent. C\u2019est\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">en 1956 lors de la conf\u00e9rence de Darmouth que les pionniers de cette question \u00e9voquent\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">pour la premi\u00e8r<\/span><span dir=\"ltr\" role=\"presentation\">e fois l\u2019IA en tant que telle. Depuis, cette technologie a nourri tous les\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">fantasmes et espoirs autour de l\u2019id\u00e9e d\u2019une \u00ab&#160;machine pensante&#160;\u00bb, capable de\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">concurrencer l\u2019homme dans tous les domaines&#160;: de l\u2019art \u00e0 la science en passant par\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">l\u2019agriculture ou enco<\/span><span dir=\"ltr\" role=\"presentation\">re l\u2019\u00e9ducation.<\/span> <\/span><span id=\"page3R_mcid19\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Il va sans dire que dans ce domaine les attentes tout autant que les craintes sont <\/span><span dir=\"ltr\" role=\"presentation\">nombreuses.<\/span> <\/span><span id=\"page3R_mcid20\" class=\"markedContent\"><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">L\u2019espoir d\u2019une \u00e9ducation innovante et de qualit\u00e9 accessible \u00e0 tou.te.s coexiste avec la\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">peur d\u2019une annihilation progressive des rapports humains <\/span><span dir=\"ltr\" role=\"presentation\">pourtant consid\u00e9r\u00e9s comme <\/span><span dir=\"ltr\" role=\"presentation\">essentiels \u00e0 toute relation p\u00e9dagogique. Au niveau institutionnel, le d\u00e9veloppement de l&rsquo;IA <\/span><span dir=\"ltr\" role=\"presentation\">dans le domaine \u00e9ducatif est encourag\u00e9 <\/span> <span dir=\"ltr\" role=\"presentation\">&#8211;<\/span> <span dir=\"ltr\" role=\"presentation\">comme en t\u00e9moigne, par exemple, le projet <\/span><span dir=\"ltr\" role=\"presentation\">Artificial Intelligence for and by teachers <\/span> <span dir=\"ltr\" role=\"presentation\">\u00ab&#160;AI4T&#160;: l\u2019<\/span><span dir=\"ltr\" role=\"presentation\">Intelligence Artificielle pour et par\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">les professeurs&#160;\u00bb, \u00e0 l\u2019initiative du Minist\u00e8re fran\u00e7ais charg\u00e9 de l&rsquo;\u00e9ducation nationale. <\/span><br \/>\n<br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Cependant, <\/span><span dir=\"ltr\" role=\"presentation\">les <\/span><span dir=\"ltr\" role=\"presentation\">questions <\/span><span dir=\"ltr\" role=\"presentation\">\u00e9thiques <\/span><span dir=\"ltr\" role=\"presentation\">entourant <\/span><span dir=\"ltr\" role=\"presentation\">le <\/span><span dir=\"ltr\" role=\"presentation\">d\u00e9veloppement <\/span><span dir=\"ltr\" role=\"presentation\">de <\/span><span dir=\"ltr\" role=\"presentation\">ces <\/span><span dir=\"ltr\" role=\"presentation\">potentielles <\/span><span dir=\"ltr\" role=\"presentation\">innovations <\/span><span dir=\"ltr\" role=\"presentation\">ne <\/span><span dir=\"ltr\" role=\"presentation\">sont <\/span><span dir=\"ltr\" role=\"presentation\">pas <\/span><span dir=\"ltr\" role=\"presentation\">pour <\/span><span dir=\"ltr\" role=\"presentation\">autant <\/span><span dir=\"ltr\" role=\"presentation\">\u00e9vacu\u00e9es <\/span><span dir=\"ltr\" role=\"presentation\">par<\/span> <span dir=\"ltr\" role=\"presentation\">les <\/span><span dir=\"ltr\" role=\"presentation\">politiques <\/span><span dir=\"ltr\" role=\"presentation\">publiques. <\/span><span dir=\"ltr\" role=\"presentation\">Ces <\/span><span dir=\"ltr\" role=\"presentation\">pr\u00e9occupations sont visibles dans une nouvelle r\u00e9solution sur l\u2019IA dans les domaines de <\/span> <span dir=\"ltr\" role=\"presentation\">l\u2019\u00e9ducation, de la culture et de l\u2019audiovisuel, adopt\u00e9e en mai 2021 par le parlement<\/span><\/span> <span id=\"page38R_mcid3\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">europ\u00e9en<\/span><span dir=\"ltr\" role=\"presentation\">. Elle est pr\u00e9sent\u00e9e comme une \u00e9tape vers une r\u00e9gulation europ\u00e9enne de l\u2019IA qui <\/span><span dir=\"ltr\" role=\"presentation\">fixerait un cadre juridique pour pr\u00e9server le respect des droits fondamentaux des <\/span><span dir=\"ltr\" role=\"presentation\">individus. Un certain nombre de valeurs sont pr\u00f4n\u00e9es comme centrales telles que la <\/span><span dir=\"ltr\" role=\"presentation\">transparenc<\/span><span dir=\"ltr\" role=\"presentation\">e (Cellard &amp; Masure, 2018&#160;; Chevret<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">Castellani &amp; Labelle, 2019)<\/span><span dir=\"ltr\" role=\"presentation\">, <\/span><span dir=\"ltr\" role=\"presentation\">l\u2019\u00e9quit\u00e9 ou<\/span> <span dir=\"ltr\" role=\"presentation\">encore les droits fondamentaux.<\/span><\/span><\/p>\n<p>Dans le domaine de l\u2019\u00e9ducation, l\u2019introduction de l\u2019IA <span dir=\"ltr\" role=\"presentation\">est envisag\u00e9e pour permettre une \u00ab&#160;individualisation <\/span> <span dir=\"ltr\" role=\"presentation\">&#160;\u00bb <\/span> <span dir=\"ltr\" role=\"presentation\">des apprentissages et favoriser <\/span><span dir=\"ltr\" role=\"presentation\">une p<\/span><span dir=\"ltr\" role=\"presentation\">lus grande \u00ab&#160;inclusion <\/span> <span dir=\"ltr\" role=\"presentation\">&#160;\u00bb <\/span> <span dir=\"ltr\" role=\"presentation\">en r\u00e9duisant la \u00ab&#160;fracture num\u00e9rique&#160;\u00bb par la cr\u00e9ation <\/span><span dir=\"ltr\" role=\"presentation\">d\u2019infrastructures. Cette r\u00e9solution s\u2019inscrit dans la continuit\u00e9 des principes du consensus <\/span><span dir=\"ltr\" role=\"presentation\">de<\/span> <span dir=\"ltr\" role=\"presentation\">Beijing (Unesco, 2019) qui, tout en souhaitant un \u00ab&#160;usage syst\u00e9matique&#160;\u00bb de l\u2019IA <\/span><span dir=\"ltr\" role=\"presentation\">dans <\/span><span dir=\"ltr\" role=\"presentation\">l&rsquo;\u00e9ducation, appelle au d\u00e9veloppement d\u2019une \u00ab&#160;approche humaniste&#160;\u00bb en lien avec les <\/span><span dir=\"ltr\" role=\"presentation\">principes de l\u2019Unesco.<\/span> <span id=\"page38R_mcid4\" class=\"markedContent\"><br role=\"presentation\" \/><\/span><span id=\"page38R_mcid5\" class=\"markedContent\"><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Les \u00e9volutions technologiques \u00e9tant rapides, il semble comme admis, tant du point de <\/span><span dir=\"ltr\" role=\"presentation\">vue des acteurs priv\u00e9s que des acteurs publics, que le <\/span> <span dir=\"ltr\" role=\"presentation\">droit ne se pr\u00e9sente plus comme <\/span><span dir=\"ltr\" role=\"presentation\">l\u2019unique solution pour encadrer les d\u00e9veloppements de l\u2019IA. La loi est pr\u00e9sent\u00e9e soit <\/span><span dir=\"ltr\" role=\"presentation\">comme inop\u00e9rante eu \u00e9gard \u00e0 la vitesse d\u2019adaptation n\u00e9cessaire aux changements, soit <\/span><span dir=\"ltr\" role=\"presentation\">comme freinant l\u2019innovation. Pour les pouvoirs public<\/span><span dir=\"ltr\" role=\"presentation\">s, il s\u2019agit cependant de se tenir sur <\/span><span dir=\"ltr\" role=\"presentation\">une ligne de cr\u00eate entre d\u2019un c\u00f4t\u00e9 les exigences \u00e9conomiques et les promesses de l\u2019IA pour <\/span><span dir=\"ltr\" role=\"presentation\">la croissance et, d\u2019un autre c\u00f4t\u00e9, l\u2019acceptabilit\u00e9 sociale de ces promesses. Si le droit reste <\/span><span dir=\"ltr\" role=\"presentation\">encore un moyen d\u2019encadrer, qu\u2019<\/span><span dir=\"ltr\" role=\"presentation\">en est<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">il des applications de l\u2019IA dans le domaine de <\/span><span dir=\"ltr\" role=\"presentation\">l\u2019\u00e9ducation&#160;? Cette question conduit \u00e0 une r\u00e9flexion sur les modalit\u00e9s de collecte des <\/span><span dir=\"ltr\" role=\"presentation\">donn\u00e9es, leurs traitements et leurs conditions de partage. En effet, l\u2019\u00e9ducation est un \u00ab&#160;<\/span><span dir=\"ltr\" role=\"presentation\">bien commun&#160;\u00bb (Bourdin, 2<\/span><span dir=\"ltr\" role=\"presentation\">019) qui suppose une attention particuli\u00e8re aux conditions <\/span><span dir=\"ltr\" role=\"presentation\">d\u2019\u00e9change des informations. Ces \u00e9changes concernent tout autant des usagers que des <\/span><span dir=\"ltr\" role=\"presentation\">dispositifs et des pratiques professionnelles sp\u00e9cifiques.<\/span> <\/span><span id=\"page38R_mcid6\" class=\"markedContent\"><br role=\"presentation\" \/><\/span><span id=\"page38R_mcid7\" class=\"markedContent\"><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Quelles sont les alternatives au droit qui se dessine<\/span><span dir=\"ltr\" role=\"presentation\">nt aujourd\u2019hui et quelles en sont les <\/span><span dir=\"ltr\" role=\"presentation\">modalit\u00e9s<\/span> <span dir=\"ltr\" role=\"presentation\">&#160;? \u00c0 l\u2019\u00e9chelle internationale, la r\u00e9gulation de l\u2019intelligence artificielle conduit \u00e0 <\/span><span dir=\"ltr\" role=\"presentation\">adopter des d\u00e9marches \u00ab&#160;parties prenantes&#160;\u00bb dont la particularit\u00e9 est d\u2019amener \u00e0 faire <\/span><span dir=\"ltr\" role=\"presentation\">dialoguer des partisans de diff\u00e9rent<\/span><span dir=\"ltr\" role=\"presentation\">s modes d\u2019intervention, de l\u2019autor\u00e9gulation \u00e0 la co<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">r\u00e9gulation. Or, la d\u00e9marche \u00ab&#160;partis prenantes&#160;\u00bb (Massit<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">Foll\u00e9a, 2014) induit une <\/span><span dir=\"ltr\" role=\"presentation\">pluralit\u00e9 des normes. En quoi consiste cette pluralit\u00e9 quand il s\u2019agit de r\u00e9guler les <\/span><span dir=\"ltr\" role=\"presentation\">applications de l\u2019IA dans le domaine<\/span> <span dir=\"ltr\" role=\"presentation\">de l\u2019\u00e9ducation<\/span> <span dir=\"ltr\" role=\"presentation\">&#160;? <\/span><span dir=\"ltr\" role=\"presentation\">Ou <\/span><span dir=\"ltr\" role=\"presentation\">pour <\/span><span dir=\"ltr\" role=\"presentation\">poser <\/span><span dir=\"ltr\" role=\"presentation\">la <\/span><span dir=\"ltr\" role=\"presentation\">question <\/span><span dir=\"ltr\" role=\"presentation\">autrement<\/span> <span dir=\"ltr\" role=\"presentation\">&#160;: quels sont les types d\u2019acteurs impliqu\u00e9s<\/span> <span dir=\"ltr\" role=\"presentation\">&#160;? Comment les normes (discursives, <\/span><span dir=\"ltr\" role=\"presentation\">\u00e9thiques, techniques, professionnelles et sociales) sont<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">elles construites&#160;?<\/span> <\/span><span id=\"page38R_mcid8\" class=\"markedContent\"><br role=\"presentation\" \/><\/span><span id=\"page38R_mcid9\" class=\"markedContent\"><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">C\u2019est ce que les propositions d\u2019articles cherc<\/span><span dir=\"ltr\" role=\"presentation\">heront \u00e0 explorer \u00e0 travers les cinq axes <\/span><span dir=\"ltr\" role=\"presentation\">suivants&#160;:<\/span><\/span><\/p>\n<h2><span id=\"page38R_mcid10\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Axe 1&#160;: La r\u00e9gulation par l\u2019\u00e9thique<\/span> <\/span><span id=\"page38R_mcid11\" class=\"markedContent\"> <\/span><span id=\"page38R_mcid12\" class=\"markedContent\"><\/span><\/h2>\n<p><span id=\"page38R_mcid12\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Une r\u00e9flexion \u00e9thique bas\u00e9e sur la discussion (Ganascia, 2019) est envisag\u00e9e comme\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">ouvrant un horizon de r\u00e8gles de vie en commun. En tant qu\u2019elle permet de fixer des <\/span><span dir=\"ltr\" role=\"presentation\">p<\/span><span dir=\"ltr\" role=\"presentation\">rincipes guidant l\u2019action, l\u2019\u00e9thique est pr\u00e9sent\u00e9e par les acteurs publics et politiques <\/span><span dir=\"ltr\" role=\"presentation\">comme un moyen de r\u00e9guler, soit par les valeurs communes qu\u2019elle pourrait tendre \u00e0 <\/span><span dir=\"ltr\" role=\"presentation\">construire (Unesco, 2019), soit comme n\u00e9cessaire pour compl\u00e9ter le droit (Cnil, 2017<\/span><span dir=\"ltr\" role=\"presentation\">), <\/span><span dir=\"ltr\" role=\"presentation\">voire pour s\u2019y substituer face \u00e0 l\u2019incertitude quant aux \u00e9volutions de l\u2019IA (Villani, 2018).\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">Dans le cadre de cette \u00ab&#160;IA \u00e9thique&#160;\u00bb, les valeurs mises en avant sont multiples&#160;: la <\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">transparence, la dignit\u00e9 humaine, l\u2019\u00e9quit\u00e9, l\u2019autonomie humaine face aux m<\/span><span dir=\"ltr\" role=\"presentation\">achines, etc. <\/span><span dir=\"ltr\" role=\"presentation\">Ces valeurs exigeraient des postures, telles que la r\u00e9flexivit\u00e9 et la vigilance. Sont<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">elles <\/span><span dir=\"ltr\" role=\"presentation\">universelles, unanimement partag\u00e9es&#160;? Quelles distinctions faire entre des principes <\/span><\/span><span id=\"page40R_mcid2\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">r\u00e9gulateurs et des valeurs&#160;? Dans quelle mesure des princi<\/span><span dir=\"ltr\" role=\"presentation\">pes r\u00e9gulateurs contribueraient <\/span><span dir=\"ltr\" role=\"presentation\">au d\u00e9veloppement de l\u2019IA dans l\u2019\u00e9ducation&#160;? Cet axe invite \u00e0 s\u2019interroger sur l\u2019\u00e9thique soit <\/span><span dir=\"ltr\" role=\"presentation\">du point de vue du discours dans les textes \u00e0 l\u2019\u00e9chelle nationale, europ\u00e9enne ou <\/span><span dir=\"ltr\" role=\"presentation\">internationale, soit du point de vue des dispositi<\/span><span dir=\"ltr\" role=\"presentation\">fs mobilis\u00e9s en vue de la construction de <\/span><span dir=\"ltr\" role=\"presentation\">principes. Les propositions conduiront \u00e0 s\u2019int\u00e9resser aux discours \u00e9thiques sur l\u2019IA dans <\/span><span dir=\"ltr\" role=\"presentation\">l\u2019\u00e9ducation et\/ou sur les dispositifs mis en place en vue d\u2019\u00e9laborer des principes <\/span><span dir=\"ltr\" role=\"presentation\">r\u00e9gulateurs de l\u2019IA dans ce domaine.<\/span> <\/span><span id=\"page40R_mcid3\" class=\"markedContent\"><\/span><span id=\"page40R_mcid4\" class=\"markedContent\"><\/span><\/p>\n<h2><span id=\"page40R_mcid5\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Axe 2&#160;: La r\u00e9gulation comme objet de <\/span><span dir=\"ltr\" role=\"presentation\">discours<\/span> <\/span><span id=\"page40R_mcid6\" class=\"markedContent\"> <\/span><span id=\"page40R_mcid7\" class=\"markedContent\"><\/span><\/h2>\n<p><span id=\"page40R_mcid7\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">L\u2019IA est un objet de discours particuli\u00e8rement riche \u00e0 \u00e9tudier du fait de la profusion de <\/span><span dir=\"ltr\" role=\"presentation\">textes <\/span><span dir=\"ltr\" role=\"presentation\">(rapports, <\/span><span dir=\"ltr\" role=\"presentation\">d\u00e9clarations&#8230;), <\/span><span dir=\"ltr\" role=\"presentation\">des <\/span><span dir=\"ltr\" role=\"presentation\">institutions <\/span><span dir=\"ltr\" role=\"presentation\">internationales, <\/span><span dir=\"ltr\" role=\"presentation\">europ\u00e9ennes <\/span><span dir=\"ltr\" role=\"presentation\">et <\/span><span dir=\"ltr\" role=\"presentation\">nationales qui s\u2019expriment et du p<\/span><span dir=\"ltr\" role=\"presentation\">\u00e9rim\u00e8tre extr\u00eamement large des enjeux abord\u00e9s <\/span><span dir=\"ltr\" role=\"presentation\">(industriels, \u00e9conomiques, \u00e9ducatifs, politiques&#8230;). Cette th\u00e9matique de l\u2019IA en \u00e9ducation <\/span><span dir=\"ltr\" role=\"presentation\">n\u2019\u00e9chappe pas \u00e0 la rh\u00e9torique r\u00e9currente et observ\u00e9e depuis le d\u00e9veloppement des TIC, <\/span><span dir=\"ltr\" role=\"presentation\">rh\u00e9torique qui place en parall\u00e8l<\/span><span dir=\"ltr\" role=\"presentation\">e les risques et les opportunit\u00e9s, les challenges et les <\/span><span dir=\"ltr\" role=\"presentation\">incertitudes qui entourent les \u00e9volutions technologiques. Cet axe de l\u2019appel invite \u00e0\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">penser les m\u00e9diations \u00e0 l\u2019\u0153uvre dans les discours pour enjoindre la planification de <\/span><span dir=\"ltr\" role=\"presentation\">politiques publiques&#160;: s\u2019obs<\/span><span dir=\"ltr\" role=\"presentation\">ervent tout \u00e0 la fois une injonction \u00e0 l\u2019innovation et un appel <\/span><span dir=\"ltr\" role=\"presentation\">au maintien d\u2019un cadre \u00e9thique gr\u00e2ce \u00e0 de nouvelles formes de r\u00e9gulation. Il nous semble <\/span><span dir=\"ltr\" role=\"presentation\">qu\u2019il y a un enjeu fort de probl\u00e9matisation sur les proc\u00e9d\u00e9s discursifs mobilis\u00e9s dans ces <\/span><span dir=\"ltr\" role=\"presentation\">discours&#160;; n<\/span><span dir=\"ltr\" role=\"presentation\">ous pensons notamment \u00e0 la neutralisation qui \u00e9vacue les \u00e9ventuelles <\/span><span dir=\"ltr\" role=\"presentation\">contradictions (Krieg-Planque, 2014) et \u00e0 \u00ab&#160;l\u2019uterquisation&#160;\u00bb qui joue dans le cumul <\/span><span dir=\"ltr\" role=\"presentation\">d\u2019enjeux non<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">compatibles <\/span><span dir=\"ltr\" role=\"presentation\">et <\/span><span dir=\"ltr\" role=\"presentation\">qui <\/span><span dir=\"ltr\" role=\"presentation\">se <\/span><span dir=\"ltr\" role=\"presentation\">r\u00e9v\u00e8le <\/span><span dir=\"ltr\" role=\"presentation\">un <\/span><span dir=\"ltr\" role=\"presentation\">nouveau <\/span><span dir=\"ltr\" role=\"presentation\">proc\u00e9d\u00e9 <\/span><span dir=\"ltr\" role=\"presentation\">de <\/span><span dir=\"ltr\" role=\"presentation\">neutralisation <\/span><span dir=\"ltr\" role=\"presentation\">(Jeanneret, 2017).<br \/>\nLes p<\/span><span dir=\"ltr\" role=\"presentation\">ropositions pourront analyser des discours dans une perspective <\/span><span dir=\"ltr\" role=\"presentation\">comparative \u00e0 l\u2019\u00e9chelle nationale ou internationale, probl\u00e9matiser les proc\u00e9d\u00e9s discursifs <\/span><span dir=\"ltr\" role=\"presentation\">mobilis\u00e9s dans les discours des promoteurs politiques et industriels, ou encore \u00e9tudier la <\/span><span dir=\"ltr\" role=\"presentation\">mani\u00e8re <\/span><span dir=\"ltr\" role=\"presentation\">do<\/span><span dir=\"ltr\" role=\"presentation\">nt s\u2019\u00e9tablit un (nouveau) r\u00e9cit de changement civilisationnel ou de \u00ab&#160;<\/span><span dir=\"ltr\" role=\"presentation\">r\u00e9volution p\u00e9dagogique&#160;\u00bb. Elles porteront une attention particuli\u00e8re \u00e0 la fa\u00e7on dont les <\/span><span dir=\"ltr\" role=\"presentation\">discours <\/span><span dir=\"ltr\" role=\"presentation\">red\u00e9finissent <\/span><span dir=\"ltr\" role=\"presentation\">les <\/span><span dir=\"ltr\" role=\"presentation\">relations <\/span><span dir=\"ltr\" role=\"presentation\">entre <\/span><span dir=\"ltr\" role=\"presentation\">innovation, <\/span><span dir=\"ltr\" role=\"presentation\">entendue <\/span><span dir=\"ltr\" role=\"presentation\">comme <\/span><span dir=\"ltr\" role=\"presentation\">progr\u00e8s <\/span><span dir=\"ltr\" role=\"presentation\">n\u00e9cessaire, et r\u00e9gu<\/span><span dir=\"ltr\" role=\"presentation\">lation, pens\u00e9e comme m\u00e9diation des valeurs politiques.<\/span> <\/span><span id=\"page40R_mcid8\" class=\"markedContent\"><\/span><\/p>\n<h2><span id=\"page40R_mcid8\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Axe 3&#160;: La r\u00e9gulation by design<\/span> <\/span><span id=\"page40R_mcid9\" class=\"markedContent\"> <\/span><span id=\"page40R_mcid10\" class=\"markedContent\"><\/span><\/h2>\n<p><span id=\"page40R_mcid10\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Les consultations et \u00e9changes sur la r\u00e9gulation de l\u2019IA et plus largement des dispositifs <\/span><span dir=\"ltr\" role=\"presentation\">informatis\u00e9s mettent en \u00e9vidence la recherche de nouvelles modalit\u00e9s de r\u00e9gula<\/span><span dir=\"ltr\" role=\"presentation\">tion. <\/span><span dir=\"ltr\" role=\"presentation\">Classiquement, cette derni\u00e8re est soit port\u00e9e par un cadre juridique (r\u00e8glement, d\u00e9cret&#8230;), <\/span><span dir=\"ltr\" role=\"presentation\">soit d\u00e9finie par la structure du march\u00e9 (prix, acc\u00e8s aux infrastructures&#8230;), soit par les <\/span><span dir=\"ltr\" role=\"presentation\">normes sociales (campagnes d\u2019information&#8230;). Cependant, \u00e9mergent <\/span> <span dir=\"ltr\" role=\"presentation\">de <\/span><span dir=\"ltr\" role=\"presentation\">nouvelles <\/span><span dir=\"ltr\" role=\"presentation\">modalit\u00e9s de r\u00e9gulation&#160;: d\u2019une part, s\u2019observe la cr\u00e9ation de nombreux dispositifs <\/span><span dir=\"ltr\" role=\"presentation\">communicationnels qui favorisent les frottements entre les acteurs publics et priv\u00e9s <\/span><span dir=\"ltr\" role=\"presentation\">(Chevret<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">Castellani &amp; Labelle,<\/span> <\/span><span id=\"page40R_mcid11\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">2019). D\u2019autre part, s&rsquo;observe, dans la con<\/span><span dir=\"ltr\" role=\"presentation\">tinuit\u00e9 du \u201ccode is law\u201d de Lawrence Lessig,\u00a0 <\/span><span dir=\"ltr\" role=\"presentation\">la progression d\u2019une \u201cr\u00e9gulation by design\u201d dont Karen Yeung a dress\u00e9 les contours <\/span><span dir=\"ltr\" role=\"presentation\">(Yeung, 2017). Cette \u201cr\u00e9gulation by design\u201d vise \u00e0 incorporer d\u00e8s la conception des <\/span><span dir=\"ltr\" role=\"presentation\">dispositifs technologiques la r\u00e9gulation et <\/span><span dir=\"ltr\" role=\"presentation\">ainsi imposer le cadre pr\u00e9\u00e9tabli sans n\u00e9cessit\u00e9 <\/span><span dir=\"ltr\" role=\"presentation\">d\u2019action humaine. L\u2019enjeu est d\u2019encadrer les pratiques et traitements d\u00e8s le <\/span><span dir=\"ltr\" role=\"presentation\">d\u00e9veloppement technique en anticipant la nature des donn\u00e9es, leurs processus de calcul<\/span><\/span> <span id=\"page42R_mcid1\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">et les conditions de leur diffusion et<\/span> <span dir=\"ltr\" role=\"presentation\">de leur partage.<\/span> <\/span><span id=\"page42R_mcid2\" class=\"markedContent\"><br role=\"presentation\" \/><\/span><span id=\"page42R_mcid3\" class=\"markedContent\"><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Ces \u00e9volutions invitent \u00e0 questionner cette \u201cr\u00e9gulation by design\u201d dans le domaine de <\/span><span dir=\"ltr\" role=\"presentation\">l\u2019IA d\u00e9di\u00e9e au secteur \u00e9ducatif \u00e0 partir de l\u2019analyse de certains dispositifs et notamment <\/span><span dir=\"ltr\" role=\"presentation\">l\u2019usage du \u201cnudge\u201d (l\u2019incitation \u00e0 certains comportements) <\/span><span dir=\"ltr\" role=\"presentation\">et de l\u2019utilisation de donn\u00e9es <\/span><span dir=\"ltr\" role=\"presentation\">massives. \u00c0 cet effet, les propositions veilleront par exemple \u00e0 analyser des dispositifs qui <\/span><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">mettent en \u0153uvre une \u201cr\u00e9gulation by design\u201d ou encore \u00e0 \u00e9clairer certaines objections <\/span><span dir=\"ltr\" role=\"presentation\">d\u2019ordre \u00e9thique, technique ou politique&#160;: l\u2019e<\/span><span dir=\"ltr\" role=\"presentation\">xplicabilit\u00e9 des syst\u00e8mes techniques, un <\/span><span dir=\"ltr\" role=\"presentation\">solutionnisme technique se substituant \u00e0 la r\u00e9solution des probl\u00e8mes initiaux (Morozov, <\/span><span dir=\"ltr\" role=\"presentation\">2014).<\/span> <\/span><span id=\"page42R_mcid4\" class=\"markedContent\"><\/span><\/p>\n<h2><span id=\"page42R_mcid4\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Axe 4&#160;: La r\u00e9gulation par la p\u00e9dagogie<\/span> <\/span><span id=\"page42R_mcid5\" class=\"markedContent\"> <\/span><span id=\"page42R_mcid6\" class=\"markedContent\"><\/span><\/h2>\n<p><span id=\"page42R_mcid6\" class=\"markedContent\"><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Si le r\u00e8glement g\u00e9n\u00e9ral europ\u00e9en sur la protection des donn\u00e9es (RGPD) <\/span> <span dir=\"ltr\" role=\"presentation\">renforce la <\/span><span dir=\"ltr\" role=\"presentation\">protection des donn\u00e9es personnelles, les progr\u00e8s de l\u2019IA en mati\u00e8re d\u2019\u00e9ducation invitent <\/span><span dir=\"ltr\" role=\"presentation\">\u00e0 la plus grande vigilance (MENJS, 2021). L\u2019offre \u00e9ducative est effectivement plurielle et <\/span><span dir=\"ltr\" role=\"presentation\">exponentielle&#160;: des programmes libres et ouverts coexistent avec<\/span> <span dir=\"ltr\" role=\"presentation\">des outils performants <\/span><span dir=\"ltr\" role=\"presentation\">propos\u00e9s <\/span><span dir=\"ltr\" role=\"presentation\">par <\/span><span dir=\"ltr\" role=\"presentation\">des <\/span><span dir=\"ltr\" role=\"presentation\">industriels <\/span><span dir=\"ltr\" role=\"presentation\">de <\/span><span dir=\"ltr\" role=\"presentation\">tous <\/span><span dir=\"ltr\" role=\"presentation\">pays. <\/span><span dir=\"ltr\" role=\"presentation\">L&rsquo;IA <\/span><span dir=\"ltr\" role=\"presentation\">apporte <\/span><span dir=\"ltr\" role=\"presentation\">la <\/span><span dir=\"ltr\" role=\"presentation\">promesse <\/span><span dir=\"ltr\" role=\"presentation\">de <\/span><span dir=\"ltr\" role=\"presentation\">parcours <\/span><span dir=\"ltr\" role=\"presentation\">d\u2019apprentissage personnalisables et personnalis\u00e9s&#160;: dans quelle mesure la collecte, la <\/span><span dir=\"ltr\" role=\"presentation\">conservation et l\u2018archivage d\u2019informations n\u00e9cessaires \u00e0 la const<\/span><span dir=\"ltr\" role=\"presentation\">ruction des parcours <\/span><span dir=\"ltr\" role=\"presentation\">p\u00e9dagogiques doivent-ils \u00eatre limit\u00e9s (Peraya, 2019)&#160;?<\/span> <\/span><span id=\"page42R_mcid7\" class=\"markedContent\"><br role=\"presentation\" \/><\/span><span id=\"page42R_mcid8\" class=\"markedContent\"><br role=\"presentation\" \/><span dir=\"ltr\" role=\"presentation\">Au<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">del\u00e0 de ces questions d\u00e9ontologiques et \u00e9thiques touchant la collecte et le partage <\/span><span dir=\"ltr\" role=\"presentation\">des donn\u00e9es, des questions p\u00e9dagogiques purement pratiques se posent \u00e9galement&#160;: <\/span><span dir=\"ltr\" role=\"presentation\">d\u00e9finition d<\/span><span dir=\"ltr\" role=\"presentation\">u r\u00f4le de r\u00e9gulateur ou de m\u00e9diateur de l\u2019enseignant, fiabilit\u00e9 des syst\u00e8mes de <\/span><span dir=\"ltr\" role=\"presentation\">contr\u00f4le des connaissances, \u00e9valuation et contr\u00f4le des risques de d\u00e9sinformation, voire <\/span><span dir=\"ltr\" role=\"presentation\">de <\/span><span dir=\"ltr\" role=\"presentation\">deepfake <\/span><span dir=\"ltr\" role=\"presentation\">(Capelle <\/span><span dir=\"ltr\" role=\"presentation\">et <\/span><span dir=\"ltr\" role=\"presentation\">al<\/span><span dir=\"ltr\" role=\"presentation\">., <\/span><span dir=\"ltr\" role=\"presentation\">2018). <\/span><span dir=\"ltr\" role=\"presentation\">Finalement, <\/span><span dir=\"ltr\" role=\"presentation\">dans <\/span><span dir=\"ltr\" role=\"presentation\">quelle <\/span><span dir=\"ltr\" role=\"presentation\">mesure <\/span><span dir=\"ltr\" role=\"presentation\">la <\/span><span dir=\"ltr\" role=\"presentation\">pratique <\/span><span dir=\"ltr\" role=\"presentation\">p\u00e9dagogiq<\/span><span dir=\"ltr\" role=\"presentation\">ue en elle<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">m\u00eame invite<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">t<\/span><span dir=\"ltr\" role=\"presentation\">&#8211;<\/span><span dir=\"ltr\" role=\"presentation\">elle \u00e0 une activit\u00e9 de r\u00e9gulation&#160;?<\/span> <\/span><span id=\"page42R_mcid9\" class=\"markedContent\"><br role=\"presentation\" \/><\/span><span id=\"page42R_mcid10\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Cet axe abordera la r\u00e9gulation de l\u2019IA selon une approche pratique. Des retours <\/span><span dir=\"ltr\" role=\"presentation\">d\u2019exp\u00e9rience sous un angle critique pourront \u00eatre propos\u00e9s parall\u00e8lement \u00e0 des <\/span><span dir=\"ltr\" role=\"presentation\">propositions d\u2019articles plus <\/span> <span dir=\"ltr\" role=\"presentation\">didactiques visant \u00e0 \u00e9toffer la r\u00e9flexion sur l\u2019IA et sa <\/span><span dir=\"ltr\" role=\"presentation\">r\u00e9gulation dans le contexte d\u2019exercice des professionnels de l\u2019\u00e9ducation.<\/span> <\/span><span id=\"page42R_mcid11\" class=\"markedContent\"><\/span><\/p>\n<h2><span id=\"page42R_mcid11\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Axe 5&#160;: La r\u00e9gulation par la formation<\/span> <\/span><span id=\"page42R_mcid12\" class=\"markedContent\"> <\/span><span id=\"page42R_mcid13\" class=\"markedContent\"><\/span><\/h2>\n<p><span id=\"page42R_mcid13\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Les pr\u00e9occupations li\u00e9es \u00e0 l\u2019explicabilit\u00e9 de l\u2019IA supposent une r\u00e9flexion sur les <\/span><span dir=\"ltr\" role=\"presentation\">co<\/span><span dir=\"ltr\" role=\"presentation\">nnaissances n\u00e9cessaires \u00e0 la compr\u00e9hension de ses principes et de ses fondements pour <\/span><span dir=\"ltr\" role=\"presentation\">en \u00e9valuer la confiance \u00e0 lui accorder. L\u2019IA prenant effectivement une importance <\/span><span dir=\"ltr\" role=\"presentation\">croissante dans tous les domaines de la vie sociale, la formation aux usages devient d\u00e8s<\/span> <span dir=\"ltr\" role=\"presentation\">lors un sujet d\u2019actualit\u00e9. Il implique de questionner la formation des enseignants qui peut <\/span><span dir=\"ltr\" role=\"presentation\">s\u2019envisager selon deux approches <\/span><span dir=\"ltr\" role=\"presentation\">a priori <\/span><span dir=\"ltr\" role=\"presentation\">contradictoires&#160;: apprentissage du code et de <\/span><span dir=\"ltr\" role=\"presentation\">la pens\u00e9e informatique, d\u2019un c\u00f4t\u00e9, capacit\u00e9 \u00e0 interpr\u00e9ter et utiliser les d<\/span><span dir=\"ltr\" role=\"presentation\">ispositifs de l\u2019autre <\/span><span dir=\"ltr\" role=\"presentation\">(de la Higuera, 2019).<br \/>\nNombre de questions se pose alors sur le type de comp\u00e9tences \u00e0 <\/span><span dir=\"ltr\" role=\"presentation\">acqu\u00e9rir pour permettre un usage raisonn\u00e9 de l\u2019IA, sur les ressources et outils disponibles <\/span><span dir=\"ltr\" role=\"presentation\">ou encore sur les enjeux de la formation tout au long de<\/span> <span dir=\"ltr\" role=\"presentation\">la vie (Cordier et <\/span><span dir=\"ltr\" role=\"presentation\">al.,<\/span><span dir=\"ltr\" role=\"presentation\">2021). Dans <\/span><span dir=\"ltr\" role=\"presentation\">ce cadre, quel impact sur la recherche, en particulier \u00e0 travers la g\u00e9n\u00e9ralisation de l\u2019acc\u00e8s <\/span><span dir=\"ltr\" role=\"presentation\">ouvert aux publications, conform\u00e9ment au Deuxi\u00e8me Plan national pour la science <\/span><span dir=\"ltr\" role=\"presentation\">ouverte (MESRI, 2021)&#160;?<\/span><\/span><\/p>\n<h2><span id=\"page44R_mcid5\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Calendrier<\/span> <\/span><span id=\"page44R_mcid6\" class=\"markedContent\"><\/span><\/h2>\n<ul>\n<li><span id=\"page44R_mcid6\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Envoi des propositions sous forme de r\u00e9sum\u00e9s&#160;: 10 d\u00e9cembre 2021<\/span> <\/span><\/li>\n<li><span id=\"page44R_mcid7\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Retour aux aute<\/span><span dir=\"ltr\" role=\"presentation\">urs de la s\u00e9lection des propositions&#160;: 7 janvier 2022<\/span> <\/span><\/li>\n<li><span id=\"page44R_mcid8\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Remise de l\u2019article int\u00e9gral&#160;: 28 f\u00e9vrier 2022<\/span> <\/span><\/li>\n<li><span id=\"page44R_mcid9\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Retour aux auteurs de l\u2019\u00e9valuation par le comit\u00e9 de lecture&#160;: 28 mars 2022<\/span> <\/span><\/li>\n<li><span id=\"page44R_mcid10\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Retour des articles d\u00e9finitifs (revus apr\u00e8s \u00e9valuation)&#160;: 28 avril <\/span><span dir=\"ltr\" role=\"presentation\">2022<\/span><\/span><\/li>\n<li><span id=\"page44R_mcid10\" class=\"markedContent\"><span dir=\"ltr\" role=\"presentation\">Publicat<\/span><span dir=\"ltr\" role=\"presentation\">ion du num\u00e9ro&#160;: fin mai 2022 <\/span><\/span><span id=\"page44R_mcid11\" class=\"markedContent\"><\/span><span id=\"page44R_mcid12\" class=\"markedContent\"><\/span><span id=\"page44R_mcid12\" class=\"markedContent\"><br role=\"presentation\" \/><\/span><span id=\"page3R_mcid16\" class=\"markedContent\"> <\/span><span id=\"page3R_mcid17\" class=\"markedContent\"><\/span><\/li>\n<\/ul>\n<h2>Consignes<\/h2>\n<p>Les propositions d&rsquo;article doivent \u00eatre soumises sous forme de r\u00e9sum\u00e9 en fran\u00e7ais, en espagnol ou en anglais&#160;: 7 000 signes maximum, espaces et bibliographie compris. Les titres et les mots cl\u00e9s sont demand\u00e9s en trois langues (Fran\u00e7ais, anglais, espagnol). Les propositions seront \u00e9valu\u00e9es en double aveugle par des membres de la communaut\u00e9 scientifique.<\/p>\n<p>Les consignes de r\u00e9daction pour l\u2019article sont disponibles \u00e0 l\u2019adresse suivante&#160;:<a href=\"https:\/\/journals.openedition.org\/ctd\/1132\"> journals.openedition.org\/ctd\/1132<\/a><\/p>\n<p>Les propositions d\u2019article sont \u00e0 envoyer aux adresses suivantes&#160;:<\/p>\n<ul>\n<li>revue@comtecdev.com<\/li>\n<li>sarah.labelle@univ-montp3.fr<\/li>\n<li>christine.chevret@univ-paris13.fr<\/li>\n<li>emilie.remond@univ-poitiers.fr<\/li>\n<\/ul>\n<h3>Num\u00e9ro coordonn\u00e9 par<\/h3>\n<ul>\n<li>Christine Chevret-Castellani, ma\u00eetresse de conf\u00e9rences en SIC, universit\u00e9 Sorbonne\u00a0 Paris Nord, LABSIC<\/li>\n<li>Sarah Labelle, professeure des universit\u00e9s en SIC, universit\u00e9 Montpellier 3 Paul Val\u00e9ry, LERASS-CERIC<\/li>\n<li>\u00c9milie Remond, chercheuse associ\u00e9e en SIC, universit\u00e9 de Poitiers, TECHNE<\/li>\n<\/ul>\n<p>Appel en anglais traduit par nos soins.<\/p>\n<p>Appel en espagnol traduit par Everardo Reyes, ma\u00eetre de conf\u00e9rences HDR en SIC, universit\u00e9 Paris 8 Vincennes Saint-Denis<\/p>\n<\/p><\/div>\n<div class=\"zn-singledetail-attachedfiles\">\n<h3 class=\"zn-singledetail-section-title\">Fichier(s) attach\u00e9(s)<\/h3>\n<ul class=\"zn-singledetail-attachedfiles-list\">\n<li class=\"zn-singledetail-attachedfiles-item\">\n\t\t\t\t\t\t\t<a class=\"zn-singledetail-attachedfiles-link button outline for-download\" href=\"https:\/\/www.sfsic.org\/wp-inside\/uploads\/skp-membership\/demande_adh\/sobre-la-aac_regulacion-de-la-inteligencia-artificial-en-el-sector-educativo_-discursos-dispositivos-practicas.pdf\" title=\"T\u00e9l\u00e9charger : \u00ab sobre-la-aac_regulacion-de-la-inteligencia-artificial-en-el-sector-educativo_-discursos-dispositivos-practicas.pdf \u00bb\" target=\"_blank\" rel=\"noopener\"><br \/>\n\t\t\t\t\t\t\t\t<span class=\"button-txt\">sobre-la-aac_regulacion-de-la-inteligencia-artificial-en-el-sector-educativo_-discursos-dispositivos-practicas<span class=\"button-txt-type\"> (pdf)<\/span><\/span><br \/>\n\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t<\/li>\n<li class=\"zn-singledetail-attachedfiles-item\">\n\t\t\t\t\t\t\t<a class=\"zn-singledetail-attachedfiles-link button outline for-download\" href=\"https:\/\/www.sfsic.org\/wp-inside\/uploads\/skp-membership\/demande_adh\/aac_regulation-of-artificial-intelligence-in-the-educational-field_-discourse-devices-practices.pdf\" title=\"T\u00e9l\u00e9charger : \u00ab aac_regulation-of-artificial-intelligence-in-the-educational-field_-discourse-devices-practices.pdf \u00bb\" target=\"_blank\" rel=\"noopener\"><br \/>\n\t\t\t\t\t\t\t\t<span class=\"button-txt\">aac_regulation-of-artificial-intelligence-in-the-educational-field_-discourse-devices-practices<span class=\"button-txt-type\"> (pdf)<\/span><\/span><br \/>\n\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t<\/li>\n<\/ul><\/div>\n<div class=\"zn-singledetail-keywords\">\n<h3 class=\"zn-singledetail-section-title\">Mots-cl\u00e9s<\/h3>\n<ul class=\"termslist termslist-post_tag\">\n<li class=\"termslist-item termslist-title\"><span class=\"termslist-titletxt\">Mots-cl\u00e9s<\/span><span class=\"doubledot\"><\/span><\/li>\n<li class=\"termslist-item tax-post_tag term-intelligence-artificielle\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/tag\/intelligence-artificielle\/\" title=\"Intelligence artificielle\"><span class=\"termslist-itemname\">Intelligence artificielle<\/span><\/a><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<p><!-- \/fxzn:singledetail --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Mis en ligne le 15 novembre 2021 Th\u00e9matiques Communication publique et politique M\u00e9diation des savoirs, \u00e9ducation et formation Num\u00e9rique : strat\u00e9gies, dispositifs et usages R\u00e9ponse attendue pour le 10\/12\/2021 Type [&hellip;]<\/p>\n","protected":false},"author":1014,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[28,60],"tags":[357],"thematique":[36,43,39],"sfsic":[],"class_list":["post-20187","post","type-post","status-publish","format-standard","hentry","category-aac-publication","category-article","tag-intelligence-artificielle","thematique-communication-publique-et-politique","thematique-mediation-des-savoirs-education-et-formation","thematique-numerique-strategies-dispositifs-et-usages","wp-sticky"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>De la r\u00e9gulation de l&#039;intelligence artificielle dans le domaine \u00e9ducatif<\/title>\n<meta name=\"description\" content=\"La revue Communication, Technologies et D\u00e9veloppement lance un appel \u00e0 contribution pour un num\u00e9ro de revue, coordonn\u00e9 par Christine Chevret-Castellani, Sarah Labelle et \u00c9milie Remond. Ce num\u00e9ro porte sur les politiques publiques, les processus de r\u00e9gulation et les strat\u00e9gies industrielles dans le domaine \u00e9ducatif.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"De la r\u00e9gulation de l&#039;intelligence artificielle dans le domaine \u00e9ducatif\" \/>\n<meta property=\"og:description\" content=\"La revue Communication, Technologies et D\u00e9veloppement lance un appel \u00e0 contribution pour un num\u00e9ro de revue, coordonn\u00e9 par Christine Chevret-Castellani, Sarah Labelle et \u00c9milie Remond. Ce num\u00e9ro porte sur les politiques publiques, les processus de r\u00e9gulation et les strat\u00e9gies industrielles dans le domaine \u00e9ducatif.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/\" \/>\n<meta property=\"og:site_name\" content=\"SFSIC\" \/>\n<meta property=\"article:published_time\" content=\"2021-11-15T20:44:51+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2021-11-20T16:01:25+00:00\" \/>\n<meta name=\"author\" content=\"Sarah Labelle\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/aac-publication\\\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/aac-publication\\\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\\\/\"},\"author\":{\"name\":\"Sarah Labelle\",\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/#\\\/schema\\\/person\\\/5162d08e882d1252709e729a62d092bc\"},\"headline\":\"De la r\u00e9gulation de l&#8217;intelligence artificielle dans le domaine \u00e9ducatif\",\"datePublished\":\"2021-11-15T20:44:51+00:00\",\"dateModified\":\"2021-11-20T16:01:25+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/aac-publication\\\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\\\/\"},\"wordCount\":2478,\"publisher\":{\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/#organization\"},\"keywords\":[\"Intelligence artificielle\"],\"articleSection\":[\"AAC Publications\",\"Article\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/aac-publication\\\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\\\/\",\"url\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/aac-publication\\\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\\\/\",\"name\":\"De la r\u00e9gulation de l'intelligence artificielle dans le domaine \u00e9ducatif\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/#website\"},\"datePublished\":\"2021-11-15T20:44:51+00:00\",\"dateModified\":\"2021-11-20T16:01:25+00:00\",\"description\":\"La revue Communication, Technologies et D\u00e9veloppement lance un appel \u00e0 contribution pour un num\u00e9ro de revue, coordonn\u00e9 par Christine Chevret-Castellani, Sarah Labelle et \u00c9milie Remond. Ce num\u00e9ro porte sur les politiques publiques, les processus de r\u00e9gulation et les strat\u00e9gies industrielles dans le domaine \u00e9ducatif.\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/aac-publication\\\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/www.sfsic.org\\\/en\\\/aac-publication\\\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\\\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/aac-publication\\\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Accueil\",\"item\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Calls for Papers\",\"item\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/cfp-publication\\\/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Article\",\"item\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/cfp-publication\\\/article-en\\\/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"De la r\u00e9gulation de l&#8217;intelligence artificielle dans le domaine \u00e9ducatif\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/#website\",\"url\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/\",\"name\":\"SFSIC\",\"description\":\"Soci\u00e9t\u00e9 Fran\u00e7aise des Sciences de l&#039;Information &amp; de la Communication\",\"publisher\":{\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/#organization\",\"name\":\"SFSIC\",\"url\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/#\\\/schema\\\/logo\\\/image\\\/\",\"url\":\"https:\\\/\\\/www.sfsic.org\\\/wp-inside\\\/uploads\\\/2020\\\/05\\\/logo-sfsic.jpg\",\"contentUrl\":\"https:\\\/\\\/www.sfsic.org\\\/wp-inside\\\/uploads\\\/2020\\\/05\\\/logo-sfsic.jpg\",\"width\":1085,\"height\":1080,\"caption\":\"SFSIC\"},\"image\":{\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/#\\\/schema\\\/logo\\\/image\\\/\"}},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/www.sfsic.org\\\/en\\\/#\\\/schema\\\/person\\\/5162d08e882d1252709e729a62d092bc\",\"name\":\"Sarah Labelle\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/cb0d0c061a2db49307b9657e05bbb75fcb54a44ea8592a99ad2babbb2e7eece8?s=96&d=mm&r=g\",\"url\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/cb0d0c061a2db49307b9657e05bbb75fcb54a44ea8592a99ad2babbb2e7eece8?s=96&d=mm&r=g\",\"contentUrl\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/cb0d0c061a2db49307b9657e05bbb75fcb54a44ea8592a99ad2babbb2e7eece8?s=96&d=mm&r=g\",\"caption\":\"Sarah Labelle\"}}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"De la r\u00e9gulation de l'intelligence artificielle dans le domaine \u00e9ducatif","description":"La revue Communication, Technologies et D\u00e9veloppement lance un appel \u00e0 contribution pour un num\u00e9ro de revue, coordonn\u00e9 par Christine Chevret-Castellani, Sarah Labelle et \u00c9milie Remond. Ce num\u00e9ro porte sur les politiques publiques, les processus de r\u00e9gulation et les strat\u00e9gies industrielles dans le domaine \u00e9ducatif.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/","og_locale":"en_US","og_type":"article","og_title":"De la r\u00e9gulation de l'intelligence artificielle dans le domaine \u00e9ducatif","og_description":"La revue Communication, Technologies et D\u00e9veloppement lance un appel \u00e0 contribution pour un num\u00e9ro de revue, coordonn\u00e9 par Christine Chevret-Castellani, Sarah Labelle et \u00c9milie Remond. Ce num\u00e9ro porte sur les politiques publiques, les processus de r\u00e9gulation et les strat\u00e9gies industrielles dans le domaine \u00e9ducatif.","og_url":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/","og_site_name":"SFSIC","article_published_time":"2021-11-15T20:44:51+00:00","article_modified_time":"2021-11-20T16:01:25+00:00","author":"Sarah Labelle","twitter_card":"summary_large_image","schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/#article","isPartOf":{"@id":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/"},"author":{"name":"Sarah Labelle","@id":"https:\/\/www.sfsic.org\/en\/#\/schema\/person\/5162d08e882d1252709e729a62d092bc"},"headline":"De la r\u00e9gulation de l&#8217;intelligence artificielle dans le domaine \u00e9ducatif","datePublished":"2021-11-15T20:44:51+00:00","dateModified":"2021-11-20T16:01:25+00:00","mainEntityOfPage":{"@id":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/"},"wordCount":2478,"publisher":{"@id":"https:\/\/www.sfsic.org\/en\/#organization"},"keywords":["Intelligence artificielle"],"articleSection":["AAC Publications","Article"],"inLanguage":"en-US"},{"@type":"WebPage","@id":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/","url":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/","name":"De la r\u00e9gulation de l'intelligence artificielle dans le domaine \u00e9ducatif","isPartOf":{"@id":"https:\/\/www.sfsic.org\/en\/#website"},"datePublished":"2021-11-15T20:44:51+00:00","dateModified":"2021-11-20T16:01:25+00:00","description":"La revue Communication, Technologies et D\u00e9veloppement lance un appel \u00e0 contribution pour un num\u00e9ro de revue, coordonn\u00e9 par Christine Chevret-Castellani, Sarah Labelle et \u00c9milie Remond. Ce num\u00e9ro porte sur les politiques publiques, les processus de r\u00e9gulation et les strat\u00e9gies industrielles dans le domaine \u00e9ducatif.","breadcrumb":{"@id":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/www.sfsic.org\/en\/aac-publication\/de-la-regulation-de-lintelligence-artificielle-dans-le-domaine-educatif\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Accueil","item":"https:\/\/www.sfsic.org\/en\/"},{"@type":"ListItem","position":2,"name":"Calls for Papers","item":"https:\/\/www.sfsic.org\/en\/cfp-publication\/"},{"@type":"ListItem","position":3,"name":"Article","item":"https:\/\/www.sfsic.org\/en\/cfp-publication\/article-en\/"},{"@type":"ListItem","position":4,"name":"De la r\u00e9gulation de l&#8217;intelligence artificielle dans le domaine \u00e9ducatif"}]},{"@type":"WebSite","@id":"https:\/\/www.sfsic.org\/en\/#website","url":"https:\/\/www.sfsic.org\/en\/","name":"SFSIC","description":"Soci\u00e9t\u00e9 Fran\u00e7aise des Sciences de l&#039;Information &amp; de la Communication","publisher":{"@id":"https:\/\/www.sfsic.org\/en\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/www.sfsic.org\/en\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/www.sfsic.org\/en\/#organization","name":"SFSIC","url":"https:\/\/www.sfsic.org\/en\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/www.sfsic.org\/en\/#\/schema\/logo\/image\/","url":"https:\/\/www.sfsic.org\/wp-inside\/uploads\/2020\/05\/logo-sfsic.jpg","contentUrl":"https:\/\/www.sfsic.org\/wp-inside\/uploads\/2020\/05\/logo-sfsic.jpg","width":1085,"height":1080,"caption":"SFSIC"},"image":{"@id":"https:\/\/www.sfsic.org\/en\/#\/schema\/logo\/image\/"}},{"@type":"Person","@id":"https:\/\/www.sfsic.org\/en\/#\/schema\/person\/5162d08e882d1252709e729a62d092bc","name":"Sarah Labelle","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/secure.gravatar.com\/avatar\/cb0d0c061a2db49307b9657e05bbb75fcb54a44ea8592a99ad2babbb2e7eece8?s=96&d=mm&r=g","url":"https:\/\/secure.gravatar.com\/avatar\/cb0d0c061a2db49307b9657e05bbb75fcb54a44ea8592a99ad2babbb2e7eece8?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/cb0d0c061a2db49307b9657e05bbb75fcb54a44ea8592a99ad2babbb2e7eece8?s=96&d=mm&r=g","caption":"Sarah Labelle"}}]}},"_links":{"self":[{"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/posts\/20187","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/users\/1014"}],"replies":[{"embeddable":true,"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/comments?post=20187"}],"version-history":[{"count":5,"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/posts\/20187\/revisions"}],"predecessor-version":[{"id":20314,"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/posts\/20187\/revisions\/20314"}],"wp:attachment":[{"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/media?parent=20187"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/categories?post=20187"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/tags?post=20187"},{"taxonomy":"thematique","embeddable":true,"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/thematique?post=20187"},{"taxonomy":"sfsic","embeddable":true,"href":"https:\/\/www.sfsic.org\/en\/wp-json\/wp\/v2\/sfsic?post=20187"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}