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Note : E3F84AWW

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<div data-citation-items="%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22itemData%22%3A%7B%22id%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%2C%22type%22%3A%22book%22%2C%22ISBN%22%3A%22978-92-64-96278-1%22%2C%22language%22%3A%22fr%22%2C%22note%22%3A%22DOI%3A%2010.1787%2Fd5fe6bd0-fr%22%2C%22publisher%22%3A%22OECD%22%2C%22source%22%3A%22DOI.org%20(Crossref)%22%2C%22title%22%3A%22Perspectives%20de%20l'OCDE%20sur%20l'%C3%A9ducation%20num%C3%A9rique%202021%3A%20Repousser%20les%20fronti%C3%A8res%20avec%20l'IA%2C%20la%20blockchain%20et%20les%20robots%22%2C%22title-short%22%3A%22Perspectives%20de%20l'OCDE%20sur%20l'%C3%A9ducation%20num%C3%A9rique%202021%22%2C%22URL%22%3A%22https%3A%2F%2Fwww.oecd-ilibrary.org%2Feducation%2Fperspectives-de-l-ocde-sur-l-education-numerique-2021_d5fe6bd0-fr%22%2C%22author%22%3A%5B%7B%22literal%22%3A%22OCDE%22%7D%5D%2C%22accessed%22%3A%7B%22date-parts%22%3A%5B%5B%222022%22%2C12%2C13%5D%5D%7D%2C%22issued%22%3A%7B%22date-parts%22%3A%5B%5B%222022%22%2C12%2C9%5D%5D%7D%7D%7D%5D" data-schema-version="6"><h1>Annotations (13/12/2022 à 08:29:30)</h1>
<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%229ZFT58TV%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2217%22%2C%22position%22%3A%7B%22pageIndex%22%3A18%2C%22rects%22%3A%5B%5B76.535%2C556.159%2C552.785%2C567.874%5D%2C%5B76.535%2C543.762%2C552.816%2C555.123%5D%2C%5B76.535%2C531.267%2C552.806%2C542.628%5D%2C%5B76.535%2C518.772%2C125.129%2C530.133%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2217%22%7D%7D">« Il convient de financer des études visant à déterminer l’efficacité pédagogique des technologies intelligentes dans un cadre à la fois scolaire et extrascolaire, et leur efficacité à des fins de gestion des systèmes, sans s’intéresser exclusivement à la technologie. Des critères pourraient aussi être définis afin de produire rapidement ces études. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2217%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 17)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22CKSL9K58%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2220%22%2C%22position%22%3A%7B%22pageIndex%22%3A21%2C%22rects%22%3A%5B%5B42.52%2C307.542%2C510.561%2C323.517%5D%2C%5B42.52%2C292.542%2C111.849%2C308.517%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2220%22%7D%7D">« Les frontières actuelles de la transformation numérique dans le monde de l’éducation » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2220%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 20)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22E2XQZU95%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2220%22%2C%22position%22%3A%7B%22pageIndex%22%3A21%2C%22rects%22%3A%5B%5B42.52%2C278.089%2C532.89%2C289.45%5D%2C%5B42.52%2C265.594%2C532.965%2C276.955%5D%2C%5B42.52%2C253.099%2C532.966%2C264.46%5D%2C%5B42.52%2C240.604%2C77.19%2C251.965%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2220%22%7D%7D">« L’objectif de cet ouvrage étant de cerner les limites actuelles de l’utilisation des technologies nouvelles dans le monde de l’éducation et de faire le point sur la situation aujourd’hui, nous nous limiterons à évoquer ce que la technologie est déjà capable de réaliser maintenant dans certains établissements, laboratoires ou dans certaines régions. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2220%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 20)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22LY68LB8X%22%2C%22color%22%3A%22%23ff6666%22%2C%22pageLabel%22%3A%2224%22%2C%22position%22%3A%7B%22pageIndex%22%3A25%2C%22rects%22%3A%5B%5B401.346%2C65.928%2C532.958%2C77.289%5D%2C%5B42.522%2C51.936%2C365.704%2C64.794%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2224%22%7D%7D">« Les technologies intelligentes renforcent clairement l’efficacité de l’éducation à cet égard (Good, 2021[11]). » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2224%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 24)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22U8525G4N%22%2C%22color%22%3A%22%23ff6666%22%2C%22pageLabel%22%3A%2225%22%2C%22position%22%3A%7B%22pageIndex%22%3A26%2C%22rects%22%3A%5B%5B89.839%2C701.781%2C552.826%2C713.142%5D%2C%5B62.361%2C689.286%2C552.758%2C700.647%5D%2C%5B62.361%2C676.791%2C349.546%2C688.152%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2225%22%7D%7D">« En fait, les débouchés les plus importants pour les entreprises de technologie éducative résident auprès du grand public, autrement dit les apprenants et leurs parents, soit pour des activités d’apprentissage récréatives, soit pour l’encadrement personnel ou la préparation aux examens. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2225%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 25) business is business<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22UU2KQLFS%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2225%22%2C%22position%22%3A%7B%22pageIndex%22%3A26%2C%22rects%22%3A%5B%5B117.738%2C580.821%2C552.753%2C592.182%5D%2C%5B62.361%2C568.327%2C552.784%2C579.688%5D%2C%5B62.361%2C555.832%2C552.732%2C567.193%5D%2C%5B62.361%2C541.785%2C232.097%2C554.698%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2225%22%7D%7D">« Si les solutions d’orchestration de la classe peuvent aider les enseignants en temps réel, elles fournissent également un retour d’information sur leur propre pratique, par exemple sur leur activité verbale, sur les personnes auxquelles ils s’adressent ou sur la manière dont ils répartissent leur temps entre différents types d’activités (Dillenbourg, 2021[12]). » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2225%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 25)<img data-attachment-key="FMNAUTKM" width="841" height="390" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22CALL2VQM%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2226%22%2C%22position%22%3A%7B%22pageIndex%22%3A27%2C%22rects%22%3A%5B%5B36.571%2C79.714%2C541.257%2C313.771%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2226%22%7D%7D"/> <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2226%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 26)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%2285BEKQDK%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2228%22%2C%22position%22%3A%7B%22pageIndex%22%3A29%2C%22rects%22%3A%5B%5B364.168%2C651.801%2C532.982%2C663.162%5D%2C%5B42.52%2C639.306%2C316.244%2C650.667%5D%2C%5B42.52%2C618.306%2C532.871%2C629.667%5D%2C%5B42.52%2C605.812%2C119.192%2C617.173%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2228%22%7D%7D">« Au bout du compte, les écarts dans les résultats scolaires s’aggraveraient donc au lieu d’être comblés. Cela étant dit, de nombreuses raisons poussent à croire que les technologies intelligentes peuvent contribuer à renforcer l’équité. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2228%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 28)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%223HQWUJ6C%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2230%22%2C%22position%22%3A%7B%22pageIndex%22%3A31%2C%22rects%22%3A%5B%5B405.61%2C468.099%2C532.923%2C479.46%5D%2C%5B42.52%2C455.604%2C532.913%2C466.965%5D%2C%5B42.52%2C443.109%2C91.964%2C454.47%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2230%22%7D%7D">« Comment les gouvernements peuvent-ils exploiter au mieux les avantages de la technologie dans l’éducation tout en limitant ses risques éventuels ? » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2230%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 30)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22P8GVL6NF%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2230%22%2C%22position%22%3A%7B%22pageIndex%22%3A31%2C%22rects%22%3A%5B%5B350.824%2C214.434%2C532.913%2C227.308%5D%2C%5B42.521%2C203.422%2C532.87%2C214.783%5D%2C%5B42.521%2C190.927%2C532.902%2C202.288%5D%2C%5B42.521%2C178.432%2C204.116%2C189.793%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2230%22%7D%7D">« Tel que le formule Dillenbourg (2021[12]), « il y a un enseignant dans la boucle » et l’analyse des données de la classe est conçue pour aider les enseignants à organiser l’enseignement et l’apprentissage et à leur fournir efficacement des scénarios d’apprentissage intéressants - et non à les remplacer. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2230%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 30)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22HM4QLMTB%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2231%22%2C%22position%22%3A%7B%22pageIndex%22%3A32%2C%22rects%22%3A%5B%5B62.364%2C484.778%2C552.724%2C496.139%5D%2C%5B62.364%2C470.782%2C552.752%2C483.644%5D%2C%5B62.359%2C459.769%2C552.783%2C471.13%5D%2C%5B62.359%2C447.274%2C386.096%2C458.635%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2231%22%7D%7D">« L’un des défis des évaluations standardisées basées sur le jeu sera de susciter l’acceptation sociale, voire la confiance totale, comme ce fut le cas pour les évaluations standardisées traditionnelles. Buckley et al. (2021[14]) relèvent que la mise au point d’évaluations basées sur le jeu qui sont valides, fiables et équitables est considérablement plus complexe et difficile que la conception de tests standardisés traditionnels. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2231%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 31)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22BYUZ629Z%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2231%22%2C%22position%22%3A%7B%22pageIndex%22%3A32%2C%22rects%22%3A%5B%5B76.535%2C224.487%2C552.805%2C236.202%5D%2C%5B76.535%2C212.09%2C552.763%2C223.451%5D%2C%5B76.535%2C199.595%2C223.032%2C210.956%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2231%22%7D%7D">« Les partenariats public-privé, entre les pouvoirs publics, les chercheurs en technologie dans les universités et l’industrie des technologies de l’éducation, devraient être la pierre angulaire des projets de recherche et de développement dans ce domaine. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2231%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 31)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%223I4W4I8A%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2232%22%2C%22position%22%3A%7B%22pageIndex%22%3A33%2C%22rects%22%3A%5B%5B42.515%2C508.649%2C532.914%2C520.01%5D%2C%5B42.515%2C496.155%2C395.325%2C507.516%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2232%22%7D%7D">« Malgré les progrès très rapides des technologies intelligentes, les ordinateurs et les technologies éducatives intelligentes restent imparfaits - mais pas nécessairement plus que les humains. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2232%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 32)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22HLUQT4RI%22%2C%22color%22%3A%22%23ff6666%22%2C%22pageLabel%22%3A%2232%22%2C%22position%22%3A%7B%22pageIndex%22%3A33%2C%22rects%22%3A%5B%5B295.008%2C408.69%2C532.948%2C420.051%5D%2C%5B42.515%2C396.195%2C532.981%2C407.556%5D%2C%5B42.515%2C383.7%2C532.949%2C395.061%5D%2C%5B42.515%2C371.206%2C77.101%2C382.567%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2232%22%7D%7D">« Est-ce que la norme attendue doit s’apparenter à une précision totale ? La question est posée. Et la réponse sera déterminée par les enjeux sociaux qui sont liés aux différentes tâches. Dans de nombreux cas, un diagnostic ou une décision « suffisamment précis » devrait faire l’affaire. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2232%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 32)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22YU9DJZ8R%22%2C%22color%22%3A%22%23ff6666%22%2C%22pageLabel%22%3A%2232%22%2C%22position%22%3A%7B%22pageIndex%22%3A33%2C%22rects%22%3A%5B%5B521.16%2C265.442%2C532.983%2C276.803%5D%2C%5B56.693%2C252.947%2C532.887%2C264.308%5D%2C%5B56.693%2C240.452%2C532.889%2C251.813%5D%2C%5B56.693%2C227.958%2C532.878%2C239.319%5D%2C%5B56.693%2C215.463%2C365.361%2C226.824%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2232%22%7D%7D">« On pourrait demander aux entreprises de technologie éducative de démontrer le niveau de précision ou d’efficacité de leurs solutions technologiques avec des exigences de précision différentes en fonction des enjeux de la décision pour laquelle elles interviennent. Ces exigences de précision devraient idéalement être comparées aux performances actuelles des enseignants et des responsables scolaires. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2232%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 32) retournement de l'humanisme :ce n'est plus l'hommela mesure de toute chose mais la machine !<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%227QRSN8PZ%22%2C%22color%22%3A%22%23ff6666%22%2C%22pageLabel%22%3A%2232%22%2C%22position%22%3A%7B%22pageIndex%22%3A33%2C%22rects%22%3A%5B%5B246.943%2C159.778%2C532.93%2C171.139%5D%2C%5B56.693%2C147.283%2C532.994%2C158.644%5D%2C%5B56.693%2C134.788%2C532.963%2C146.149%5D%2C%5B56.693%2C122.294%2C522.042%2C133.655%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2232%22%7D%7D">« Ces exigences technologiques devraient reposer sur une politique d’atténuation des risques plutôt que sur une politique sans risque, ce qui revient à accepter le fait que les technologies intelligentes peuvent être bénéfiques même si elles ne sont pas totalement précises. On pourrait imaginer que l’être humain garde le contrôle dans les étapes finales lorsque les enjeux sociaux sont élevés. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2232%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 32)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22RWL7ZX63%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2233%22%2C%22position%22%3A%7B%22pageIndex%22%3A34%2C%22rects%22%3A%5B%5B150.26%2C433.282%2C552.723%2C446.15%5D%2C%5B62.364%2C422.269%2C552.766%2C433.63%5D%2C%5B62.364%2C409.774%2C552.724%2C421.135%5D%2C%5B62.364%2C397.28%2C552.763%2C408.641%5D%2C%5B62.364%2C384.785%2C552.758%2C396.146%5D%2C%5B62.364%2C370.782%2C500.655%2C383.651%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2233%22%7D%7D">« L’environnement d’apprentissage ECHOES, qui favorise l’exploration et l’apprentissage des compétences en communication sociale chez les enfants autistes, s’avère efficace dans la mesure où les échanges interviennent dans un cadre qui favorise la communication entre l’enfant autiste et l’adulte qui surveille le logiciel et l’environnement d’apprentissage. Cet aspect important est en fait apparu lors de la phase test de l’outil et de son utilisation et n’avait pas été prévu lors de la conception initiale. Cela démontre combien il est important de concevoir et d’adapter les solutions technologiques avec l’aide des utilisateurs finaux (Good, 2021[11]). » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2233%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 33)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22QDW9YZ6F%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2234%22%2C%22position%22%3A%7B%22pageIndex%22%3A35%2C%22rects%22%3A%5B%5B212.104%2C177.43%2C532.857%2C188.791%5D%2C%5B56.693%2C164.935%2C532.921%2C176.296%5D%2C%5B56.693%2C152.44%2C314.519%2C163.801%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2234%22%7D%7D">« De manière plus générale, la conception de l’interface entre l’homme et l’enseignement intelligent est souvent un aspect essentiel de l’utilisabilité et de l’impact des solutions numériques sur l’apprentissage ou d’autres objectifs ciblés. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2234%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 34)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%224D6WZ2YT%22%2C%22color%22%3A%22%23ff6666%22%2C%22pageLabel%22%3A%2235%22%2C%22position%22%3A%7B%22pageIndex%22%3A36%2C%22rects%22%3A%5B%5B62.357%2C182.7%2C552.811%2C194.061%5D%2C%5B62.357%2C170.205%2C552.77%2C181.566%5D%2C%5B62.357%2C157.71%2C447.759%2C169.071%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2235%22%7D%7D">« Les discussions éthiques doivent normalement porter sur ce qui ne fait pas l’objet de réglementations à l’échelle nationale et donc sur des aspects pour lesquels les individus et les autorités ont une plus grande liberté d’action. C’est ainsi que nous appréhendons la question éthique dans le domaine de l’IA éducative. » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2235%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 35)<span class="highlight" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22JXT9T62T%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%2236%22%2C%22position%22%3A%7B%22pageIndex%22%3A37%2C%22rects%22%3A%5B%5B129.103%2C504.286%2C532.938%2C517.134%5D%2C%5B42.525%2C493.273%2C532.947%2C504.634%5D%2C%5B42.525%2C480.779%2C532.938%2C492.14%5D%2C%5B42.525%2C468.284%2C532.937%2C479.645%5D%2C%5B42.524%2C455.789%2C532.905%2C467.15%5D%2C%5B42.524%2C441.786%2C447.593%2C454.655%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2236%22%7D%7D">« Bowers (2021[19]) évoque le mouvement des « algorithmes ouverts » dans le domaine des systèmes d’alerte précoce et notamment deux séries de critères qui se recoupent pour garantir la transparence, la vérification et la reproductibilité des algorithmes. Ils doivent être précis, accessibles, exploitables et redevables, d’une part (ces critères sont connus comme étant les « 4 A » en anglais, pour accurate, accessible, actionable and accountable) et repérables, accessibles, interopérables et reproduisibles, d’autre part (ces critères sont connus sous l’acronyme anglais FAIR, pour findable, accessible, interoperable and reproductible). » <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%2236%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 36)<img data-attachment-key="Y536HCP9" width="878" height="576" 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data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22YSGP4WAS%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%22184%22%2C%22position%22%3A%7B%22pageIndex%22%3A185%2C%22rects%22%3A%5B%5B30%2C241.2%2C545.625%2C744.95%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%22184%22%7D%7D"/> <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%22184%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 184)<img data-attachment-key="RAGDKI83" width="861" height="491" 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data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%223VQ8FF9V%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%22203%22%2C%22position%22%3A%7B%22pageIndex%22%3A204%2C%22rects%22%3A%5B%5B50%2C179.95%2C559.375%2C742.45%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%22203%22%7D%7D"/> <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%22203%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 203)<img data-attachment-key="YWLWPSM5" width="839" height="422" data-annotation="%7B%22attachmentURI%22%3A%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FIE2DKDD3%22%2C%22annotationKey%22%3A%22J5VC3ND4%22%2C%22color%22%3A%22%23ffd400%22%2C%22pageLabel%22%3A%22206%22%2C%22position%22%3A%7B%22pageIndex%22%3A207%2C%22rects%22%3A%5B%5B35.625%2C374.325%2C538.75%2C627.45%5D%5D%7D%2C%22citationItem%22%3A%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%22206%22%7D%7D"/> <span class="citation" data-citation="%7B%22citationItems%22%3A%5B%7B%22uris%22%3A%5B%22http%3A%2F%2Fzotero.org%2Fusers%2F13594%2Fitems%2FS4YCTK5G%22%5D%2C%22locator%22%3A%22206%22%7D%5D%2C%22properties%22%3A%7B%7D%7D">(OCDE, 2022, p. 206)</div>

Date de soumission

13 décembre 2022, 07:29:16 +00:00

Est référencé par

E3F84AWW

Est une partie de

Perspectives de l'OCDE sur l'éducation numérique 2021: Repousser les frontières avec l'IA, la blockchain et les robots

is compiled by

Lucky Semiosis

Complexité

894

Date de modification: 8 septembre 2023, 06:54:17 +00:00
Détails de la complexité: Physique,1,,,,,155,155; Physique,2,,,,,48,96; Actant,2,,,,,1,2; Concept,1,,,,,154,154; Concept,2,,,,,26,52; Rapport,1,1,Physique,Concept,properties,154,154; Rapport,1,1,Physique,Physique,values,154,154; Rapport,1,1,Physique,Actant,cito:isCompiledBy,1,1; Rapport,2,2,Actant,Concept,properties,4,8; Rapport,2,2,Actant,Physique,values,4,8; Rapport,1,1,Physique,Physique,media,22,22; Rapport,2,2,Physique,Concept,properties,22,44; Rapport,2,2,Physique,Physique,values,22,44
Totaux de la complexité: Physique,2,1,2,203,251; Actant,1,2,2,1,2; Concept,2,1,2,180,206; Rapport,8,1,2,383,435; Existence,13,1,2,767,894