EVENTS | Masterclass​

Generative Artificial Intelligence and Changes in Instructional Design Practices: What Can History Teach Us?

DESCRIPTION

Today, Generative Artificial Intelligence (GAI) is a source of both great hope and great fear in our information societies, particularly in the field of instructional design. While GAI appears to be driving a process of disruption, it is worthwhile to examine history to gain insight into the evolution of current practices. By examining the connection between the industrialization of our societies, the development of our educational systems, and the evolution of educational technologies, this presentation will offer a framework for better understanding the changes currently underway driven by artificial intelligence, particularly generative AI.

The presentation will be divided into three parts. The first part will briefly present the history of the first three industrial revolutions and their impacts on educational systems and theories: from Skinner’s behaviorism and learning machines to cognitive computing engineering and the laws on lifelong learning that enabled the integration of engineering processes into education, thereby developing a specific vocabulary: instructional design, learning objectives, etc.

The second part will focus more specifically on the Fourth Industrial Revolution—the era of networks that enable the processing of big data through artificial intelligence. As early as the 1980s, computer scientists and educators such as Minsky and Papert anticipated the transformations in education brought about by AI and developed approaches such as constructivism, which gives learners a major role in the design process, thereby transforming the learning environment. We will analyze how AI, through its inherent mechanisms, fosters this type of decentralized learning that leads to the development of global competencies: problem-solving, critical and computational thinking, creativity, collaboration, etc.

A third section will present specific pedagogical designs—particularly for engineering education—that are based on the aforementioned pedagogical principles and enable the development of these global competencies through the use of IAG: open-classroom models, flipped classrooms, collaborative or participatory design, and so on. We will conclude by speculating on future directions in the design of learning situations and the development of our educational systems.

LANGUAGE & INTERPRETATION: Presented in French with English interpretation​

ORGANIZER: ACCP-CAID​​

DATE:

January 28, 2027

TIME:

12:00 pm (ET)

AVAILABLE TO:

Certified Members, Non-Certified Associates, Community Access, General Public

COST:

Certified Members: Included
Non-Certified Associates: $25.00
Community Access: $50.00
General Public: $50.00

PRESENTER:

Emmanuel Dupàa & Nour-Elimane Doudouh (Narimane)

Emmanuel Duplàa is a researcher in educational technology whose work focuses on the connections between digital innovation, learning, and teacher training. His background, at the intersection of mathematics, cognitive science, psychoanalysis, and education, has led him to develop an approach centered on the relationships between technology, learning, and the transformation of teaching practices. His research on distance learning and connectivism highlights the importance of interaction and collaboration in digital learning environments. Another focus of his work concerns digital literacies and citizens’ ability to critically evaluate technologies through the use of artificial intelligence and the development of 21st-century skills. He has also contributed to the study of serious games and educational video games as drivers of motivation and learning. At the faculty, he promotes a nuanced view of technological innovation, particularly with regard to artificial intelligence. His main contribution is to demonstrate that the educational value of technologies depends on the pedagogical, social, and institutional uses associated with them.

Nour-Elimane Doudouh (Narimane) is a master’s student in political science, specializing in international relations, at the University of Ottawa. She holds a bachelor’s degree in international relations and serves as a research assistant to Professor Emmanuel Duplàa on this project; she is also a co-author of the article “The Importance of Critical Thinking About Artificial Intelligence in Schools.”