EVENTS | Masterclass​

How is AI transforming the role of pedagogical consultants?

The emergence of generative artificial intelligence (GAI) in higher education is not only reshaping teaching and learning practices; it is also fundamentally challenging the work of academic advisors (CPs). Yet this work is not limited to providing guidance; it encompasses needs analysis, program design, training, project management, monitoring trends, resource development, and support for the professional development of a faculty that is itself undergoing change (Proust-Androwkha et al., 2024, 2025). This master class proposes to examine the ongoing transformation through a central question: What becomes of such a multifaceted profession when the relationship to knowledge is redefined?

The portrait of the competencies, roles, and profiles of elementary school teachers in the Quebec context (Arguin, 2025; Proust-Androwkha et al., 2024, 2025) will serve as the anchor point for this discussion. This will be contrasted with the concept of the relationship to knowledge (Charlot, 1997; Meyer, 2024): in the era of AI, learning, knowledge, and the act of imparting knowledge are no longer articulated in the same way, which directly affects professionals whose expertise centers precisely on the conditions of learning.

A detour into the epistemology of instructional design (Englebert, in press) will then allow us to examine the very foundations of system design when part of the design work can be delegated, augmented, or challenged by machines. This line of thought aligns with recent research that encourages educational designers to redefine themselves not merely as content producers, but as architects of AI-augmented learning environments (Naffi and Montufar, 2025), and it fits within the broader framework of redefining the competency frameworks to be taught in the age of AI (Meyer et al., 2026).

The central theme will be to show that the transformation of the CP profession is taking place simultaneously on several levels, which must be distinguished in order to counter a technodeterministic narrative: what primary school teachers do (tasks and deliverables), how they do it (methods and approaches), with what they do it (tools and resources), and for whom they do it—that is, the student populations whose needs, characteristics, and relationship to digital technology are rapidly changing. Moving beyond the dichotomy between human and machine, the master class will advocate for a critical, sociotechnical, and emancipatory approach: in line with Albero (2010), who argues that the technical and the social define each other rather than one determining the other, AI will be considered as much an object of collective reflection as a tool. The issue is not whether AI will replace first-grade teachers, but rather understanding how it redefines the meaning, value, and purpose of their work.

LANGUAGE & INTERPRETATION: Presented in French with English interpretation​

ORGANIZER: ACCP-CAID​​

DATE:

October 22, 2026

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:

Florian Meyer & Christelle Lison

Florian Meyer is a full professor of education at the University of Sherbrooke (since 2011) and an associate professor at UM6P (Morocco, since 2026). His research focuses on artificial intelligence in higher education, digital instructional design, and hybrid learning. He is co-director of i-mersion CP, a regular researcher at GRIIPTIC, a member of the steering committee of the LAVIA Laboratory, vice president of the AIPU Americas Section, and a collaborator on the international HyPES project on the hybridization of training practices. He also directed the professional master’s programs in secondary education for six years and the MPES program for three years at the University of Sherbrooke, and supervises several doctoral students in AI and instructional design.

 

Christelle Lison is a full professor in the Department of Pedagogy at the Faculty of Education, Université de Sherbrooke. Specializing in higher education, her research focuses on the training and professional development of postsecondary teachers, digital pedagogical innovations, and graduate-level supervision.

She is also involved in several research projects on these topics, both in Quebec and internationally. In her teaching role, she trains teachers, doctoral students, and academic advisors in higher education, as well as professionals enrolled in continuing education programs within companies. In addition, she supervises graduate students from several faculties.

Deeply involved in the academic community, Christelle Lison is currently president of the International Association for University Pedagogy, editor-in-chief of the International Journal of Higher Education Pedagogy, and co-holder of the Smart Campus Smart Cursus Chair. She also collaborates on several major projects funded by the French National Research Agency and serves on numerous scientific committees.