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Appels à contributions

Digital empowerment - Université Paris-Nanterre - deadline (proposal) before 20 07 2024

(Announcement Calenda 1175775)

Organized by Dicen-Idf (Université Paris Nanterre), this study day seeks to understand the extent to which responsible digital is emerging as the dominant framework for responding to the public problem of the social and environmental impacts of digital technology. It aims to explore the ways in which players are investing in this framework, making it evolve or opposing it.

Call for contributions "Varia" (education - artificial intelligence) - "L'impact" magazine - deadline (article) 20 10 2024

(Announcement Calenda 1176225)

In this call for papers, we'd like to examine the uses of artificial intelligence in education, with particular emphasis on the upheaval that AI is expected to produce in the learning of languages and scientific disciplines. Similarly, this issue will attempt to answer questions relating to the training of teachers at all levels (primary, secondary, qualifying secondary and university) in the face of new AI applications, while highlighting the challenges, constraints and prospects.

Call for contributions "Varia" (education - artificial intelligence) - "L'impact" magazine - deadline (article) 20 10 2024

(Announcement Calenda 1176225)

In this call for papers, we'd like to examine the uses of artificial intelligence in education, with particular emphasis on the upheaval that AI is expected to produce in the learning of languages and scientific disciplines. Similarly, this issue will attempt to answer questions relating to the training of teachers at all levels (primary, secondary, qualifying secondary and university) in the face of new AI applications, while highlighting the challenges, constraints and prospects.

Call for contributions "Varia" (education - artificial intelligence) - "L'impact" magazine - deadline (article) 20 10 2024

(Announcement Calenda 1176225)

In this call for papers, we'd like to examine the uses of artificial intelligence in education, with particular emphasis on the upheaval that AI is expected to produce in the learning of languages and scientific disciplines. Similarly, this issue will attempt to answer questions relating to the training of teachers at all levels (primary, secondary, qualifying secondary and university) in the face of new AI applications, while highlighting the challenges, constraints and prospects.

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