Imaginando o futuro do ensino superior: criando um workshop de REA para o pensamento prospectivo e a integração da IA

##plugins.themes.bootstrap3.article.main##

Iris Elliott
Cécile Figuière

Resumo

Este artigo apresenta um workshop e o seu guia de animação na forma de recurso educativo livre (REL), com o objetivo de explorar o futuro do ensino superior através da integração do pensamento prospectivo e da IA generativa. O workshop, concebido para o ecossistema pós-secundário, destina-se a todos os seus membros. Baseia-se no método «Futures Wheel» para orientar os participantes a identificar de forma colaborativa as tendências e os sinais de mudança futuros e imaginar as suas repercussões diretas e indiretas. Em pequenos grupos de trabalho e com a ajuda de ferramentas de IA generativa, os participantes irão criar, refletir e reagir a futuros possíveis.

Downloads

Não há dados estatísticos.

##plugins.themes.bootstrap3.article.details##

Como Citar
Elliott, I., & Figuière, C. (2026). Imaginando o futuro do ensino superior: criando um workshop de REA para o pensamento prospectivo e a integração da IA. Médiations Et médiatisations, (23), 134–155. https://doi.org/10.52358/mm.vi23.499
Secção
Artigos de profissionais
Biografias Autor

Iris Elliott, eCampusOntario

Associée de recherche et de prospective

Cécile Figuière, eCampusOntario

Associée d’apprentissage numérique, REL

Technologie et libre accès

Referências

Absentofi. (2025). The Long Journey Home – Envisioning the Future: Storytelling as a Mirror, Map, and Catalyst. https://absentofi.org/2025/02/the-long-journey-home-envisioning-the-future-storytelling-as-a-mirror-map-and-catalyst/

de Jouvenel, H. de. (1999). La démarche prospective : un bref guide méthodologique. Futuribles, (247), 5-24. https://www.researchgate.net/publication/44829851_La_Demarche_prospective_un_bref_guide_methodologique

Designfictiondaily (2025). Futures Wheel Explorer. [Grand modèle de langage]. https://chatgpt.com/g/g-jZEOQRjgb-futures-wheel-explorer

eCampusOntario (2022). Apprentissage omniprésent : partout, en tout temps. https://vls.ecampusontario.ca/wp-content/uploads/2022/11/Ubiquitous-Learning_04-FR-Final-20221110-1608-TAGGED-FINAL.pdf

eCampusOntario (2025). Édition sur l’intelligence artificielle – Les choses qui feront partie de l’avenir de l’enseignement supérieur. [Jeu]. https://ecampusontario.ca/wp-content/uploads/2025/05/REF-1002-2025-FR-JEU-Les-choses-qui-feront-partie-de-l-avenir-d-ES.pdf

eCampusOntario (n. d.). Bibliothèque libre. https://openlibrary.ecampusontario.ca/fr/

Elish, M. C. (2019). Moral Crumple Zones: Cautionary Tales in Human-Robot Interaction. Engaging Science, Technology, and Society, 5, 40-60. https://doi.org/10.17351/ests2019.260 DOI: https://doi.org/10.17351/ests2019.260

Glenn, J. C. (2009). The Futures Wheel. Dans T. J. Gordon et J. C. Glenn (dir.), Futures Research Methodology (version 3.0). The Millenium. https://www.researchgate.net/publication/349335014_THE_FUTURES_WHEEL

Godet, M. (2007). Manuel de prospective stratégique. Dunod. https://larepublicadeloslibros.wordpress.com/wp-content/uploads/2017/09/t2-manuel-de-prospective-strategique-dunod-2007-1.pdf

Harb, A. (2023). The Critical Forms of Design Futures Scenarios: Introducing Unconventional Ways of Scenarios Making. In Multidisciplinary Aspects of Design. Springer. (p. 367-376). https://doi.org/10.1007/978-3-031-49811-4_35 DOI: https://doi.org/10.1007/978-3-031-49811-4_35

Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573-590. https://doi.org/10.1007/s11423-016-9434-9 DOI: https://doi.org/10.1007/s11423-016-9434-9

Kloetzer, L., et Kloetzer, L. (2025). Instant Futures: an experimental study of the imagination of alternative near futures thanks to science fiction. Integrative Psychological and Behavioral Science. https://doi.org/10.1007/s12124-024-09885-1 DOI: https://doi.org/10.1007/s12124-024-09885-1

Knight, K. (2024). Navigating Uncertainty About AI In Education By Leaning On What Works. Forbes. https://www.forbes.com/councils/forbesnonprofitcouncil/2024/06/28/navigating-uncertainty-about-ai-in-education-by-leaning-on-what-works/

Lee, D. & Palmer. (2025). Prompt Engineering in Higher Education: a Systematic Review. International Journal of Educational Technology in Higher Education, 22(1). https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-025-00503-7 DOI: https://doi.org/10.1186/s41239-025-00503-7

Mollick, E. (7 juillet 2025). Against «Brain Damage». One Useful Thing. https://www.oneusefulthing.org/p/against-brain-damage

Muñoz de Luna, A. G. et Martín Gómez, S. (2025, 14 august). AI still isn’t making a serious impact on university education – here’s why. The Conversation. https://theconversation.com/ai-still-isnt-making-a-serious-impact-on-university-education-heres-why-263057 DOI: https://doi.org/10.64628/AAO.r5acuptwe

Nguyen, T., Smith, J. et Patel, R. (2025). Designing pedagogical frameworks for generative AI in education. Information and Learning Sciences.

Park, J. (2025). Generative AI Prompt Engineering for Educators [Dossier de recherche et de pratique du CIDDL]. Center for Innovation, Design, and Digital Learning (CIDDL). https://ciddl.org/ciddl-research-and-practice-brief-generative-ai-prompt-engineering-for-educators/

Tennent, A. (2023). Imagining Futures: A Personal Practice. Université de l’OCAD. https://openresearch.ocadu.ca/id/eprint/3519

UNESCO (2023). Orientations pour l’intelligence artificielle générative dans l’éducation et la recherche. Organisation des Nations Unies pour l’Éducation, la Science et la Culture. https://www.unesco.org/fr/articles/orientations-pour-lintelligence-artificielle-generative-dans-leducation-et-la-recherche