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US Teachers' Union Urges Schools To Curb AI Chatbots and Screen Time

✇Slashdot
Par : EditorDavid
Axios reports: The American Federation of Teachers, the second-largest teachers' union in the U.S., released a 10-point plan to introduce AI and screen-time guardrails in classrooms. The plan would limit AI use and ban screens for students in prekindergarten through second grade "unless there is a compelling reason," such as supporting students with special needs. The teacher union's president Randi Weingarten warned that young students "are drowning in tech," according to the New York Times, which reports the union president also "called on schools on Wednesday to stop giving digital devices like iPads to children in prekindergarten through second grade." In a speech at the National Press Club in Washington, Weingarten also urged elementary schools to avoid using artificial intelligence tools like OpenAI's ChatGPT, Google's Gemini and Khan Academy's Khanmigo with children [and] called for new national privacy and safety standards for A.I. tools in all schools... "The work of teaching and learning in the earliest grades should be done without A.I." The union's effort reflects a backlash among parents and educators against heavy use of school-issued laptops and apps. Some parents and nonprofit children's groups are also pushing back against campaigns by tech giants like Google and OpenAI to spread their A.I. products in schools... Weingarten said that the union was negotiating safety and privacy standards for A.I. use in schools with "our partners in the A.I. academy," and that Microsoft, OpenAI and Anthropic had agreed in principle to those standards. Weingarten "laid out a plan for reorienting public schooling toward human abilities and student well-being," according to the article, calling it "a devices down, eyes up, hands-on strategy." And meanwhile school cellphone bans are expanding into broader efforts to establish guardrails around AI in education and limit screen use, reports Axios. "At least 16 states — both red and blue — have introduced bills to limit classroom technology." Schools Beyond Screens formed with fewer than a dozen parents in Los Angeles Unified School District last year, but the nonprofit has grown to include thousands of parents and educators nationwide, SBS policy director Kate Brody tells Axios... McPherson Middle School principal Inge Esping told Axios that the suspension rate at her Kansas school fell 70% after cellphones were banned in 2022. Students also started speaking more with one another and with teachers. Thanks to long-time Slashdot reader theodp for sharing the article.

Read more of this story at Slashdot.

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Enquête : derrière la multiplication des tueries scolaires en France, le spectre de l’extrémisme nihiliste et de la True Crime Community

✇Numerama.com - Magazine
Par : Antoine Hasday

[Enquête] Selon un rapport à paraître de l’association Point de Contact, consulté en exclusivité par Numerama, des mouvances extrémistes d’un nouveau genre, dont les adeptes sont avant tout fascinés par la violence, contribuent à radicaliser des adolescents déjà fragilisés. Elles prospèrent sur une modération défaillante des plateformes, ainsi que sur le manque de moyens de l’État pour prévenir la violence à l’école.

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Steve Wozniak Tells Graduates They All Have 'AI': Actual Intelligence

✇Slashdot
Par : BeauHD
While other commencement speeches have been met with boos for hyping up artificial intelligence, Apple cofounder Steve Wozniak reminded college graduates that they already posses "AI" of their own: "actual intelligence." He framed AI as an attempt to duplicate brain-like routines, and encouraged students to "think different" as they enter a workforce being reshaped by automation. Business Insider reports: Steve Wozniak did what other college graduation commencement speakers couldn't this year: earn applause when talking about AI. The Apple cofounder took the stage during Grand Valley State University's graduation ceremony earlier this month. During his speech, Wozniak offered reassurance to new graduates who are entering the workforce at the height of the AI revolution. "It would take too long to go deeply into what I think about AI, but we've been trying to create a brain," Wozniak said. "Is there a way we can duplicate a routine a trillion times and have it work like a brain? AI is one of those attempts." [...] During his commencement address, Wozniak reflected on working at Apple and offered students some advice as they begin their careers. "You should always try to think different," he said. "Don't follow the same steps as a million other people. Think, is there something I can do a little different?" You can watch the clip on YouTube.

Read more of this story at Slashdot.

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7 choses à dire à son enfant pour le protéger des violences sexuelles, sans l’inquiéter

✇Le Figaro - Actualité en direct et informations en continu
ENTRETIEN - Alors que le scandale des agressions sexuelles dans le périscolaire parisien ébranle les familles, le livre de la psychologue Joanna Smith, Protéger son enfant des violences sexuelles, n’a jamais semblé aussi utile.

© Annie Otzen / Getty Images

Un enfant est victime de violences sexuelles toutes les trois minutes en France.
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A Master's Degree Isn't the Job Guarantee It Used To Be

✇Slashdot
Par : BeauHD
An anonymous reader quotes a report from the Wall Street Journal: Going back to grad school has long been the Plan B of young professionals who aspire to climb higher in their careers or struggle to get promoted in a tough job market. New data show that getting a master's degree isn't the guarantee it used to be. The unemployment rate for workers under 35 with a master's degree has rarely been higher in the past 20 years, according to the Burning Glass Institute, a labor-market think tank focused on the future of work, which analyzed data collected by the U.S. Bureau of Labor Statistics going back to 2003. At the same time, the unemployment rate for workers under 35 with a Ph.D., law degree or medical degree has rarely been lower. "For most of the past two decades, these lines moved together -- not anymore," said Gad Levanon, chief economist of Burning Glass. Levanon has a theory about why the payoffs for advanced degrees have uncoupled: "More degrees chasing fewer of the positions those degrees were meant to unlock." [...] While degrees from law school and medical school amount to a license to practice, master's degrees are more of a signal, Levanon said. And a signal loses value when so many people have one, he added: "It's hardly a sure bet to securing a good job." Now master's-degree holders under 35 are at the 77th percentile of unemployment, where the 50th percentile is normal, according to the Burning Glass analysis. Even associate-degree holders have had a higher employment level for the past year. Unemployment among master's-degree holders has been worse only about a quarter of the time in the past 20-plus years. There was a stint during the Covid-19 pandemic when this cohort was out of work at higher rates, and a more prolonged stretch as the U.S. climbed out of the recession in 2008 and 2009. "Every indication is hiring managers now are more receptive than ever to the idea that a person doesn't need a graduate degree to be competitive," said Johnny C. Taylor Jr., president of SHRM, the chief lobbying group for human-resource professionals. "We are seeing that, hands down, especially in the last two or three years with AI," he said of job readiness. Employers just want to know, "Can you do it?"

Read more of this story at Slashdot.

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US Math/Reading Scores Continue 13-Year Decline. Researchers Blame Reduced Testing and Social Media

✇Slashdot
Par : EditorDavid
Test scores "are lower than they were a decade ago in school districts across the U.S.," reports Times magazine, citing new data released Wednesday by Stanford researchers. "Reading scores were down roughly 0.6 grades in 2025 compared to 2015, and math scores were down about 0.4 grades. This means that students were 60% of one school year behind where their peers were in reading a decade earlier and 40% of one school year behind in math." But Stanford's announcement notes that America's schools "were in a 'learning recession' for seven years before the COVID-19 pandemic, with student test scores in math and reading on a steady decline since 2013." This reversal ended two decades of progress, according to Sean Reardon, the Professor of Poverty and Inequality at Stanford Graduate School of Education, whose data forms the backbone of the new research... The study reframes the narrative of pandemic-era learning loss, arguing that the crisis of the last few years was an acceleration of a problem that was already underway. "The pandemic was the mudslide that followed seven years of erosion in student achievement," said Professor Tom Kane, faculty director of the Center for Education Policy Research at Harvard University, and a lead author of the report... The study found that the slowdown in learning coincided with two major shifts in American childhood and education policy: the widespread dismantling of test-based accountability systems that defined the No Child Left Behind era and the rise of social media use among young people. Reading scores, in particular, suffered consistently, with the average annual loss in the years just before the pandemic being just as large as the loss during it... Today, 8th-grade reading scores on national assessments are at their lowest point since 1990. Compounding the problem, chronic student absenteeism remains a major obstacle to improving learning. Though down from its pandemic peak, 23 percent of students were chronically absent in the 2024-25 school year, far above the pre-pandemic rate of 15 percent. More context from Time magazine: Reading scores were down roughly 0.6 grades in 2025 compared to 2015, and math scores were down about 0.4 grades. This means that students were 60% of one school year behind where their peers were in reading a decade earlier and 40% of one school year behind in math... "The decline started around the time that social media's use among teens was exploding, and this was also occurring in a number of other countries," says Thomas Kane, one of the authors of the Educational Scorecard report and a professor at Harvard University... [H]e maintains that it is at the core of the decline in reading achievement. He points out that social media use was shown to be heaviest among the lowest achieving students. "Some states and school districts are making progress," notes the Associated Press, "largely by shifting toward phonics-based instruction and providing extra support for struggling readers." And "The picture is also brighter in math. Almost every state in the analysis saw improvements in math test scores from 2022 to 2025."

Read more of this story at Slashdot.

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Princeton Will Supervise Exams For First Time In 133 Years Because of AI

✇Slashdot
Par : BeauHD
An anonymous reader quotes a report from The Independent: Princeton University will soon require exams to be supervised for the first time in 100 years -- all thanks to students using artificial intelligence to cheat. For 133 years, the Ivy League school's honor code allowed students to take exams without a professor present, but on Monday, faculty voted to require proctoring for all in-person exams starting this summer. A "significant" number of undergraduate students and faculty requested the change, "given their perception that cheating on in-class exams has become widespread," the college's dean, Michael Gordin, wrote in a letter, according to The Wall Street Journal. Princeton's honor system dates back to 1893, when students petitioned to eliminate proctors -- or an impartial person to supervise students -- during examinations, according to the school's newspaper, The Daily Princetonian. The honor code has long been a point of pride for Princeton. However, artificial intelligence and cellphones have made it easier for students to cheat -- and even harder for others to spot, Gordin wrote. Despite the changes to the policy, Princeton will still require students to state: "I pledge my honor that I have not violated the Honor Code during this examination," according to the Journal. Students are also more reluctant to report cheating, according to the policy proposal. Students are more likely now to anonymously report cheating due to fears of "doxxing or shaming among their peer groups" online, the proposal says, according to the school newspaper. Under the new guidelines, instructors will be present during exams to act "as a witness to what happens," but are instructed not to interfere with students. If a suspected honor code infraction occurs, they will report it to a student-run honor committee for adjudication.

Read more of this story at Slashdot.

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Harvard Votes On Limiting 'A' Grades

✇Slashdot
Par : BeauHD
Harvard faculty are voting on a proposal (PDF) to curb grade inflation by limiting solid A grades to 20% of students in a class, plus four additional A's per course. Axios reports: Grade inflation is at a tipping point at Harvard. A move to make A grades harder to come by at one of the world's leading universities could influence grading debates at peer institutions. Solid A's account for nearly two-thirds of all undergraduate letter grades. That's up from roughly a quarter 20 years ago. More than 50 members of last year's class graduated with perfect GPAs. [...] Faculty are voting on three separate provisions. Each requires a simple majority to pass. A cap to limit solid-A grades to 20% of enrolled students in a class, plus four additional A's per course. Changes to how internal honors are calculated, moving from traditional grade point average scoring to an average percentile rank. Allowing courses to use new "satisfactory" or "unsatisfactory" marks with a "satisfactory-plus" distinction. A pre-vote faculty poll showed around 60% of the 205 respondents favored the 20-plus-four formula over an alternative. Supporters of the cap argue it's intentionally modest as it places no restrictions on A-minuses. The four-grade buffer is designed to protect small seminars where a higher proportion of students may succeed. [...] If passed, changes would take effect in fall 2027, followed by a mandatory three-year review.

Read more of this story at Slashdot.

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Apple Now Requires Verification For Education Store

✇Slashdot
Par : BeauHD
Apple now requires Education Store shoppers in the U.S. and several other countries to verify their student, educator, parent, or homeschool-teacher status through UNiDAYS, ending the previous honor-system approach. 9to5Mac reports: Starting today, Apple requires shoppers in the United States to complete verification when making a purchase via the Education Store. This change also applies to Australia, Hong Kong, Turkey, Canada, and Chile. In many other markets around the world, such as the UK, Apple already required verification. As a refresher, people eligible for Apple's Education Store include current and newly accepted college students and their parents, as well as faculty, staff, and homeschool teachers across all grade levels. Apple is teaming up with UNiDAYS to handle the verification process. Students and educators will be asked to create a UNiDAYS ID and then verify their academic status by logging in to their school's academic portal. Alternatively, users can upload a photo of their student or faculty IDs. Homeschool teachers, meanwhile, will need to provide an identity document such as a driver's license, state ID card, or passport. They'll also need to provide one homeschool document, such as a Letter of Intent (LOI) or Letter of Acknowledgment. Most customers will be verified instantly, and those requiring manual verification should hear back within 24 hours. The same verification process applies both in-store and online for Apple Education Store shoppers. Meanwhile, Apple has added Apple Watch to the Education Store for the first time, offering discounts on the Series 11, SE 3, and Ultra 3.

Read more of this story at Slashdot.

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Why Some US Schools Are Cutting Back On the Technology They Spent Billions On

✇Slashdot
Par : EditorDavid
America's school districts "spent billions on technology during the pandemic," reports the Washington Post. "But now some states are limiting in-school screen time because of concerns about its impact on children." Nationwide [U.S.] schools invested at least $15 billion and possibly as much as $35 billion from federal pandemic relief funds on laptops, learning software and other technology between 2020 and 2024, according to an estimate by the Edunomics Lab, an education think tank. By last school year, 88% of public schools reported in a federal survey they had given every child a laptop, tablet or similar device. Now, some states and school districts are walking back their technology use following pressure from parents who claim too much in-school screen time has zapped children's attention spans and left them worse off academically. At least a dozen states introduced or adopted policies this year that attempt to regulate screen time in schools — from prescribing limits to allowing families to opt out of virtual instruction... In Missouri, a bill would require every school district in that state to come up with a screen time policy is making its way through the state legislature. "Ed tech is just big tech in a sweater vest," said Missouri state Rep. Tricia Byrnes (R), who introduced the legislation and blames what she described as the overuse of technology for middling test scores... Complicating the issue is research that shows students do not see any academic gains when provided with laptops. A meta-analysis of studies on reading comprehension suggests paper-based texts are better than digital-based reading... A body of research has established that excessive or unstructured screen time can have detrimental effects on children, including harming language development, weakening social skills and triggering anxiety and depression. But the effects of school-issued devices and in-school usage on children's development are less understood, said Tiffany Munzer, a developmental behavioral pediatrician and digital media researcher at the University of Michigan. Some studies report that high-quality digital tools can support students' learning goals, Munzer said. But "a lot of the apps that are marketed as educational ... are not actually educational and contain a lot of commercialized content."

Read more of this story at Slashdot.

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Should Schools Get Rid of Homework?

✇Slashdot
Par : BeauHD
Tony Isaac shares a report from NPR: Federal survey data shows that the amount of math homework assigned to fourth and eighth grade students, in particular, has been steadily declining for the past decade. Some educators and parents say this is a good thing -- students shouldn't spend six or more hours a day at school and still have additional schoolwork to complete at home. But the research on homework is complicated. Some studies show that students who spend more time on homework perform better than their peers. For example, a longitudinal study released in 2021 of more than 6,000 students in Germany, Uruguay and the Netherlands found that lower-performing students who increased the amount of time they spent on math homework performed better in math, even one year later. Other studies, however, suggest homework has minimal outcomes on academic performance: A 1998 study of more than 700 U.S. students led by a researcher at Duke University found that more homework assigned in elementary grades had no significant effect on standardized test scores. The researchers did find small positive gains on class grades when they looked at both test scores and the proportion of homework students completed. More homework was also associated with negative attitudes about school for younger children in the study. "The best educators figured out a long time ago that we can control what we can control," and that's what happens during the school day, Superintendent Garrett said, not homework. "There has been a shift away from it naturally anyway, and I felt like this made it equitable across our entire school system." "The best argument for homework is that mathematical procedures require practice, and you don't want to waste classroom time on practice, so you send that home," said Tom Loveless, a researcher and former teacher who has studied homework. Ariel Taylor Smith, senior director of the Center for Policy and Action at the National Parents Union, said: "The thing they point to is that it's an equity issue, and not all parents have the same availability and ability to support their students. I would make the argument that if a kid is really far behind in school, that's an equity issue. They need the additional time to practice." Kids, she said, "need more practice ... Sometimes, you do have to practice the boring stuff, like math." "The interesting issue for folks to consider is not should there be more homework, but should there be better homework," said Joyce Epstein, who has studied homework and is the co-director of the Center on School, Family, and Community Partnerships at the Johns Hopkins University School of Education. "Better homework in math might be knowing the fact that kids don't have to be practicing for hours, 10 to 20 examples," when they could establish mastery in less time.

Read more of this story at Slashdot.

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How Teachers Fight Students' Shortening Attention Spans Shorter Activities, Hands-On Projects, and Meditation

✇Slashdot
Par : EditorDavid
The Washington Post reports that some teachers are now implementing "brain breaks" in their classrooms to cope with shorter attention spans, "including limiting screen time; cutting the time students spend on one activity; adding more engaging, hands-on projects; and practicing meditation." Some teachers say the efforts are helping, at least a little... To engage students, teachers say they often feel the need to deliver teaching not only in shorter bursts, but also in more entertaining ways. "The new word is 'edutainment,'" said Curtis Finch, superintendent of Deer Valley Unified School District in Arizona. "How can you make your lesson applicable, interactive? Teachers are going to have to be more engaging for students...." In a kindergarten classroom at McKinley STEAM [a K-8 public school], students start the day with a meditation. The classroom of two dozen children is perhaps its quietest during this short activity every morning. Imagine you're in the Arctic, a voice from a meditation video tells them, with snowflakes melting on your skin. Silently, the children lay down on the carpet and close their eyes for a moment. After the meditation, the students gather in a circle and do a few deep breathing exercises before taking turns proclaiming what they are capable of each day. "I can be a good student," one little boy said before the child next to him replied: "I can listen to the teacher." The goal is that these mantras will stay with the children hours later, when they have to sit through the more tedious lessons of the day. An instructional coach at McKinley STEAM says the strategies are working students aren't reaching for their phones during class and sometimes actually get drawn into lessons. The article also explains why some teachers find this necessary: In recent years, educators say, it has grown more challenging to get students to pay attention. Eighty-eight percent of respondents in an international survey from 2025 of more than 3,000 teachers believed their students' attention spans were getting shorter. In a study published last year about kindergarten through second-grade classrooms in the United States, 75 percent of teachers said attention spans had dropped since the coronavirus pandemic, when the use of laptops and other technology for schooling spread rapidly. A growing body of research says that excessive screen time and short-form content such as TikTok videos are part of the problem. At least 36 states, including Ohio, have laws requiring schools to have some form of a cellphone ban. There is debate over whether screen time reduces people's ability to focus or their desire to — many developmental experts lean toward the latter, suggesting that it is possible to help students regain longer attention spans.

Read more of this story at Slashdot.

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L’École 3.0 : quand l’IA enseigne, le prof éduque enfin

✇Les Électrons Libres
Par : Philippe Bourcier

Doit-on confier l’éducation de nos enfants à l’IA ? Ou, au contraire, la proscrire des salles de classe ? Faux débat. Le véritable enjeu est ailleurs : l'IA peut mettre fin à la tyrannie des notes, et devenir un profond réducteur d'inégalités.

L'école publique semble à bout de souffle. Classes surchargées par endroits, corps professoral frôlant l'épuisement, absences non remplacées, effondrement du niveau dans les classements internationaux et creusement des inégalités sociales. Pendant que la société s'écharpe sur des débats devenus rituels comme le port de l'uniforme, la dictée quotidienne ou l'interdiction stricte des smartphones, une révolution silencieuse est en train de s'écrire dans les laboratoires de l'EdTech. Fini l'apprentissage passif et la sanction couperet de la note de fin de trimestre. Place à l'École 3.0. Sans tabou, et avec une puissance d'analyse inédite, la technologie prépare l'arrivée d'une intelligence artificielle qui s'imposera, non pas comme un énième gadget récréatif, mais comme un véritable professeur personnel. Un compagnon d'apprentissage sur mesure qui suivra chaque enfant, depuis son pupitre d'école jusqu'au bureau de sa chambre.

2035 : une journée ordinaire, du collège à la maison

Bordeaux, 8 h 30. Le silence règne dans la classe de 4e B du collège Montaigne. Pourtant, le cours de mathématiques bouillonne d'interactions invisibles. Sur chaque pupitre, une simple copie double, un stylo, et une tablette posée sur un bras articulé dont la caméra pointe vers la table. Lucas, 13 ans, s'attaque à une équation complexe. Il rédige ses calculs à la main. Il hésite, rature, puis se lance dans un développement hasardeux. Instantanément, une notification discrète apparaît sur l'écran de sa tablette. C'est « Luciole », l'assistant pédagogique de la classe. Lucas met son oreillette et chuchote : « Qu'est-ce qui coince ? ».

La voix chaleureuse et synthétique de l'IA lui répond en temps réel, directement dans le creux de l'oreille : « Ton début de raisonnement est parfaitement logique, Lucas. En revanche, si tu continues dans cette direction à la ligne 3, tu vas oublier de changer le signe en passant le chiffre de l'autre côté. Si je devais te noter maintenant, je t'enlèverais deux points pour cette erreur. Veux-tu que je t'explique pourquoi ? ».

C'est ce que les ingénieurs pédagogiques appellent le « devoir accompagné IA ». Lucas ne se contente pas d'écouter passivement la correction, il dialogue. Fini la peur du jugement liée à la prise de parole publique, il demande à la machine de lui réexpliquer la règle des signes dans le contexte précis de son calcul autant de fois que nécessaire. L'explication est chirurgicale, formulée pour lui. Lucas sourit, gomme son erreur et reprend son stylo de plus belle. L'apprentissage se fait par l'action corrigée, à la volée, comme avec un professeur particulier.

8 h 45. Au bureau, Nicolas, l'enseignant, ne surveille pas ses élèves d'un air oisif, plongé dans ses pensées. Les yeux rivés sur son ordinateur portable, il observe le tableau de bord de progression en temps réel de la classe s'animer en direct. Il voit l'évolution de la compréhension de ses vingt-huit élèves s'afficher sous forme de cartographie de données. La classe n'est plus cette éternelle « boîte noire » où ceux qui ne comprennent pas se cachent au fond de la salle pour échapper au regard du maître.

Sur son écran, le vert domine, mais deux autres signaux attirent son attention. Une zone rouge clignote avec insistance du côté de la rangée de la fenêtre : le logiciel indique à Nicolas que cinq élèves butent tous sur la même étape conceptuelle, malgré les relances de l'IA. Plus loin, un indicateur orange signale une inactivité prolongée. Léo et Maxime ne butent pas sur l'équation : ils bavardent tranquillou et leur stylo n'a pas touché la feuille depuis cinq minutes.

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Stanford Daily Ponders Fate of Bill Gates Namesake Building On April Fools' Day

✇Slashdot
Par : BeauHD
theodp writes: "Gates Computer Science Building renamed Peter Thiel Center for Panoptic Computing" reads the headline of an April Fools' Day story that ran in the Humor section of The Stanford Daily (with the further disclaimer that "This article is purely satirical and fictitious"). The story begins: "Following revelations that the billionaire founder of Microsoft, Bill Gates, had a longstanding relationship with convicted child sex trafficker Jeffrey Epstein, Stanford has announced it will strip Gates' name from the William H. Gates Computer Science Building and instead honor alumnus Peter Thiel B.A. '89, JD '92. Gates, who is not a Stanford alumnus, gave an initial gift of $6 million toward the building's construction in 1992." While fictional, the story does make one wonder what may become of the academic and institutional buildings worldwide named after Bill Gates in the blowback over his past ties to Epstein, which have already played a factor in the breakdown of his marriage to Melinda French Gates and friendship with Warren Buffet. In addition to The Gates Computer Science Building at Stanford, this includes the Bill and Melinda Gates Computer Science Complex at the University of Texas at Austin, Bill and Melinda Gates Hall at Cornell, The Bill & Melinda Gates Center for Computer Science & Engineering at the University of Washington, and The William H. Gates Building at MIT's Stata Center. Buildings named after Gates' parents include Mary Gates Hall and William H. Gates Hall at the University of Washington, and The William Gates Building at the University of Cambridge (UK). Aside from the Thiel angle, The Stanford Daily's April Fools' Day story may not be as far-fetched as it may seem -- many universities' naming policies include provisions allowing donors' names to be removed from buildings, programs, or other facilities under extraordinary circumstances. For example, the University of Washington's Regent Policy No. 50 states, "The University reserves the right to revoke and terminate any naming on reasonable grounds not limited to the revelation of corporate or individual acts detracting from the University's mission, integrity, or reputation." Then again, UW notes that Bill's parents and siblings served as UW Regents for decades, so one expects Bill will be granted some leeway here for what he has characterized as 'foolish' choices on his part.

Read more of this story at Slashdot.

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ÉducaLibre 2026 sera ce que nous en ferons ensemble. À bientôt à Bruxelles.

✇LinuxFr.org : les dépêches
Par : Nicolas Pettiaux · Arkem

ÉducaLibre 2026 : appel à propositions d'ateliers, conférences et tables rondes

Bruxelles, 4-6 juillet 2026—Université libre de Bruxelles

Un rendez-vous européen qui manquait

Partout en Europe, des enseignants innovent avec des logiciels libres, des développeurs créent des outils pédagogiques ouverts, des makers fabriquent, des chercheurs explorent, des artistes partagent. Ces initiatives foisonnent—mais restent trop souvent isolées, ignorées les unes des autres, condamnées à réinventer sans cesse la même roue.

ÉducaLibre veut changer cela.

Du 4 au 6 juillet 2026, l'Université libre de Bruxelles accueille la première édition de ce rendez-vous européen des communs éducatifs : trois jours pour croiser les regards, partager les expériences, tisser des collaborations durables, et construire ensemble les ressources pédagogiques libres de demain.

L'événement est organisé par l'ASBL EduCode, qui avait déjà porté les éditions EduCode 2018 (1200 participants au BOZAR), 2019 et 2020, et dont certains membres ont contribué à l'organisation des RMLL 2013 à Bruxelles. Le lieu—le bâtiment U de l'ULB, domicile du FOSDEM depuis plus de vingt ans—n'a pas été choisi par hasard.

Ce qu'on y fera

Cinq pistes thématiques en parallèle :

  • politiques publiques et souveraineté numérique
  • pédagogie et pratiques de classe (GeoGebra, Moodle, Python, NumWorks, LaTeX, …)
  • administration et déploiement technique dans les établissements
  • innovation, IA et recherche en éducation
  • économie et entrepreneuriat du libre éducatif

Et une piste transversale : art, musique, création, poésie—parce que l'éducation se nourrit aussi de culture et de sensibilité.

En parallèle : des ateliers pratiques, des hackathons, des démonstrations, des tables rondes, des stands de projets. Le tout sous licences libres, avec captation vidéo publiée en CC-BY-SA.

Public attendu : 500 à 800 participants de toute l'Europe, enseignants du primaire au supérieur, développeurs, décideurs politiques, chercheurs, artistes, entrepreneurs.

L'appel à propositions est ouvert

C'est là que vous entrez en scène.

Vous utilisez un outil libre en classe et vous avez envie de le faire découvrir ? Vous avez mené une migration réussie dans votre établissement ? Vous développez un projet éducatif libre que le monde devrait connaître ? Vous avez des choses à dire sur la souveraineté numérique dans l'éducation, sur les modèles économiques du libre, sur l'IA et ses enjeux pédagogiques ?

Proposez une intervention : https://propositions.educalibre.eu

Formats acceptés :

  • atelier pratique (1h30)
  • conférence ou présentation (45 min)
  • table ronde ou débat (1h15)
  • démonstration de projet ou d'outil (30 min)
  • hackhaton
  • et toute autre forme que vous imaginez

Les langues de l'événement sont le français, le néerlandais, l'anglais et l'allemand—mais toute proposition dans une autre langue européenne sera examinée avec bienveillance.

La date limite pour soumettre une proposition est fixée au 14 avril 2026.

Pourquoi ça compte

L'éducation européenne est à un tournant. Le Schleswig-Holstein migre massivement vers le libre. La France structure ses politiques publiques autour de solutions souveraines. Des expériences remarquables existent au Kerala, en Catalogne, dans de nombreuses communes belges et françaises. Mais ces expériences ne se parlent pas assez.

ÉducaLibre n'est pas une conférence de plus où l'on écoute passivement des experts. C'est un espace horizontal, construit par et pour ses participants. Le programme sera ce que la communauté en fera.

Parmi les intervenants déjà pressentis :
1. Alexis Kauffmann (direction du numérique éducatif, ministère de l'éducation nationale français),
2. Frank Karlicheck (Nextcloud),
3. Tristan Nitot,
4. Pierre Pezzardi (Dinum)
5. Emmanuel Zimmert (ladigitale.dev)
6. des représentants de Framasoft, April, Aful, la FSFE, et des décideurs politiques belges et européens.

Pour aller plus loin

Tous les contenus produits seront publiés sous licence CC-BY-SA 4.0.

Commentaires : voir le flux Atom ouvrir dans le navigateur

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Cybersécurité : face aux nouvelles menaces, voici une formation pour devenir le pilier stratégique de votre entreprise [Sponso]

✇Numerama.com - Magazine
Par : humanoid xp

Cet article a été réalisé en collaboration avec École Polytechnique Executive Education

La cybersécurité est désormais au cœur de la survie des organisations. Afin d'avoir toutes les cartes en main, l'Institut Polytechnique de Paris, associé à des leaders de l'industrie, propose une formation diplômante d'excellence (Bac+5) à destination des cadres de haut niveau.

Cet article a été réalisé en collaboration avec École Polytechnique Executive Education

Il s’agit d’un contenu créé par des rédacteurs indépendants au sein de l’entité Humanoid xp. L’équipe éditoriale de Numerama n’a pas participé à sa création. Nous nous engageons auprès de nos lecteurs pour que ces contenus soient intéressants, qualitatifs et correspondent à leurs intérêts.

En savoir plus

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