projects | PIA

College/University collaborative projects

PIA supports 14 collaborative projects at the college/university level in conformity with its objective to boost the capacity of Montréal’s colleges and universities to develop and/or adapt more swiftly higher education training and programs in artificial intelligence. Ten out of twelve colleges members of PIA and the seven universities are part of one or more projects. This page presents fourteen short abstracts of each project.

Training projects

F01. How smartphone virtual assistants and applications powered by artificial intelligence can help promote the academic success of postsecondary students with disabilities
- Participating institutions
  
  Dawson College, Concordia University, McGill University
- Abstract
  
  The interdisciplinary team will examine how the functions of AI-powered smartphone virtual assistants (Siri, Google Assistant, Alexa, Bixby, etc.) and applications (Seeing AI, Office Lens, Microsoft Translator, etc.) can support the academic success of postsecondary students with disabilities: visual, hearing or speech impediments, learning disabilities, attention deficit disorder, or other mental or physical disabilities. After selecting the most useful assistants and applications, the team will develop tools designed to train students, facilitators, accessibility practitioners and educational technologists in their use.
- Project leader
  
  Dr. Catherine Fichten, Dawson College and McGill University (catherine.fichten@mcgill.ca)
- Abstract PDF format

F02. Development of a higher learning program in cognitive sciences to spur female student interest in programming and artificial intelligence
- Participating institutions
  
  Collège de Maisonneuve, Université de Montréal, UQAM
- Abstract
  
  To boost postsecondary female student numbers in artificial intelligence, the project provides for the development of a double Diploma of College Studies (DCS) aligned with key university level programs in artificial intelligence and combining Computer Science and Mathematics with Social Science. The curriculum pairing computer science, mathematics and cognitive psychology will provide a promising springboard to studies in AI or the cognitive sciences.
- External partner
  
  Concertation Montréal
- Project leader
  
  Guy Gibeau, Directeur des études, (ggibeau@cmaisonneuve.qc.ca) et Jihene Rezgui, Laboratoire de recherche en informatique (LRIMa), Département d’informatique, (jrezgui@cmaisonneuve.qc.ca) Collège de Maisonneuve.
- Abstract PDF format

F03. Development of arts and technology courses for the age of artificial intelligence
- Participating institutions
  
  Cégep Marie-Victorin, Université de Montréal
- Abstract
  
  Université de Montréal and Cégep Marie-Victorin propose the development of two courses to introduce arts students to AI-related fields in the arts and technology sector. Learning activities and teaching materials will be formulated to develop competencies in AI-related fields such as off-frame imagery, smart projection, virtual reality, data visualization, image and musical notation recognition, art generation using artificial intelligence, 3D printing and embedded programming.
- Project leaders
  
  Marie-Claude Cyr, conseillère pédagogique, (marie-claude.cyr@colegemv.qc.ca), Laurent Viau-Lapointe, professeur, département des Arts visuels (laurent.viau-lapointe@collegemv.qc.ca), Daniel Tardif, Professeur, département de Mathématiques (daniel.tardif@collegevm.qc.ca) du Cégep Marie-Victorin ;
  
  Sébastien Roy, professeur, département d’Informatique et de Recherche opérationnelle (sebastien.3d.ray@umontreal.ca) et Caroline de Coninck, coordonnatrice de la technopédagogie, Centre de pédagogie universitaire, (caroline.de.coninck@umontreal.ca), de l’Université de Montréal.
- Abstract PDF Format

F04. Integrated, inter-level training curriculum providing an introduction to AI data management
- Participating institutions
  
  Collège de Bois-de-Boulogne, Université de Montréal
- Abstract
  
  The aim of this project is to facilitate student and worker access to the potential of artificial intelligence through the development and animation of a hybrid online and laboratory-based program in Data Sciences. The program would integrate college and university teaching approaches as applied to data management professions, and be based on two key thrusts: introductory vignettes into the concepts of AI‑powered data management in the form of a massive online open course (MOOC) in French and face‑to-face workshops focusing on project-specific pedagogical approaches to learning.
- External partners
  
  JACOBB, IVADO
- Project leaders
  
  Alain Tapp, professeur, département d’Informatique et de Recherche opérationnelle, (alain.tapp@umontreal.ca), et Caroline de Coninck, coordonnatrice de la technopédagogie, Centre de pédagogie universitaire, (caroline.de.coninck@umontreal.ca), de l’Université de Montréal ;
  
  Hafed Benteftifa, enseignant, Collège de Bois-de-Boulogne (hafed.benteftifa@bdeb.qc.ca), Halia Ferhat, conseillère pédagogique, Collège de Bois-de-Boulogne (halia.ferhat@bdeb.qc.ca), Nesrine Zemirli, enseignante et chercheuse, Collège de Bois-de-Boulogne (nesrine.zemirli@bdeb.qc.ca).
- Abstract PDF Format

F05. Ethics and artificial intelligence in higher learning: Fostering the responsible development of AI consistent with or exceeding the recommendations of the Montréal Declaration
- Participating institutions
  
  Collège de Rosemont, Université de Montréal
- Abstract
  
  This project proposes the development of scalable inter-level college/university training on the ethical and social challenges associated with artificial intelligence. More specifically, the project would draw on the deliberative and inclusive process which led to the Montréal Declaration for the Responsible Development of Artificial Intelligence, the object being to provide students and faculty of Université de Montréal and Collège de Rosemont with the tools for handling the challenges inherent in the use of artificial intelligence and, ultimately, for initiating appropriate action in their respective fields of endeavour.
- Project leaders
  
  Pauline Noiseau, Coordonnatrice, Algora Lab, Université de Montréal (pauline.noiseau@umontreal.ca), Marc-Antoine Dilhac, professeur, département de Philosophie, Université de Montréal (marc-antoine.dilhac@umontreal.ca) et Martin Brière, conseiller pédagogique, Collège de Rosemont (mbriere@crosemont.qc.ca).
- Abstract PDF Format

F06. Employ cross-disciplinarity to identify the ethical and social challenges of AI and develop an optional course for students
- Participating institutions
  
  Cégep de Saint-Laurent, Université de Montréal
- Abstract
  
  The project involves the development of a complementary college-level or optional university-level course in AI and related ethical and social challenges. The course would be intended for students enrolled in any program of studies. Students signing up for this cross-disciplinary course would receive training in the potential and limits of artificial intelligence. Upon completion, students would be poised to understand the mechanisms used in AI, including inherent biases and the ethical and social challenges posed.
- External partner
  
  ARTENSO
- Project leaders
  
  Sirléa Ferreira Rosa, analyste technopédagogique, Cégep de Saint-Laurent (srosa@cegepsl.qc.ca), Dominique D’Anjou, conseiller pédagogique, Centre de pédagogie universitaire, Université de Montréal (dominique.danjou@umontreal.ca) et Bernard Bérubé, directeur adjoint, Centre de pédagogie universitaire, Université de Montréal (b.berube@umontreal.ca).
- Abstract PDF format

F07. Incorporation of artificial intelligence into the teaching of the prototyping of instruments of measure
- Participating institutions
  
  Cégep André-Laurendeau, École de technologie supérieure
- Abstract
  
  Artificial intelligence applications increasingly impact the work of technologists and engineers active in the industrial sector. This collaborative, interdisciplinary project will group together college and university level researchers, faculty and students, and combine teaching and technological innovation with a view to developing, in an experimental context, prototypes of instruments of measure reliant upon the calculation power of artificial intelligence. Competencies developed by students would be transferable to real-world applications of Industry 4.0.
- External partner
  
  OPTECH
- Project leaders
  
  David Beaulieu, enseignant, chercheur et ingénieur, Cégep André-Laurendeau (david.beaulieu@claurendeau.qc.ca)
- Abstract PDF format

F08. Setup of permanent summer school program in artificial intelligence and cognitive sciences
- Participating institutions
  
  UQAM, Cégep André-Laurendeau
- Abstract
  
  This project involves the setup of a permanent summer school in artificial intelligence focusing on the cognitive sciences and intended for postsecondary students. The object of the school would be to introduce college students and university undergraduates to artificial intelligence and the cognitive sciences, and to open the door to university-level training in the field. The first two years of operations would be devoted to targeting and consolidating program content and integrating notions of AI into college curricula.
- External partners
  
  IVADO, Google AI, ISC-UQAM, CRIA-UQAM
- Project leaders
  
  Fatiha Sadat, professeure, département d’Informatique et membre de l’Institut des sciences cognitives, UQAM (sadat@fatiha@uqam.ca), Christian Thérieault, professeur, département de Mathématiques, Cégep André-Laurendeau (theriaultchristian@gmail.com).
- Abstract PDF format

Competency framework projects

C01. Competency framework in artificial intelligence management as applicable to Industry 4.0
- Participating institutions
  
  Collège de Bois-de-Boulogne, Polytechnique Montréal
- Abstract
  
  The project seeks to define a framework of essential competencies for digital development and, more particularly, the management of artificial intelligence within organizations from the ethical and sustainability standpoints. The team will analyse digital frameworks and define a framework for AI with a view to spurring the development of training programs at the college and university levels. The integration of AI content, AI management and AI workplace organization figure among the key components to be studied.
- External partners
  
  Université TÉLUQ, Collège d’Alma, JACOBB
- Project leaders
  
  Samuel Pierre, Professeur, Polytechnique Montréal (samuel.pierre@polymtl.ca) et Diane-Gabrielle Tremblay, TELUQ (dgtrembl@teluq.ca)
- Abstract PDF Format

C02. Competency framework in artificial intelligence: A success pipeline from college to university and beyond
- Participating institutions
  
  Dawson College, Concordia University
- Abstract
  
  This project seeks to co-develop a comprehensive competency framework in AI with a view to creating a pipeline of success across college, university and continuing education programs of study. To address talent development needs in artificial intelligence, these frameworks will serve as the basis for the production of content designed to balance technical, ethical and human skills in training and programs, provide for the validation of competencies, and spur facilitators to experiment and innovate in this emerging field of endeavour.
- Project leaders
  
  Sherry Blok, Director of Programs, Concordia University sherry.blok@concordia.ca et Joel Trudeau, Professor, Department of Physics, Dawson College, jtrudeau@dawsoncollege.qc.ca.
- Abstract PDF Format

C03. Upper level teaching of the ethics of artificial intelligence in light of the ubiquitous creep of information and communications technologies (ICTs)
- Participating institutions
  
  Cégep André-Laurendeau, UQAM
- Abstract
  
  Artificial intelligence, a tributary of information and communications technologies, continues to disrupt and reshape modern societies, and has brought to the fore a number of ethical issues. In the matter of the upper level teaching of the ethics of artificial intelligence, precious few resources impart a unified understanding of the ethical competencies necessary in AI. This project seeks to produce a competency framework combining reflection into ethics and media studies of ICTs, the sole manner in which to provide a unified vision of the competencies required for the upper level teaching of the ethics of AI.
- External partners
  
  Vitrine Technologie Éducation (VTÉ), Réseau des répondants et répondantes TIC (REPTIC)
- Project leaders
  
  Frédérick Bruneault, Professeur, Cégep André-Laurendeau (frederick.bruneau@claurendeau.qc.ca) et André Mondoux, Professeur, UQAM (mondoux.andre@uqam.ca).
- Abstract PDF Format

C04. Continuum, a qualifying program in bioinformatics
- Participating institutions
  
  Collège Ahuntsic, Université de Montréal
- Abstract
  
  Bioinformatics is a rapidly growing sector impacted by recent developments in artificial intelligence. Continuum, a qualifying program, proposes an innovative solution for matching training to employment which includes a mix of classroom and on-the-job coaching and training. The project submitted seeks to address the needs of industry and to develop requisite training by identifying competencies essential to employment in the bioinformatics sector. The overall aim is to bridge the gap between candidate competencies and needs identified by host businesses.
- External partners
  
  Montréal InVivo, Qualifications Québec, Pharmabio Développement (CSMO)
- Project leader
  
  Nathalie Parent, Chargée de projets institutionnels, Direction de la formation continue, Université de Montréal (n.parent@umontreal.ca).
- Abstract PDF Format

C05. AI in healthcare: A Québec framework for nursing education
- Participating institutions
  
  John Abbott College, McGill University
- Abstract
  
  This project will examine the ethical and social challenges of integrating AI into nursing practice and help nurses provide better patient care through the use of complex, ever evolving developments in artificial intelligence. Based on a combination of document analyses and consultations with nurses and AI specialists, the team will develop and validate an AI competency framework for college and university level nursing curricula. While initially focused on nursing, these competencies could later be extended to other healthcare sectors such as inhalation therapy and paramedic care.
- Project leaders
  
  Ute Beffert, Teacher Department of Nursing, John-Abbott College (ute.beffert@johnaabbott.qc.ca) et Laura Winer, Director, Teaching & Learning Services, McGill University (laura.winer@mcgill.ca)
- Abstract PDF Format

C06. Development of an adaptive, bilingual competency framework in AI through machine learning
- Participating institutions
  
  Vanier College, McGill University, HEC
- Abstract
  
  This project seeks to develop and validate a bilingual AI competency framework using machine learning algorithms to analyse job postings by AI sector companies in Montréal and programs of study offered by local educational institutions. The project aims to identify and map new skills and competencies required by industry, and to develop a prospective pilot curriculum in a sample of college courses. Data transfer transparency and precision respecting competencies identified will make it possible to abbreviate the bridging of training/occupation competency gaps triggered by the ever evolving requisites of new AI-based industries.
- External partner
  
  Google Brain
- Project leaders:
  
  Ivan T. Ivanof, Instructor, Vanier College (ivanovi@vaniercollege.qc.ca); Sandi Mak, Instructor, Vanier College (maks@vaniercollege.qc.ca); Laurent Charlin, Professeur, HÉC Montréal (lcharin@gmail.com); AJung Moon, Professor, McGill University (ajung.moon@mcgill.ca).
- Abstract PDF Format