Dawson College, Concordia University, McGill University

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.

Dr. Catherine Fichten, Dawson College and McGill University (catherine.fichten@mcgill.ca)

Collège de Maisonneuve, Université de Montréal, UQAM

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.

Concertation Montréal

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.

Cégep Marie-Victorin, Université de Montréal

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.

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.

Collège de Bois-de-Boulogne, Université de Montréal

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.

JACOBB, IVADO

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).

Collège de Rosemont, Université de Montréal

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.

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).

Cégep de Saint-Laurent, Université de Montréal

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.

ARTENSO

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).

Cégep André-Laurendeau, École de technologie supérieure

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.

OPTECH

David Beaulieu, enseignant, chercheur et ingénieur, Cégep André-Laurendeau (david.beaulieu@claurendeau.qc.ca)

UQAM, Cégep André-Laurendeau

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.

IVADO, Google AI, ISC-UQAM, CRIA-UQAM

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).