Educational Technologies Transform Student Success Strategies at Nîmes University
Artificial intelligence and new educational technologies are reshaping student success strategies, evaluation methods, and course design across primary schools and universities. Le webinaire mensuel des Mardis de la Réussite propose des échanges axés sur l’usage des nouvelles technologies et la recherche d’une réelle valeur ajoutée pour la réussite étudiante, au-delà de l’effet de nouveauté.
Joshua Fonti Examines AI and Educational Sciences on November 10
Joshua Fonti, an educational engineer at Nîmes University and doctoral researcher at the LHUMAIN laboratory, leads the 13th monthly session of Les Mardis de la Réussite on November 10. The exchange focuses on the intersection of new technologies and educational sciences, questioning whether digital tools serve as effective levers for student achievement. Discussions center on concrete professional practices, the alignment of technological innovations with pedagogical goals, and local research initiatives.
Evaluating Changing Assessment Practices and Teacher Scenariotelling
The integration of artificial intelligence alters traditional student evaluations and modifies how teachers approach course scenariotelling. Educators face the challenge of identifying which digital practices yield measurable improvements in student learning rather than merely introducing novelty. Participants in the November session examine varying professional postures and review field research regarding these evolving classroom dynamics.
Frequently Asked Questions About the Nîmes University Webinar
Who participates in the 13th session of Les Mardis de la Réussite?
Joshua Fonti, an educational engineer at Nîmes University and doctoral researcher at the LHUMAIN laboratory, leads the November 10 webinar event.
What core topics does the November 10 webinar address?
The session investigates new technologies and educational sciences, focusing on their capacity to support student success, alter evaluation methods, and influence teacher planning.
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