Résumé
L’accès aux apprentissages et à la formation des personnes malvoyantes et aveugles passe par un matériel pédagogique numérique accessible. Toutefois, le critère d’accessibilité peine à être intégré dans les pratiques des éditeurs et des enseignants. De plus, ce travail reste chronophage pour les spécialistes en adaptation. Dans le cadre du développement d’un artefact qui s’appuie sur de l’intelligence artificielle, nous questionnons comment la délégation de l’adaptation du matériel pédagogique vers et depuis un artefact SI agentique peut-elle se produire ? En nous appuyant sur la sociologie de l'acteur-réseau nous restituons un riche écosystème d’acteurs et le rôle de régulateur de l’apprenant malvoyant ou aveugle. Enfin, nous analysons les interactions entre l’apprenant, le spécialiste en adaptation et l’artefact SI agentique sous le prisme de la volonté de délégation.
Providing accessible digital educational materials is one of the cornerstones of a system that promotes access to learning and training for blind and low vision people (BLV). However, the accessibility criterion has yet to be integrated into the practices of publishers and teachers. Moreover, this work remains time-consuming for adaptation specialists. In the context of the development of an artifact that relies on artificial intelligence, we question how the delegation of the adaptation of educational material to and from an agentic IS artifact can occur? Drawing firstly on the actor-network theory, we outline a rich ecosystem of actors and the regulating role of the BLV learner. Secondly, we investigate the interactions between the BLV learner, the adaptation specialist and the agentic IS artifact under the prism of the conceptual model of the willingness to delegate.
Providing accessible digital educational materials is one of the cornerstones of a system that promotes access to learning and training for blind and low vision people (BLV). However, the accessibility criterion has yet to be integrated into the practices of publishers and teachers. Moreover, this work remains time-consuming for adaptation specialists. In the context of the development of an artifact that relies on artificial intelligence, we question how the delegation of the adaptation of educational material to and from an agentic IS artifact can occur? Drawing firstly on the actor-network theory, we outline a rich ecosystem of actors and the regulating role of the BLV learner. Secondly, we investigate the interactions between the BLV learner, the adaptation specialist and the agentic IS artifact under the prism of the conceptual model of the willingness to delegate.