TERMIUM Plus^®

Record 1,  Textual support,  English

Record number: 1, Textual support number: 1 DEF

[The module of an Intelligent Tutoring System] that models the student’s understanding of the domain.  2, record 1, English, - student%20model%20module

Record number: 1, Textual support number: 1 CONT

Student Model Module. The task of this building block is to construct a student model which represents student’s knowledge. It is essentially an inductive inference which induces a model from observed data. In ITS [Intelligent Tutoring Systems], the model should be an executable program described in a knowledge representation language and the data are student’s answers to the problems.  1, record 1, English, - student%20model%20module

Record number: 1, Textual support number: 2 CONT

The Student Module analyzes the student's answers, diagnosis the misconceptions and keeps track of the information on the student's mastery of the knowledge. The student modeler of XTRA-TE is aimed at both behavioral diagnosis and epistemic diagnosis. At the behavioral level, the student receives direct feedback from the system. The student's response is checked against the domain knowledge for correctness.  2, record 1, English, - student%20model%20module

Record number: 1, Textual support number: 3 CONT

To assist the student module in the task of diagnosis, [the expert module] can operate in a single-step mode showing the result of application of the best rule, or all rules, to a given problem.  2, record 1, English, - student%20model%20module

Record 1,  Textual support,  French

Record number: 1, Textual support number: 1 DEF

Module d'un système EIAO dont la tâche consiste à diagnostiquer les failles de raisonnement et à élaborer ou mettre à jour un modèle apprenant représentant les connaissances de l'apprenant à partir des réponses qu'il donne à des problèmes.  2, record 1, French, - module%20de%20diagnostic%20cognitif

Record number: 1, Textual support number: 1 CONT

Applusix a une architecture classique de Tuteur Intelligent. Les différents modules sont : l'expert [...]; le module pédagogique [...]; le module de diagnostic cognitif qui met à jour le profil de l'élève; l'interface [...]  1, record 1, French, - module%20de%20diagnostic%20cognitif

Record number: 1, Textual support number: 2 CONT

Le module de diagnostic cognitif a pour but de modifier le profil de l'élève à partir des informations enregistrées pendant les interactions. Ces informations sont principalement : demandes (ou non) de détail dans les calculs (interaction observation); choix d'une expression et d'une transformation (interaction résolution); choix d'une transformation applicable (interaction pilotage). [...] elles sont exploitées pour mettre à jour le profil de l'élève.  1, record 1, French, - module%20de%20diagnostic%20cognitif

Record 1,  Textual support,  Spanish

Record 2,  Textual support,  English

Record number: 2, Textual support number: 1 DEF

A level of diagnosis concerned with the individual whose behavior and knowledge are of interest to the behavioral and epistemic diagnosis. It supports the view of the student, not only as a recipient of communicable knowledge, but as an agent with an identity of his own, engaged in an active learning process. Collecting information about this agent's individual characteristics can be a productive diagnostic activity. Individual diagnosis remains an area for further research.  1, record 2, English, - individual%20diagnosis

Record number: 2, Textual support number: 1 CONT

Individual diagnosis requires a specialized, largely domain-independent vocabulary, which the field still needs to investigate.  1, record 2, English, - individual%20diagnosis

Record 2,  Textual support,  French

Record number: 2, Textual support number: 1 DEF

Diagnostic effectué par un individu (l'apprenant) en considérant son état de connaissance (état épistémique).  2, record 2, French, - autodiagnostic

Record number: 2, Textual support number: 1 OBS

Les principales facettes de ce type de diagnostic sont d'ordre : architectural (simulation de l'état épistémique par l'architecture cognitive du didacticiel), didactique (inclusion d'un modèle d'apprentissage dans le modèle de l'apprenant), stéréotypique (construction d'un profil de l'apprenant au moyen de traits de caractère et de préférences stéréotypiques), motivationnel (inclusion de paramètres tels, niveau d'intérêt, fatigue, etc.), situationnel (interventions extérieures qui peuvent modifier la performance de l'apprenant), intentionnel (attitude et opinions de l'apprenant vis-à-vis de l'interaction pédagogique), autoréférentiel (modèle individuel) et réciproque (modèle du système construit par l'étudiant).  2, record 2, French, - autodiagnostic

Record 2,  Textual support,  Spanish

Record 3,  Textual support,  English

Record number: 3, Textual support number: 1 DEF

Identification of the decisions or operators responsible for the success or failure of achieving a goal.  2, record 3, English, - credit%2Fblame%20assignment

Record number: 3, Textual support number: 2 DEF

In epistemic diagnosis, the task of discovering which knowledge, correct or incorrect, has been used to produce behavior, and which relevant knowledge has been overlooked. This requires the availability of a modeling language and some form of differential modeling, whereby the knowledge used by the student can be compared to that which the expert would have used. The methods used in credit/blame assignment are : model tracing, structural consistency and longitudinal consistency.  3, record 3, English, - credit%2Fblame%20assignment

Record 3,  Textual support,  French

Record number: 3, Textual support number: 1 DEF

Repérage des décisions ou des opérateurs déterminant le succès ou l'échec quant à l'atteinte d'un but.  1, record 3, French, - attribution%20de%20cr%C3%A9dit%2Fbl%C3%A2me

Record number: 3, Textual support number: 1 OBS

Voir attribution du mérite, attribution du blâme.  1, record 3, French, - attribution%20de%20cr%C3%A9dit%2Fbl%C3%A2me

Record 3,  Textual support,  Spanish

Record 4,  Textual support,  English

Record number: 4, Textual support number: 1 DEF

In epistemic diagnosis by direct assignment of credit or blame, a modeling method for extracting information from behavior that follows observable behavior.  1, record 4, English, - model%20tracing

Record number: 4, Textual support number: 1 CONT

The idea behind model tracing is to create a close correspondence between units of the internal model and single steps of observable behavior. The required tuning of granularity can affect the design of the interface as well as that of the internal model. In ACT theory, knowledge compilation transforms declarative knowledge into a rule format that is directly usable for performance. As a consequence, compiled problem-solving knowledge, though it is a form of knowledge, maps directly onto behavior, unlike a concept or a principle, which must be interpreted before it can manifest itself in behavior. Thus knowledge compilation is really the core principle of the model-tracing paradigm. It can summarize claims of reasoning of arbitrary complexity as more coarsely grained rules. Model tracing is, in this sense, at the border between behavioral and epistemic diagnosis.  1, record 4, English, - model%20tracing

Record number: 4, Textual support number: 2 CONT

The model-tracing method operates in the context of intelligent tutoring systems which monitor students’ problem-solving activity. In that context, the diagnostic component need not compute the student’s solution path, because it can observe what the student does, step by step.  2, record 4, English, - model%20tracing

Record 4,  Textual support,  French

Record 4,  Textual support,  Spanish

Record 5,  Textual support,  English

Record number: 5, Textual support number: 1 DEF

In intermediate phase of epistemic diagnosis, between credit/blame assignment and longitudinal consistency. It increases the leverage of direct assignment of credit and blame by asserting correlations between the likelihoods of various pieces of knowledge being mastered. These correlations can be arbitrary when using consistency rules à la UMFE or they can follow the genetic organisation of a set of rules(e. g. WUSOR-III). The advantage of these extensionally defined networks is that they can be designed in the absence of epistemological structure and of a model of conceptual interactions, that is, for compiled knowledge.  1, record 5, English, - structural%20consistency

Record 5,  Textual support,  French

Record 5,  Textual support,  Spanish

Record 6,  Textual support,  English

Record number: 6, Textual support number: 1 DEF

In epistemic diagnosis, a method of credit/blame assignment which requires the inference of unobservable behavior and which can form the basis for epistemic inferences. Some machine-learning techniques are used to transform diagnostic reconstructions of behavior into a diagnostic description of knowledge.  1, record 6, English, - reconstruction

Record number: 6, Textual support number: 1 CONT

Once a plausible reconstructive interpretation has been reached, the diagnostic process can try to discover the ramifications of this interpretation for the formation of a partial knowledge state. When epistemic elements, such as subprocedures, rules, planning method, or concepts, participate in the reconstructed solution path, they can be primed as if they had been observed.  1, record 6, English, - reconstruction

Record 6,  Textual support,  French

Record 6,  Textual support,  Spanish

Record 7,  Textual support,  English

Record number: 7, Textual support number: 1 DEF

Diagnosis at the epistemic level. It distinguishes three phases in the inference of a knowledge state : direct assignment of credit and blame(determining which knowledge elements have been directly involved in the available account of behavior), structural consistency(broadcasting of repercussions of this direct recognition on the rest of the knowledge state), and longitudinal consistency(updating of the existing student model according to new information).  1, record 7, English, - epistemic%20diagnosis

Record 7,  Textual support,  French

Record number: 7, Textual support number: 1 OBS

Le comportement inféré lors du diagnostic inférentiel peut servir de point de départ dans le diagnostique épistémique des données sur le comportement et l'attribution directe du crédit ou du blâme. Ce sont le traçage de modèles, la reconstruction procédurale ou non procédurale, et la reconnaissance d'objectifs pédagogiques en tant qu'éléments du curriculum.  1, record 7, French, - diagnostic%20%C3%A9pist%C3%A9mique

Record 7,  Textual support,  Spanish

Record 8,  Textual support,  English

Record number: 8, Textual support number: 1 DEF

In pedagogical diagnosis, variations in student's performance which are independent of the student's knowledge. At the behavioral level, such inconsistencies are slips, inattention or luck. At the epistemic level, noise originates from the fact that the student's knowledge state goes through ongoing modifications which render earlier diagnostic results obsolete because of learning or because of unlearning(e. g. forgetting or getting confused).  1, record 8, English, - interference

Record 8,  Textual support,  French

Record number: 8, Textual support number: 1 OBS

Problème du diagnostic pédagogique causé par l'interconnectivité des connaissances et l'apparition de ramifications imprévisibles : d'une part l'acquisition de connaissances peut créer des confusions dans le préacquis, d'autre part elle peut éclaircir et structurer les connaissances préacquises.  1, record 8, French, - bruit

Record 8,  Textual support,  Spanish

Record 9,  Textual support,  English

Record number: 9, Textual support number: 1 DEF

The third and last phase of epistemic diagnosis where the updating of the knowledge state takes place as a continuous series of observations from which new diagnostic information is integrated into the existing student model. This includes the recognition of patterns that manifest themselves over time. The updating methods use scalar attributes, such as numerical weights, associated with individual elements of the knowledge state. These weights are updated by some statistical or pseudostatistical computations as knowledge manifests itself in behavior. Some diagnostic updating methods are very similar to what is called in AI "truth maintenance" or "belief revision"(Doyle 1979, de Kecer 1986).  1, record 9, English, - longitudinal%20consistency

Record number: 9, Textual support number: 1 OBS

Diagnostic updating methods which combine theories of learning and belief revision in a form of "reasoning about learning" still belong to the future (Halpern 1986).  1, record 9, English, - longitudinal%20consistency

Record 9,  Textual support,  French

Record 9,  Textual support,  Spanish