TERMIUM Plus^®

Record 1,  Textual support,  English

Record number: 1, Textual support number: 1 DEF

An empty expert system structure into which a particular field expertise is built.  6, record 1, English, - shell

Record number: 1, Textual support number: 1 CONT

The two basic uses of [expert system] shells are consultation, that is, having pupils consult a pre-built knowledge base, and building, where pupils construct their own knowledge bases. An intermediate use is alteration of an existing knowledge base, such as adding more knowledge or debugging it: this involves both consultation and building.  7, record 1, English, - shell

Record number: 1, Textual support number: 1 OBS

Ideally, the shell should be designed for use by both teachers and pupils, and, more importantly, by both experts and novices.  7, record 1, English, - shell

Record number: 1, Textual support number: 2 OBS

shell; expert system shell: terms standardized by ISO and CSA.  8, record 1, English, - shell

Record 1,  Textual support,  French

Record number: 1, Textual support number: 1 DEF

Noyau de système expert auquel on peut intégrer les connaissances d’un domaine particulier.  10, record 1, French, - syst%C3%A8me%20essentiel

Record number: 1, Textual support number: 1 CONT

D'autres systèmes experts [que les systèmes experts fermés] ont davantage de vocation pédagogique. Ce sont les systèmes experts «ouverts» que l'on appelle des coquilles justement parce qu'ils constituent des formes vides ou schémas de raisonnement auxquels il va falloir donner un contenu. Ils ont des moteurs d’inférence semi-spécialisés dans plusieurs types d’applications :diagnostic, aide à la décision ou évaluation des risques.  7, record 1, French, - syst%C3%A8me%20essentiel

Record number: 1, Textual support number: 2 CONT

Les outils de construction de systèmes experts «coquilles vides» permettent d’interpréter des connaissances de différents domaines s’exprimant dans des syntaxes similaires et visant des buts de même nature.  4, record 1, French, - syst%C3%A8me%20essentiel

Record number: 1, Textual support number: 1 OBS

La traduction littérale «coquille vide», courante en 1985, ne se rencontre presque plus en 1989.  11, record 1, French, - syst%C3%A8me%20essentiel

Record number: 1, Textual support number: 2 OBS

système essentiel; coquille; système générique : termes normalisés par la l’ISO/CEI et la CSA.  11, record 1, French, - syst%C3%A8me%20essentiel

Record 1,  Textual support,  Spanish

Record 2,  Textual support,  English

Record number: 2, Textual support number: 1 DEF

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

Record number: 2, 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 2, English, - student%20model%20module

Record number: 2, 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 2, English, - student%20model%20module

Record number: 2, 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 2, English, - student%20model%20module

Record 2,  Textual support,  French

Record number: 2, 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 2, French, - module%20de%20diagnostic%20cognitif

Record number: 2, 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 2, French, - module%20de%20diagnostic%20cognitif

Record number: 2, 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 2, French, - module%20de%20diagnostic%20cognitif

Record 2,  Textual support,  Spanish

Record 3,  Textual support,  English

Record number: 3, Textual support number: 1 DEF

Component of an intelligent tutoring system which can actually solve the problems.  5, record 3, English, - expert%20module

Record number: 3, Textual support number: 1 CONT

In knowledge communication systems, there is a special module, often called the expert, that contains a representation of the knowledge to be communicated. ... The expert module fulfils a double function. On the one hand, it acts as the source for the knowledge to be presented. This includes generating explanations and responses to the student as well as tasks and questions. On the other hand, the expert module serves as a standard for evaluating the student's performance. For this function, it must be able to generate solutions to problems in the same context as the student does so that their respective answers can be compared.  4, record 3, English, - expert%20module

Record number: 3, Textual support number: 2 CONT

In general, an ITS is composed of three major functional modules: the student model module, the tutoring module and the expertise module.  6, record 3, English, - expert%20module

Record number: 3, Textual support number: 1 OBS

Maintains a task model also called expert model. See also "ideal student model".  7, record 3, English, - expert%20module

Record 3,  Textual support,  French

Record number: 3, Textual support number: 1 DEF

Macrocomposante d’un didacticiel intelligent qui contient les connaissances du domaine et les mécanismes de résolution des problèmes proposés à l’apprenant.  4, record 3, French, - module%20expert

Record number: 3, Textual support number: 1 CONT

[La] composante expert [...] contient les faits et les règles considérés corrects. Elle est responsable de l’évaluation des décisions de l’étudiant pendant son apprentissage par rapport aux règles et aux données de "l’expert" vis-à-vis de la tâche à accomplir.  2, record 3, French, - module%20expert

Record number: 3, Textual support number: 2 CONT

Aplusix a une architecture classique de Tuteur Intelligent. Les différents modules sont : l'expert qui effectue les tâches de résolution, d’explication et de contrôle de la résolution, le module pédagogique [...], le module de diagnostic cognitif [...], l'interface [...]  3, record 3, French, - module%20expert

Record number: 3, Textual support number: 1 OBS

Le module expert peut, comme dans SCHOLAR et SOPHIE, répondre directement aux questions de l’étudiant. Dans WEST ce même module fournit au besoin de l’information aux autres modules.  5, record 3, French, - module%20expert

Record 3,  Textual support,  Spanish

Record 4,  Textual support,  English

Record number: 4, Textual support number: 1 CONT

The tutorial interface is designed to facilitate student's learning by providing the environment with the intelligence to structure the code being entered and prevent "low-level" syntactic difficulties. This is achieved by providing the students with an intelligent structured editor with which to enter code.  4, record 4, English, - tutoring%20interface

Record number: 4, Textual support number: 2 CONT

A major design feature of the tutoring interface provides the student with a structured editor through which to enter code.  5, record 4, English, - tutoring%20interface

Record number: 4, Textual support number: 3 CONT

The Tutorial Interface.- ... the structured editor facilitates communication between the student and the tutor.  6, record 4, English, - tutoring%20interface

Record 4,  Textual support,  French

Record number: 4, Textual support number: 1 OBS

Aplusix a une architecture classique de Tuteur Intelligent. Les différents modules sont : l'expert [...], le module pédagogique [...], le module de diagnostic cognitif [...], l'interface qui fournit une présentation soignée du raisonnement et offre un mode de saisie ergonomique.  2, record 4, French, - interface%20tutorielle

Record 4,  Textual support,  Spanish

Record 5,  Textual support,  English

Record number: 5, 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 5, English, - individual%20diagnosis

Record number: 5, Textual support number: 1 CONT

Individual diagnosis requires a specialized, largely domain-independent vocabulary, which the field still needs to investigate.  1, record 5, English, - individual%20diagnosis

Record 5,  Textual support,  French

Record number: 5, Textual support number: 1 DEF

Diagnostic effectué par un individu (l’apprenant) en considérant son état de connaissance (état épistémique).  2, record 5, French, - autodiagnostic

Record number: 5, 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 5, French, - autodiagnostic

Record 5,  Textual support,  Spanish

Record 6,  Textual support,  English

Record 6,  Textual support,  French

Record number: 6, Textual support number: 1 DEF

Système expert construit à partir d’un moteur d’inférence non monotone assurant l’adaptativité et l’évolution des unités de savoir-faire engrangées dans la base de connaissances.  1, record 6, French, - syst%C3%A8me%20expert%20adaptatif

Record number: 6, Textual support number: 2 DEF

Système expert capable de modifier sa base de connaissances et ses autres paramètres internes, ce qui lui permet d’optimiser son comportement en fonction de son expérience.  3, record 6, French, - syst%C3%A8me%20expert%20adaptatif

Record number: 6, Textual support number: 1 CONT

D'autres systèmes experts [que les systèmes experts fermés] ont davantage de vocation pédagogique. Ce sont les systèmes experts «ouverts» que l'on appelle des «coquilles» justement parce qu'ils constituent des formes vides ou schémas de raisonnement auxquels il va falloir donner un contenu. Ils ont des moteurs d’inférence semi-spécialisés dans plusieurs types d’applications :diagnostic, aide à la décision ou évaluation des risques.  2, record 6, French, - syst%C3%A8me%20expert%20adaptatif

Record number: 6, Textual support number: 1 OBS

S’oppose à «système expert fermé».  3, record 6, French, - syst%C3%A8me%20expert%20adaptatif

Record 6,  Textual support,  Spanish

Record 7,  Textual support,  English

Record number: 7, Textual support number: 1 DEF

Expertise formalized in computational models of didactics.  1, record 7, English, - didactic%20knowledge

Record number: 7, Textual support number: 1 OBS

See didactic operation and pedagogical expertise. Teaching knowledge is sometimes synonymous to pedagogical expertise represented in the pedagogical control module, further subdivided in a didactic module and a diagnostic module.  2, record 7, English, - didactic%20knowledge

Record 7,  Textual support,  French

Record number: 7, Textual support number: 1 DEF

Partie de l'expertise pédagogique représentée dans le module didactique qui est une composante du module pédagogique. L'autre composante est le module de diagnostic.  1, record 7, French, - expertise%20didactique

Record 7,  Textual support,  Spanish

Record 8,  Textual support,  English

Record number: 8, Textual support number: 1 DEF

Pedagogical activity aiming at collecting and inferring information about the student or his actions. This task often involves the construction of a student model.  1, record 8, English, - diagnosis

Record number: 8, Textual support number: 1 OBS

Etymologically, the word simply means "to know thoroughly" but is perhaps better understood here as "to know sufficiently" given the pragmatic and necessarily approximate nature of the task.  1, record 8, English, - diagnosis

Record number: 8, Textual support number: 1 CONT

In essence, diagnosis can be viewed as a process of reasoning about reasoning and about learning. As a pure modeling activity, it reconstructs knowledge states responsible for observable behaviour by a reversal of the individual model that has processed knowledge into actions.  1, record 8, English, - diagnosis

Record number: 8, Textual support number: 2 CONT

In pedagogical diagnosis, the search spaces representing the possible student models are frequently very large - increasingly so as models become more sophisticated.  1, record 8, English, - diagnosis

Record 8,  Textual support,  French

Record number: 8, Textual support number: 1 DEF

Activité d’un tutoriel visant à reconnaître et à interpréter les actions de l’étudiant. L’on distingue le diagnostic comportemental et le diagnostic épistémique, le diagnostic interactif et le diagnostic inférentiel, le diagnostic intentionnel, le diagnostic piloté par modèles et le diagnostic heuristique.  1, record 8, French, - diagnostic

Record 8,  Textual support,  Spanish

Record 9,  Textual support,  English

Record number: 9, Textual support number: 1 CONT

Instruction has goals. In general, goals can be achieved either through intentional planning activities, by which one gains control over the environment, or through the recognition of opportunities presented by the environment's resources. Most of the time, goals are best achieved by an appropriate combination of both styles. Hence, in attaining teaching goals and in generating subgoals, opportunistic and plan-based contexts define a range of pedagogical styles that vary in the system's control over the shape of the tutorial sequence. In turn, the degree of this control determines different triggering contexts for didactic operations and suggests different roles for diagnosis and didactics.  2, record 9, English, - pedagogical%20context

Record 9,  Textual support,  French

Record number: 9, Textual support number: 1 OBS

Déterminé par le type de stratégie pédagogique(opportuniste ou à base de plans). Ainsi, les stratégies opportunistes exploitent les conditions favorables créées par le dialogue avec l'étudiant. Les activités et énoncés de celui-ci permettent au système d’orienter le diagnostic et le contenu des interventions tutorielles. D'autre part, les stratégies de planification didactique permettent au système de planifier les événements à apprendre, tant au niveau local, individuel, qu'à un niveau global et ce, même lorsque l'étudiant peut réagir librement. Mentionnons aussi les contextes pédagogiques mixtes basés sur des contextes opportunistes et planifiés, imbriqués.  1, record 9, French, - contexte%20p%C3%A9dagogique

Record 9,  Textual support,  Spanish

Record 10,  Textual support,  English

Record number: 10, 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 10, English, - interference

Record 10,  Textual support,  French

Record number: 10, 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 10, French, - bruit

Record 10,  Textual support,  Spanish