TERMIUM Plus^®

Fiche 1,  Justifications,  Anglais

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Fundamentals of SEL. SEL can help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world. We define social and emotional learning(SEL) as an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation.  1, fiche 1, Anglais, - social%20and%20emotional%20learning

Fiche 1,  Justifications,  Français

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L'apprentissage social et émotionnel est le processus par lequel les enfants et les adultes acquièrent et appliquent efficacement les connaissances, les attitudes et les habiletés nécessaires pour comprendre et gérer les émotions, pour établir et atteindre des objectifs positifs, pour ressentir et montrer de l'empathie pour les autres, pour établir et maintenir des relations positives et pour prendre des décisions responsables. Il est essentiel de créer un climat accueillant, participatif et positif pour permettre un apprentissage social et émotionnel sain et productif. Le processus nécessite une approche systémique impliquant tout le monde, les élèves, les enseignants, l'administration, les membres de la famille et les partenaires communautaires.  2, fiche 1, Français, - apprentissage%20social%20et%20%C3%A9motionnel

Fiche 1,  Justifications,  Espagnol

Fiche 2,  Justifications,  Anglais

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The term "curriculum" typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.  2, fiche 2, Anglais, - curriculum

Fiche 2,  Justifications,  Français

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Le curriculum désigne la conception, l'organisation et la programmation des activités d'enseignement et d'apprentissage selon un parcours éducatif. Il regroupe l'énoncé des finalités, les contenus, les activités et les démarches d'apprentissage, ainsi que les modalités et moyens d'évaluation des acquis des élèves.  2, fiche 2, Français, - curriculum

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curriculum : terme publié au Journal officiel de la République française le 25 février 2018.  3, fiche 2, Français, - curriculum

Fiche 2,  Justifications,  Espagnol

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Cuando la palabra "currículo" (plan de estudios), se aplica al contexto de la educación, comprende todas las actividades que los estudiantes llevan a cabo, especialmente aquellas que deben realizar para terminar el curso.  2, fiche 2, Espagnol, - curr%C3%ADculo

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currículo: La Fundación del Español Urgente (Fundéu BBVA), con el asesoramiento de la Real Academia Española, indica que la voz "currículo" es una alternativa adecuada a "plan de estudios", en vez de "currículum" o "currícula".  3, fiche 2, Espagnol, - curr%C3%ADculo

Fiche 3,  Justifications,  Anglais

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Student's own assessment of their personal progress in knowledge, skills, or processes relative to the expectations in the curriculum.  4, fiche 3, Anglais, - self%2Devaluation

Fiche 3,  Justifications,  Français

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Méthode selon laquelle les élèves évaluent eux-mêmes leurs progrès en matière d'acquisition de connaissances, d'habiletés ou de procédés se rapportant aux attentes du curriculum.  2, fiche 3, Français, - auto%2D%C3%A9valuation

Fiche 3,  Justifications,  Espagnol

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Método de evaluación en el que el alumno verifica por sí mismo la adquisición de conocimientos y puede autodesignarse calificaciones o nota, teniendo como referencia un criterio pre-establecido o el nivel de otros alumnos.  1, fiche 3, Espagnol, - autoevaluaci%C3%B3n

Fiche 4,  Justifications,  Anglais

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The domain knowledge necessary to solve problems.  2, fiche 4, Anglais, - ideal%20student%20model

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Ideal Student Model. The tutor must be able to solve problems in the domain so that it can understand the student's behavior and assist in the problem-solving as required. However, an expert system could not adequately serve as the basis for the tutor. Experts will solve problems using more advanced heuristics, macro-rules, and other techniques not yet in the curriculum for the student. Instead, the tutor must not only be able to solve problems, but must be able to solve them as advanced students would do.... the LISP tutor contains an ideal student model : a simulation of the programming knowledge ideal students use in solving LISP problems.  2, fiche 4, Anglais, - ideal%20student%20model

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The "ideal student model", or the domain expert, enables the tutor to solve for itself the problem on which the student is working.  3, fiche 4, Anglais, - ideal%20student%20model

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The ideal model contains both planning and coding production rules. The planning rules design an algorithm to achieve a particular program specification, and the coding productions then write the code to achieve the algorithm.  2, fiche 4, Anglais, - ideal%20student%20model

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The complete set of correct rules for writing code is referred to as the ideal student model and represents the instructional objectives of the text and tutor.  4, fiche 4, Anglais, - ideal%20student%20model

Fiche 4,  Justifications,  Français

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Représentation du niveau de connaissance qu'un apprenant devrait idéalement atteindre dans le domaine enseigné afin de résoudre des problèmes de façon optimale.  2, fiche 4, Français, - mod%C3%A8le%20de%20l%27%C3%A9l%C3%A8ve%20id%C3%A9al

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La mise en œuvre du modèle de «l'élève idéal». Ce modèle de «l'élève idéal» est appelé à jouer un rôle dans deux contextes différents : Il sert de référence si l'élève pose une question au système sur la résolution proprement dite. [...] Il assure avec le module de diagnostic et le module pédagogue, le suivi du travail de l'élève. Ce module est mis en œuvre par un système expert [...]  1, fiche 4, Français, - mod%C3%A8le%20de%20l%27%C3%A9l%C3%A8ve%20id%C3%A9al

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Ce modèle reflète l'attente de l'enseignant et formalise les connaissances et les processus de résolution d'un élève idéal à un niveau donné de sa scolarité.  2, fiche 4, Français, - mod%C3%A8le%20de%20l%27%C3%A9l%C3%A8ve%20id%C3%A9al

Fiche 4,  Justifications,  Espagnol

Fiche 5,  Justifications,  Anglais

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The Programme for International Student Assessment(PISA) is an internationally standardised assessment that was jointly developed by participating countries and administered to 15-year-olds in schools. PISA assesses how far students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in society. In all cycles, the domains of reading, mathematical and scientific literacy are covered not merely in terms of mastery of the school curriculum, but in terms of important knowledge and skills needed in adult life.  1, fiche 5, Anglais, - Programme%20for%20International%20Student%20Assessment

Fiche 5,  Justifications,  Français

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PISA est une enquête menée tous les trois ans auprès de jeunes de 15 ans dans les 30 pays membres de l’OCDE et dans les 27 pays partenaires. Elle évalue l’acquisition de savoirs et savoir-faire essentiels à la vie quotidienne au terme de la scolarité obligatoire. Les tests portent sur la lecture, la culture mathématique et la culture scientifique et se présentent sous la forme d’un questionnaire de fond. Pour chaque cycle, un sujet est privilégié par rapport aux autres. Les premières collectes de données ont eu lieu en 2000, les suivantes en 2003 et en 2006.  1, fiche 5, Français, - Programme%20international%20pour%20le%20suivi%20des%20acquis%20des%20%C3%A9l%C3%A8ves

Fiche 5,  Justifications,  Espagnol

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Los estudiantes de primaria, secundaria y preparatoria (K-12) en Canadá aparecen sistemáticamente entre los primeros cinco lugares mundiales en lectura, matemáticas y ciencias en el Programa de Evaluación de Estudiantes Internacionales de la Organización para la Cooperación y el Desarrollo Económico (OCDE). Los estudiantes internacionales se benefician de un ambiente estimulante que se enfoca al aprendizaje centrado en los alumnos.  1, fiche 5, Espagnol, - Programa%20de%20Evaluaci%C3%B3n%20de%20Estudiantes%20Internacionales

Fiche 6,  Justifications,  Anglais

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Performance-based education is an approach for structuring the curriculum, instruction and assessment for the acquisition and application of knowledge, skills and habits of mind through the performance of complex tasks within life and work contexts. Like many new innovations, the implementation of performance-based education is best approached in a systemic manner because all components of the educational system need to operate coherently if this innovation is to make a difference on student learning.  1, fiche 6, Anglais, - performance%2Dbased%20education

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competency based education: reproduced from Terminology of Adult Education with the permission of the International Bureau of Education.  4, fiche 6, Anglais, - performance%2Dbased%20education

Fiche 6,  Justifications,  Français

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La formation basée sur les compétences attendues, par exemple, part de l'hypothèse voulant que les adultes sont toujours de mauvais élèves. Les enseignants, de leur côté, doivent abandonner leur rôle traditionnel pour se transformer en «animateurs», en «gestionnaires» ou même en «cadres administratifs» chargés d'administrer des modules d'enseignement préparés à l'avance. En bout de ligne, on peut même se passer des enseignants dans la mesure où aucune compétence spéciale n'est requise pour ce genre de tâches.  1, fiche 6, Français, - formation%20bas%C3%A9e%20sur%20les%20comp%C3%A9tences%20attendues

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éducation axée sur la compétence : reproduit de Terminologie de l'éducation des adultes avec la permission du Bureau international d'éducation.  5, fiche 6, Français, - formation%20bas%C3%A9e%20sur%20les%20comp%C3%A9tences%20attendues

Fiche 6,  Justifications,  Espagnol

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Metodología educativa que utiliza como centro del contenido objetivos de aprendizajes medibles. Con el objeto de evaluar la adquisición del objetivo educativo se establecen una serie de medidas basadas en la observación de conductas observables que permiten determinar el nivel de la adquisición de conocimientos, capacidades y habilidades requeridas para la ejecución de un determinado papel, profesión o carrera.  1, fiche 6, Espagnol, - educaci%C3%B3n%20basada%20en%20la%20competencia

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El principio fundamental de la educación basada en el rendimiento es que las decisiones del programa de estudios y de la instrucción deberán basarse en las competencias que se desee que los alumnos demuestren al finalizar su educación formal. Los resultados buscados incluyen no sólo las calificaciones o puntuaciones en los reportes o pruebas, sino en el rendimiento que demuestren los alumnos, sus habilidades en la vida cotidiana, tales como planificar y diseñar, crear y producir, liderazgo y organización.  2, fiche 6, Espagnol, - educaci%C3%B3n%20basada%20en%20la%20competencia

Fiche 7,  Justifications,  Anglais

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A representation in which knowledge is bundled in bite-sized units and accessed by several modules of the system(Bonar et al. 1986). The bites communicate with each other to exchange information about the next curriculum topic, or to evaluate and respond to the student's input.  3, fiche 7, Anglais, - bite%2Dsized%20architecture

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The (bite-sized architecture) organizes tutoring functions around a decomposition of (domain expertise) into curriculum units reminiscent of WEST’s issues. The prevalent paradigm for a number of prototypical systems under development at LRCD is to use these autonomous tutoring units called bites to guide the student’s interaction with a microworld that illustrates the domain principles to be understood. The (bite-sized architecture) serves as a context for articulating principles of curriculum organization. This organization in turns supports an implementation of the concept of (steering testing), which combines diagnostic and didactic purposes into adaptive sequences of (heuristically generated tasks.)  2, fiche 7, Anglais, - bite%2Dsized%20architecture

Fiche 7,  Justifications,  Français

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Architecture didacticielle reconfigurable qui permet l'organisation des connaissances en micromodules conçus [en fonction de] buts pédagogiques.  1, fiche 7, Français, - architecture%20tutorielle%20micromodulaire

Fiche 7,  Justifications,  Espagnol

Fiche 8,  Justifications,  Anglais

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An approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.  5, fiche 8, Anglais, - universal%20design%20for%20learning

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Universal Design for Learning(UDL) is a framework for designing educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning. This is accomplished by simultaneously reducing barriers to the curriculum and providing rich supports for learning.  2, fiche 8, Anglais, - universal%20design%20for%20learning

Fiche 8,  Justifications,  Français

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La conception universelle de l'apprentissage applique le même concept. En aménageant d'emblée les milieux d'apprentissage en fonction des différences individuelles, y compris celles que représentent les handicaps, nous les améliorons au profit de tous.  1, fiche 8, Français, - conception%20universelle%20de%20l%27apprentissage

Fiche 8,  Justifications,  Espagnol

Fiche 9,  Justifications,  Anglais

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Certified Employee Benefit Specialist(CEBS) Program was established in 1977 through a partnership of the International Foundation of Employee Benefit Plans and the Wharton School of the University of Pennsylvania. The International Foundation, the largest educational organization in the employee benefits field, is responsible for the overall administration of the program. The Wharton School, one of the preeminent business schools in the U. S., oversees academic content and standards. In 1986, in cooperation with Dalhousie University, Halifax, Nova Scotia, the International Foundation established a CEBS program in Canada to meet the specific professional development needs of Canadian employee benefits personnel. No other employee benefits or compensation program provides the opportunity to gain knowledge and insight through such a broad university-based curriculum.  1, fiche 9, Anglais, - Certified%20Employee%20Benefit%20Specialist%20Program

Fiche 9,  Justifications,  Français

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Comme il s'agit d'une appellation américaine, elle reste telle quelle en français.Certificat que peuvent obtenir les conseillers à la Direction des pensions de retraite.  2, fiche 9, Français, - Certified%20Employee%20Benefit%20Specialist%20Program

Fiche 9,  Justifications,  Espagnol

Fiche 10,  Justifications,  Anglais

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This common core of learning, called Foundation Studies in the 1995 graduation program, and Required Courses in the 2004 graduation program, is comprised of provincially prescribed curriculum to ensure that all students, not just those planning to go to university, gain the knowledge, problem-solving skills, and communication skills they need to continue learning through their lives.  2, fiche 10, Anglais, - Foundation%20Studies

Fiche 10,  Justifications,  Français

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Cette base commune d'acquis, intitulée «Foundation Studies» (matière de base), constituée de programmes d'études prescrits par la province, assure que tous les élèves - et non seulement celles et ceux qui se destinent à l'université - acquièrent les connaissances, les habiletés de résolution de problèmes, et les habiletés de communication dont ils ont besoin pour continuer d'apprendre toute leur vie durant.  2, fiche 10, Français, - mati%C3%A8res%20de%20base

Fiche 10,  Justifications,  Espagnol

Fiche 11,  Justifications,  Anglais

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The planning of teaching is undertaken around the current topic and includes long and medium term plans. Short term planning is not formalised or consistent between classes. Teachers work together to collaborate and share expertise and knowledge. At present, the planning contains too much detail on what activities are to take place without consistently referring to the national curriculum programmes of study in identifying what is to be learnt from the activities. Consequently plans do not clearly show the intended progression in pupils’ learning.  2, fiche 11, Anglais, - planning%20of%20teaching

Fiche 11,  Justifications,  Français

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Ensemble d'opérations par lesquelles un enseignant choisit ou élabore des situations d'apprentissage en fonction des objectifs du programme d'études, les répartit dans le temps et en prévoit l'évaluation.  1, fiche 11, Français, - planification%20p%C3%A9dagogique

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On distingue généralement 3 niveaux de planification : la planification annuelle (qui se limite généralement à prévoir la répartition des modules ou objectifs terminaux du programme dans l'année scolaire), la planification intermédiaire (qui prévoit habituellement les objectifs de chaque période d'enseignement) et le plan de cours, souvent appelé préparation de classe (qui précise les activités d'apprentissage et leur déroulement).  1, fiche 11, Français, - planification%20p%C3%A9dagogique

Fiche 11,  Justifications,  Espagnol

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Así nació el curso planeación de la enseñanza con el propósito explícito de auxiliar a los profesores en el diseño instruccional de un curso.  1, fiche 11, Espagnol, - planeaci%C3%B3n%20de%20la%20ense%C3%B1anza

Fiche 12,  Justifications,  Anglais

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AST [Adaptive Statistics Tutor] is based on a knowledge-based architecture for delivering adaptive and adaptable courseware on the WWW.... Adaptivity in AST uses methods like adaptive annotation, adaptive testing, and incremental linking. Learners can start working on the curriculum wherever they want. The system checks whether a learner lacks any prerequisite knowledge to work on a selected section, and presents tests for lacking prerequisites. If a learner is not able to solve the given tasks, AST recommends to work on the prerequisites first.  3, fiche 12, Anglais, - adaptive%20courseware

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Not to be confused with "adaptable courseware."  4, fiche 12, Anglais, - adaptive%20courseware

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On dira qu'un didacticiel est souple s'il s'adapte à de nombreuses réponses des apprenants en offrant des chemins adaptés, s'il propose des choix réels [...]  1, fiche 12, Français, - didacticiel%20souple

Fiche 12,  Justifications,  Espagnol

Fiche 13,  Justifications,  Anglais

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There are examples in the Internet where an applicant uses this type of document to express interest in a particular job without providing a formal curriculum vitae; the applicant simply gives a brief outline of personal skills, knowledge and experience.  2, fiche 13, Anglais, - letter%20of%20interest

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letter of interest: term in use at the Canadian Institutes of Health Research (CIHR).  3, fiche 13, Anglais, - letter%20of%20interest

Fiche 13,  Justifications,  Français

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Internet peut être utilisé comme un nouveau média pour se faire connaître des employeurs potentiels, en doublant la traditionnelle lettre de motivation envoyée par la poste.  1, fiche 13, Français, - lettre%20de%20motivation

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lettre d'intérêt : terme en usage aux Instituts de recherche en santé du Canada (IRSC).  3, fiche 13, Français, - lettre%20de%20motivation

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Fiche 14,  Justifications,  Anglais

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Curriculum expectations : The particular knowledge and skills that students are expected to demonstrate by the end of each course.  2, fiche 14, Anglais, - curriculum%20expectation

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For every course offered at the secondary level, the new curriculum outlines clear and detailed curriculum expectations.  2, fiche 14, Anglais, - curriculum%20expectation

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term usually used in the plural  3, fiche 14, Anglais, - curriculum%20expectation

Fiche 14,  Justifications,  Français

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attentes du curriculum : Énoncé présenté dans le curriculum de l'Ontario sur les connaissances et les compétences que les élèves devraient acquérir et démontrer dans leurs travaux en salle de classe et les activités permettant d'évaluer leur rendement.  3, fiche 14, Français, - attente%20du%20programme%20d%27%C3%A9tudes

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Pour chacun des cours offerts au palier secondaire, le nouveau curriculum de l'Ontario établit des attentes claires et mesurables et prescrit des contenus d'apprentissage rigoureux et détaillé.  4, fiche 14, Français, - attente%20du%20programme%20d%27%C3%A9tudes

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attentes du programme d'études et attentes du curriculum : termes habituellement employés au pluriel  5, fiche 14, Français, - attente%20du%20programme%20d%27%C3%A9tudes

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Fiche 15,  Justifications,  Anglais

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The Skills for Healthy Relationships is a school curriculum developed under the National AIDS Strategy of Health Canada, and in partnership with the Council of Ministers of Education, Canada. It is intended to give junior high school students the knowledge, attitudes and skills necessary to maintain healthy sexual behaviours.  2, fiche 15, Anglais, - Skills%20for%20Healthy%20Relationships

Fiche 15,  Justifications,  Français

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«Compétences pour des relations saines» est un cours préparé dans le cadre de la Stratégie nationale sur le sida, de Santé Canada, et en collaboration avec le Conseil des ministres de l'Éducation du Canada. Il a pour but d'inculquer aux étudiants du premier cycle du secondaire les connaissances, les attitudes et les compétences nécessaires pour avoir des comportements sexuels sains.  2, fiche 15, Français, - Comp%C3%A9tences%20pour%20des%20relations%20saines

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Fiche 16,  Justifications,  Anglais

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The GPDP is open to recent graduates of Canadian universities and to employees of the Earth Sciences Sector(ESS) of Natural Resources Canada. Participants are employed for a period of two years by the ESS Management and Administrative Services. During their four training sessions, each lasting six months, they acquire skills in various disciplines of geomatics within the divisions of the Earth Sciences Sector and elsewhere. Accordingly, the curriculum established consists of theoretical and practical courses aimed at the furthering of knowledge.  1, fiche 16, Anglais, - Geomatics%20Professional%20Development%20Program

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Le PPPG est accessible aux nouveaux diplômés des universités canadiennes ainsi qu'aux employés du Secteur des sciences de la Terre (SST) de Ressources naturelles du Canada. Les participants sont embauchés pour une période de deux ans par les Services de gestion et d'administration du SST. Au cours de leurs quatre stages, d'une durée de six mois chacun, ils acquièrent des compétences dans diverses disciplines de la géomatique au sein de divisions du Secteur de la Terre et ailleurs. Aussi le curriculum établi comporte des cours théoriques et pratiques permettant le perfectionnement des connaissances.  1, fiche 16, Français, - Programme%20de%20perfectionnement%20professionnel%20en%20g%C3%A9omatique

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Fiche 17,  Justifications,  Anglais

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Building on the global Internet platform, International Schools CyberFair 96 participants [created] curriculum materials for use by students around the world through cooperation, mutual discovery and content creation. The entries [were] showcased as part of the Internet 1996 World Exposition. CyberFair is not a science fair, but a demonstration of how schools can share the knowledge and skills of their teachers and students on a world-wide basis.  2, fiche 17, Anglais, - International%20Schools%20Cyberfair

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Fiche 18,  Justifications,  Anglais

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Tutorial expertise must include information about specific misconceptions people often develop in a particular domain, as well as processes and strategies to handle them. Indeed, many misconceptions are domain-specific and shared by many individuals, and this speaks in favor of a model-driven approach to diagnosis. But misconceptions present common patterns and thus can often be traced to deeper misconceptions, like overgeneralizations or cheap metaphors. This could warrant a more data-driven approach. At any rate, each type of conceptual error must be approached with a specific strategy, and this knowledge must be part of the tutor. Knowledge about misconceptions must be coupled with a powerful diagnostic process, since there is no simple mapping between misconceptions and surface manifestations.  5, fiche 18, Anglais, - tutorial%20expertise

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Experiments trying to prove the efficiency of some tutoring strategy across the curriculum have generally showed that tutoring knowledge is partially domain-specific.  3, fiche 18, Anglais, - tutorial%20expertise

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Expertise pédagogique du module tuteur.  1, fiche 18, Français, - expertise%20tutorielle

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Fiche 19,  Justifications,  Anglais

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To become applicable, most didactic strategies must be combined with the constraints provided by the structure of the domain and with the resources provided by the model of expertise. In general, the problem of merging didactic and domain knowledge dynamically-a theme of further work on MENO-TUTOR(Woolf and McDonald, 1984a)-can be quite complex. The resulting articulation is critical to pretting curriculum decisions and explanation generation under the system's control.  1, fiche 19, Anglais, - domain%20database

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Separating the domain knowledge base from the teaching knowledge provides tremendous engineering efficiency, allowing the teaching knowledge to be more clearly formalized, evaluated, and reused.  3, fiche 19, Anglais, - domain%20database

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... the ADVISOR must monitor a user’s interaction with the system, attempt to identify user goals and offer, as appropriate, advice based on the user’s goals and common design strategies as defined in the domain knowledge base.  4, fiche 19, Anglais, - domain%20database

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The structure of the domain in the database can be frame-based, rule-based, script-based or take the form of semantic nets, didactic plans, bites, or genetic graphs.  5, fiche 19, Anglais, - domain%20database

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Base de données d'un système EIAO contenant un ensemble d'informations et de connaissances factuelles sur la discipline enseignée.  1, fiche 19, Français, - base%20de%20donn%C3%A9es%20du%20domaine

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Ces données sont combinées avec celles de la base de données didactiques pour permettre la génération de modules d'apprentissage. Voir aussi : modèle du domaine, base de connaissances.  1, fiche 19, Français, - base%20de%20donn%C3%A9es%20du%20domaine

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Renseignements fournis par le Centre de terminologie et néologie, Paris, 1991.  1, fiche 19, Français, - base%20de%20donn%C3%A9es%20du%20domaine

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The incorporation of many aspects of the overlay theory into WUSOR-II(Carr, 1977) represents a definite move toward a learned-oriented tutor, both for the student model and for the representation of expertise. Whereas the student's knowledge is a real overlay model her learning preferences are only represented by a set of three registers indicating her need for repetition, her degree of forgetfulness, and her receptivity to advice. As a form of curriculum, the representation of game expertise is now organized into five successive phases, ranging from basic rules of the game to logical and finally to probabilistic rules. The coach will not proceed to the next phase before the student has mastered certain fundamental skills in the current one. This is an important departure from the unsegmented rule-based approach, since the domain knowledge while still exclusively representing expertise, is structured so as to reflect the standpoint of the learner.  2, fiche 20, Anglais, - creative%20tutor

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Didacticiel IA orienté apprenant, caractérisé par un guidage discret de celui-ci.  1, fiche 20, Français, - tuteur%20orient%C3%A9%20apprenant

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Désigne aussi le module pédagogique d'un tel didacticiel. Voir tuteur directif.  1, fiche 20, Français, - tuteur%20orient%C3%A9%20apprenant

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In a bite-sized architecture of the tutoring module, combination of diagnostic and didactic purposes into adaptive sequences of hemistically generated tasks. This supplements sequencing optimization à la BIP with diagnostic information based on issues à la WEST, in the context of a learner-oriented organization of knowledge à la genetic graph.  1, fiche 21, Anglais, - steering%20testing

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MHO(Lesgold et al., 1987) is a system for learning principles of electricity that supports both free exploration and guided problem solving. Its tutoring component exploits the curriculum organization to implement the concept of steering testing. When it takes control of the interaction, MHO dynamically generates tasks-electrical circuits and questions about them-that have to fulfil two conditions. First, observing the student's performance on each task should maximize the information made available concerning possible changes in her knowledge state. Second, each task should concentrate on elements of the curriculum that are in the current focus so that diagnostic information can direct the course of instruction.  1, fiche 21, Anglais, - steering%20testing

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An assessment method of the reliability of incoming data based on information derived from the contents of the knowledge state, and on the assumption that the acquisition of new pieces of knowledge follows natural links connecting them to existing knowledge. The locus of learning is predicted by the frontier of the student's knowledge as defined on the network of these genetic links. In the student model, the confidence in the mastery of each piece of knowledge can be assessed not only on the basis of data extracted from behavior, but also in terms of the number and nature of genetic connections with other parts of the curriculum that have been made explicit by instruction.  1, fiche 22, Anglais, - genetic%20organization

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Voir graphe génétique.  1, fiche 22, Français, - organisation%20g%C3%A9n%C3%A9tique

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In contrast to a ready-made curriculum included in the representation of domain knowledge, a system can be set up to plan its own curriculum taking advantage of the explicit representation of teaching goals, of the student model and of prerequisite relations provided by an adequate model of expertise.  1, fiche 23, Anglais, - self%2Dplanning

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In ICAI, a representation of the knowledge to be communicated. This representation of the subject matter is not only a description of the various concepts and skills that the student is to acquire, as in a curriculum, but an actual model, which can perform in the domain and thus provide the system with a dynamic form of expertise.  1, fiche 24, Anglais, - domain%20expertise%20model

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See expert module.  2, fiche 24, Anglais, - domain%20expertise%20model

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BIP bases its selection on information contained in a network, called the Curriculum Information Network(CIN), that relates tasks in the curriculum to issues in the domain knowledge.  1, fiche 25, Anglais, - Curriculum%20Information%20Network

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BIP(for Basic Instructional Program) is presented as a "problem-solving laboratory" for introductory programming classes(Barr et al., 1976). It attempts to individualize the sequence of instruction via the appropriate selection of successive tasks from a pool of 100 sample problems. In contrast with Kimball' s distance metric on probabilistic values, BIP bases its selection on information contained in a network, called the Curriculum Information Network(CIN), that relates tasks in the curriculum to issues in the domain knowledge.  1, fiche 26, Anglais, - Basic%20Instructional%20Program

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The overlay theory defines multiple sources of evidence available to the diagnostic module for its update of the overlay model : Structural evidence is retrieved from a syllabus in the form of a network of dependencies and relative complexities among the skills, along the lines of BIP's Curriculum Information Network. This network provides the notion of a frontier of the student's knowledge, where teaching should concentrate. Since it is where learning is likely to occur, variations taking place far from the frontier should be treated with caution.  1, fiche 27, Anglais, - structural%20evidence

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