TERMIUM Plus^®

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... as a tutorial mechanism, [the computer-assisted instruction system] can form models of both the students’ states of knowledge and their reasoning strategy. These structural models are used both to identify fundamental misconceptions and to determine when and how to provide remediation, heuristic recommendations("hints"), or further instruction.  2, fiche 1, Anglais, - remediation

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Without some reasoning about the student’s intentions and some appropriate remediation, effective teaching does not take place.  3, fiche 1, Anglais, - remediation

Fiche 1,  Justifications,  Français

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Activité aidant les élèves à s'améliorer à la suite d'une évaluation formative en fin d'apprentissage.  2, fiche 1, Français, - rem%C3%A9diation

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Quant aux messages d'aide, ils ont été libellés en français afin d'assurer une remédiation non équivoque.  1, fiche 1, Français, - rem%C3%A9diation

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Fiche 2,  Justifications,  Anglais

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A small independent expert system whose knowledge, accessible for tutorial purposes, concerns the management of a set of hypotheses in a troubleshooting context.  1, fiche 2, Anglais, - troubleshooting%20expert

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... the troubleshooting expert reasons qualitatively, making causally meaningful measurements and explaining its strategic decisions as it proceeds.  1, fiche 2, Anglais, - troubleshooting%20expert

Fiche 2,  Justifications,  Français

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système expert diagnostiqueur : terme uniformisé par le Comité d'uniformisation de la terminologie spatiale (CUTS).  5, fiche 2, Français, - syst%C3%A8me%20expert%20de%20diagnostic

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Fiche 3,  Justifications,  Anglais

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The component of an ICAI program that selects the strategies for presenting tutorial information to a student.  7, fiche 3, Anglais, - tutorial%20module

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Tutorial Module. ... The tutor is an agent which can be actively invoked either by the user directly or by the advice module when the latter determines that instruction is likely to be useful. The tutor is composed of 3 components: tutorial rules, a complexity map, and a set of case models.  3, fiche 3, Anglais, - tutorial%20module

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The Tutor Module is in charge of the teaching activities, in particular, selecting an appropriate pedagogical stategy using the information produced by the student model. It plays the roles of tutor, instructor and exercise generator. The pedagogical decisions are made dynamically based on the information from the student model. If the student is very familiar with the materials being taught, he will be given harder exercises to increase his understanding. However, if the student is totally unfamiliar with the concepts, he will be given a tutorial.  3, fiche 3, Anglais, - tutorial%20module

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The tutoring module has two functions: coordination and teaching. The tutoring module receives all the information from the different modules of the ITS and coordinates the overall activity using psycho-pedagogical knowledge.  8, fiche 3, Anglais, - tutorial%20module

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The tutorial expert represents tutorial knowledge... and the ability to use this knowledge, along with the student model, to make pedagogical decisions. It is the control element of the ITS [Intelligent Tutoring System].  5, fiche 3, Anglais, - tutorial%20module

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Module d'un système EIAO dont la fonction essentielle est de fournir une réponse à une situation ponctuelle (blocage, erreur ou demande d'aide). Il contribue à la recherche de la meilleure stratégie pédagogique [CTN, Paris, 1991].  3, fiche 3, Français, - module%20tuteur

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Le module tuteur: il fournit la stratégie pédagogique la plus appropriée à la situation actuelle. Il est chargé de choisir le type d'intervention («répéter» par exemple) et le mode d'intervention. La base de faits du tuteur lui permet de conserver la trace des échecs pendant la recherche de la "meilleure" stratégie (journal des règles effectuées) et des règles effectivement appliquées (base des actions effectuées), afin d'être en mesure de mettre à jour le modèle de l'apprenant et la base d'expertise si nécessaire.  1, fiche 3, Français, - module%20tuteur

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Fiche 4,  Justifications,  Anglais

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[A tutorial strategy which] is selected when the student... has very little knowledge about the concepts. The tutor will start to explain the error, such as subject-verb agreement, and assign appropriate exercises.  4, fiche 4, Anglais, - coaching

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Computer-assisted learning may be able to provide the extra guidance and remediation which an under-achieving child needs.  5, fiche 4, Anglais, - coaching

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Coaching differs from other tutoring situations like mixed-initiative dialogues in that the student is always in complete control of the activity. The problem of responding correctly to the student is replaced by that of interrupting [him/her] at the right time with the right comments.  6, fiche 4, Anglais, - coaching

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See also "mixed-initiative dialogue" and "strict monitoring" which are other forms of strategy.  7, fiche 4, Anglais, - coaching

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Stratégie tutorielle appliquée lorsqu'un apprenant a une connaissance assez élémentaire des concepts à étudier. Le système tutoriel explique systématiquement les erreurs et propose des exercices de base appropriés.  3, fiche 4, Français, - guidage

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Il est possible et parfois souhaitable que l'enseignant puisse modifier l'encadrement didactique du didacticiel. L'intensité de l'encadrement didactique peut varier selon le degré d'indépendance qu'on veut bien laisser à l'élève dans son cheminement à travers le didacticiel.  2, fiche 4, Français, - guidage

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Fiche 5,  Justifications,  Anglais

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By the World Wide Web Consortium (W3C), 2003. "The English version of this specification is the only normative version".  2, fiche 5, Anglais, - XForms%20for%20HTML%20Authors

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XForms is the new markup language for forms on the Web. This document is a quick introduction to XForms for HTML Forms authors. It shows you how to convert existing forms to their XForms equivalent. It assumes knowledge of HTML Forms, so is not a beginner's tutorial. Although there is mention of additional facilities of XForms beyond those possible in HTML Forms(marked with an asterisk on the headings), it is not a full tutorial on all features of XForms.  1, fiche 5, Anglais, - XForms%20for%20HTML%20Authors

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Par le consortium W3C, 2003. «Ceci est une traduction ... Seul le document original en anglais a valeur de norme».  2, fiche 5, Français, - XForms%20pour%20les%20auteurs%20HTML

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XForms est le nouveau langage de balisage pour les formulaires sur le Web. Ce document est une rapide introduction à XForms destinée aux auteurs HTML. Il montre comment convertir les formulaires existants dans leur équivalent en XForms. Une connaissance des formulaires HTML est requise, et il ne s'agit donc pas d'un tutoriel destiné aux débutants. Même si des facilités supplémentaires de XForms sont mentionnées (signalées par un astérisque dans le titre), qui vont au-delà de celles permises par les formulaires HTML, il ne s'agit pas non plus d'un tutoriel présentant toutes les fonctionnalités de XForms.  1, fiche 5, Français, - XForms%20pour%20les%20auteurs%20HTML

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Fiche 6,  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 6, 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 6, Anglais, - tutorial%20expertise

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Expertise pédagogique du module tuteur.  1, fiche 6, Français, - expertise%20tutorielle

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Fiche 7,  Justifications,  Anglais

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During the tutorial session, GUIDON maintains a record of the communication between tutor and student.  3, fiche 7, Anglais, - tutorial%20session

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The tutor selects a response based on what it knows about the student's knowledge and shared goals for the tutorial session.  3, fiche 7, Anglais, - tutorial%20session

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GUIDON uses a "closed world" model where all objects, attributes and values that are relevant to a case are determined before the tutorial session begins.  4, fiche 7, Anglais, - tutorial%20session

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XTRA-TE handles unknown words very intelligently and students have access to an on-line English-Chinese dictionary during the tutoring session.  2, fiche 7, Anglais, - tutorial%20session

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Fiche 8,  Justifications,  Anglais

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Collins’ set of tutorial rules was used to construct an experimental Socratic tutoring system for rainfall processes called WHY(Stevens and Collins, 1977). In this system, the domain knowledge is no longer contained in a semantic net, which would not be very fit for the representation of processes. Instead, the knowledge about rainfall is stored in a hierarchy of scripts that represent stereotypical sequences of events. These fixed sequences are to capture both the temporal and the causal relations between events in a way that is easily amenable to inspection. The generation of questions and the evaluation of the student's answers are based on these scripts. The nested nature of the script hierarchy provides an organized view of the knowledge, with more general scripts giving overall sequences of events and more detailed scripts accounting for intermediate causal chains relating these events. The system can exploit this hierarchy to cover the subject starting from a general understanding and moving toward a more and more detailed description of the process.  1, fiche 8, Anglais, - Socratic%20tutoring%20system

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qui évoque le dialogue socratique.  1, fiche 8, Français, - syst%C3%A8me%20tutoriel%20socratique

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Fiche 9,  Justifications,  Anglais

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Some fuzzy decisions can be clarified by the availability of historical data. For example the tutor often needs to discriminate "slips" from true knowledge deficits, as a less intrusive tutorial response is made for slips. This inference can be made easily when historical performance data is available.  2, fiche 9, Anglais, - performance%20data

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Fiche 10,  Justifications,  Anglais

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Purposes are to : provide a forum for the cooperation of the arts, sciences, and technologies with the professions of law, medicine, and education in the study of human development; promote the research, diagnosis, and remedy of learning and other disabilities; encourage the dissemination of knowledge in all fields of human perception, communication, and behavior. Maintains Diagnostic Learning and Tutorial Center to provide services for individuals with learning handicaps and development disabilities, including a Psycho-physiological and EEG Research Laboratory. Absorbed Sensory and Perceptual Research Laboratory  1, fiche 10, Anglais, - Multidisciplinary%20Institute%20for%20Neuropsychological%20Development

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Fiche 11,  Justifications,  Anglais

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A curriculum is quite clearly a plan. Even a local explanation can be considered a plan. A nontrivial explanation is a plan, a kind of mini-curriculum, for leading the student along a local learning path. A didactic operation can generate diagnostic expectations. AI research on planning distinguishes situations in which the actual effects of operation in an didactic episode can be accurately predicted from those in which they cannot, and in which the execution of a plan requires some monitoring (Charniak and Mc Dermott, 1986).  1, fiche 11, Anglais, - diagnostic%20expectation

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Strategies of knowledge communication must involve constant revision and adaptation and must interleave diagnosis with planned action. Diagnostic expectations that articulate goals and possible outcomes can be both local, monitoring the unfolding of the plan, and global, building up a long-term context and creating continuity throughout the tutorial session.  1, fiche 11, Anglais, - diagnostic%20expectation

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Fiche 12,  Justifications,  Anglais

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The first version of the expert-based coach WUSOR-I(Stansfield, Carr, and Goldstein, 1976) consists solely of an expert and an advisor. In the "expert", the domain knowledge is represented in the form of production rules... organized into "specialists" for each danger, which cooperate to classify all possible moves and select the best ones. So as always to play from the student's point of view, the expert keeps a record of the information gathered so far. The advisor module does not have any tutorial strategies; it intervenes each time the student has not chosen the optimal move according to the expert's classification. The advisor does not maintain a student model.  1, fiche 12, Anglais, - expert%2Dbased%20coach

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Fiche 13,  Justifications,  Anglais

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Brown J. S., Burton R(1975) "Multiple Representations of Knowledge for tutorial reasoning", in Bobrow Collins(eds), Representation and Understanding.  1, fiche 13, Anglais, - tutorial%20reasoning

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