TERMIUM Plus^®

Fiche 1,  Justifications,  Anglais

Record number: 1, Textual support number: 1 DEF

Component of an intelligent tutoring system which can actually solve the problems.  5, fiche 1, Anglais, - expert%20module

Record number: 1, 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, fiche 1, Anglais, - expert%20module

Record number: 1, 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, fiche 1, Anglais, - expert%20module

Record number: 1, Textual support number: 1 OBS

Maintains a task model also called expert model. See also "ideal student model".  7, fiche 1, Anglais, - expert%20module

Fiche 1,  Justifications,  Français

Record number: 1, 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, fiche 1, Français, - module%20expert

Record number: 1, 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, fiche 1, Français, - module%20expert

Record number: 1, 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, fiche 1, Français, - module%20expert

Record number: 1, 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, fiche 1, Français, - module%20expert

Fiche 1,  Justifications,  Espagnol

Fiche 2,  Justifications,  Anglais

Record number: 2, Textual support number: 1 CONT

The tutor’s only use of the diagnosis ... is to help select [the] next action. This perspective tempts us to view the diagnostic component of the tutor as a mechanism for mapping tutorial situations onto instructional actions....  6, fiche 2, Anglais, - diagnostic%20module

Record number: 2, Textual support number: 2 CONT

Once a possible need for information has been identified, the diagnoser will have to explain it in terms of either a lack of knowledge or a misconception on the part of the user. ... If the diagnoser does find such an explanation, a formal description of the current user need is sent to the coach, who will plan an intervention to meet this need....  3, fiche 2, Anglais, - diagnostic%20module

Record number: 2, Textual support number: 3 CONT

The function of the diagnostic component of an intelligent tutoring system is to test whether the expectations presupposed by the tutor's current plan are consistent with its current model of the student.  6, fiche 2, Anglais, - diagnostic%20module

Record number: 2, Textual support number: 1 OBS

Component of the pedagogical module that provides the student model.  7, fiche 2, Anglais, - diagnostic%20module

Fiche 2,  Justifications,  Français

Record number: 2, Textual support number: 1 DEF

Module d'un système expert [ou didacticiel intelligent] qui prévoit et détecte les pannes [erreurs] ou analyse le fonctionnement d'un équipement quelconque [ou le comportement d'un étudiant].  2, fiche 2, Français, - module%20de%20diagnostic

Record number: 2, Textual support number: 1 CONT

Un module de diagnostic et de modélisation. Ce module doit permettre, en liaison avec le module [de l'élève idéal], un repérage et une interprétation des erreurs des élèves. Ces erreurs seront mises en relation avec les concepts du domaine et permettront une mise à jour du modèle cognitif de l'élève.  3, fiche 2, Français, - module%20de%20diagnostic

Fiche 2,  Justifications,  Espagnol

Fiche 3,  Justifications,  Anglais

Record number: 3, Textual support number: 1 CONT

In an ICAI program the tutoring rules that an author uses to create these pattern are defined in the knowledge base, and the program generates the instructional sequence in response to student questions or mistakes.  4, fiche 3, Anglais, - tutoring%20rule

Record number: 3, Textual support number: 2 CONT

The main component of the tutor module(GUIDON) is a collection of tutoring rules, hereafter called t-rules, for carrying on a dialogue, including methods for providing assistance, maintaining a student knowledge model, responding to his initiative, and so on.  5, fiche 3, Anglais, - tutoring%20rule

Record number: 3, Textual support number: 3 CONT

The tutoring rules were derived directly from a consensus of eleven teachers experienced in the precise scope of the program.  6, fiche 3, Anglais, - tutoring%20rule

Record number: 3, Textual support number: 4 CONT

T-rules are grouped into rule packets, each specific to a tutorial goal. ... There are two types of t-rule packets: t-rules for selecting a discourse procedure and t-rules for modeling belief.  5, fiche 3, Anglais, - tutoring%20rule

Fiche 3,  Justifications,  Français

Fiche 3,  Justifications,  Espagnol

Fiche 4,  Justifications,  Anglais

Record number: 4, Textual support number: 1 CONT

... this assumes that our tutoring component is given and that we have only to inspect its code to discover the features that our student model needs to identify.  1, fiche 4, Anglais, - tutoring%20component

Fiche 4,  Justifications,  Français

Record number: 4, Textual support number: 1 CONT

Composante tutorielle. Cette composante contrôle les règles et les procédures des activités d'enseignement. Dans ce sens, elle contient des règles sur le mode d'enseignement, sur les activités proposées et sur les interventions auprès de l'étudiant. C'est à travers ce genre de connaissances que le «tuteur intelligent» peut raisonner à propos des décisions de l'étudiant, il peut savoir si l'étudiant est en train d'atteindre la bonne solution même en empruntant des cheminements différents de ceux de l'«expert» et enfin il peut détecter les faiblesses des étudiants et intervenir quand il le considère nécessaire.  1, fiche 4, Français, - composante%20tutorielle

Fiche 4,  Justifications,  Espagnol

Fiche 5,  Justifications,  Anglais

Record number: 5, Textual support number: 1 CONT

Instead of looking within the domain for explanations of how incorrect procedures are formed, VanLehn turns to the teaching sequence. He finds that there are tacit conventions that teachers follow when introducing procedural skills such as subtraction, and corresponding tacit expectations that students have when being taught.  2, fiche 5, Anglais, - procedural%20skill

Record number: 5, Textual support number: 2 CONT

Most Intelligent Tutoring Systems(ITS) designed to teach procedural skills, such as mathematical problem solving, have a complete expertise component.  3, fiche 5, Anglais, - procedural%20skill

Fiche 5,  Justifications,  Français

Record number: 5, Textual support number: 1 OBS

Voir aptitude, habileté.  2, fiche 5, Français, - aptitude%20op%C3%A9ratoire

Record number: 5, Textual support number: 2 OBS

Comparer à connaissance opératoire.  1, fiche 5, Français, - aptitude%20op%C3%A9ratoire

Fiche 5,  Justifications,  Espagnol

Fiche 6,  Justifications,  Anglais

Record number: 6, 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, fiche 6, Anglais, - model%20tracing

Record number: 6, 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, fiche 6, Anglais, - model%20tracing

Record number: 6, 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, fiche 6, Anglais, - model%20tracing

Fiche 6,  Justifications,  Français

Fiche 6,  Justifications,  Espagnol

Fiche 7,  Justifications,  Anglais

Record number: 7, Textual support number: 1 DEF

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 7, Anglais, - steering%20testing

Record number: 7, Textual support number: 1 CONT

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 7, Anglais, - steering%20testing

Fiche 7,  Justifications,  Français

Fiche 7,  Justifications,  Espagnol