Une approche pro-pédagogique du diagnostic cognitif dans les STI: conception, formalisation, et implémentation - Archive ouverte HAL Access content directly
Other Publications Year : 2005

Une approche pro-pédagogique du diagnostic cognitif dans les STI: conception, formalisation, et implémentation

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Abstract

In an Intelligent Tutoring System (ITS), issues related to the design and the implementation of the cognitive diagnosis (DC) of learner's behavior is addressed intuitively according to the specific goals of this STI. From a purely operational viewpoint, this approach is not really bad since the STIs arising from it, "work". However, when it comes to give to DC a pedagogical dimension in the human tutors, a look into perspective on more fundamental considerations promotes reflection in this direction. This thesis formulates, formalizes and implements explicitly a “pro-pedagogical” dimension of the DC in the STI.
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Dates and versions

hal-00257165 , version 1 (18-02-2008)

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  • HAL Id : hal-00257165 , version 1

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Josephine Tchetagni. Une approche pro-pédagogique du diagnostic cognitif dans les STI: conception, formalisation, et implémentation. 2005. ⟨hal-00257165⟩

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