. Cependant, DC diffèrera selon le type d'habileté auquel il s'applique. Par exemple, si je veux déterminer si un étudiant en droit sait défendre une cause (application), je m'y prendrai différemment que si je veux déterminer s'il connaît la loi (awareness) De même, si je veux déterminer qu'un étudiant en médecine sait faire une injection (application), je m'y prendrai différemment que si je veux savoir s'il

. Je-pense-que-c-'est-un-schéma-logique, cohérent et utile dans le cadre général de la conception pédagogique. Cependant, il ne faut pas oublier que les résultats du diagnostic doivent être évalués justement pour vérifier ces propriétés. Il faudrait inclure explicitement l'intervention d'un tel instrument de mesure ou tout au moins un humain dans la boucle (avec leur rôle, les ressources qu'ils utilisent, et l'

L. 'utilité-de-ce-cadre-dépendra-aussi-du-fait-qu-'il-devienne-une-référence-dans-le-langage-entre-le-concepteur-et-le-programmeur, Il faut absolument faire converger les conceptions entre les concepteurs et les programmeurs Cela ne peut se faire que par approximation, à travers l'expérience [Utilisation de l'interface pour spécifier le sous but] [App] Indiquer l'élément de la base de connaissances que vous utilisez?! Ok, je vais utiliser symptôme(pierre, fatigue) Aucune substitution nécessaire [Utilisation de l'interface des substitutions] [Lecture du Feedback] [App] Ah!! Mais oui, Bien sûr que j'ai substitué S à fatigue. Non, je pensais déjà à l'étape suivante. Effectivement j'ai substitué S à fatigue R_A_BUT Q2, Assert1 [Participant répète la question] [Intervention Expérimentateur] Est-ce que tu comprends la question? [App] Ok, le prochain sous-but c'est cause(S,M)!! On vient de trouver S = fatigue, donc on cherche cause(fatigue,M) et donc là la preuve de cause(fatigue,M) va donner M. [Participant indique qu'il cherche cause

. Ah-ok, non? Non!! Il n'y a pas d'élément correspondant donc c'est un échec [Intervention Expérimentateur] Est-ce que tu as compris ce que tu viens de faire. Quel est le but de toutes ces questions? [App] Ah! Le but c'est de rechercher la maladie. là le tuteur me montre pas à pas à repérer ma preuve jusqu'à la fin. Il m'emmène vers la solution OBS_E, Q3 [App] Ok Là je dois revenir avec symptome(pierre, fatigue).. J'ai symptome

. Br-?-r_e, R. R_app, and . Q3, S [App] Oui je suis d'accord RDC? Q3.Assert0 [App] Si je comprends bien la question, on veut faire une deuxième tentative en ignorant ce qui a déjà été utilisé

!. Hummm and . Ok-c, est donc S = fièvre maintenant avec symptôme(pierre,S)

R. , R. , and R. Q. Assert1, Aaaah ? je vois. Il m'amène R_App, R_A_BUT SG_P La démarche oblige à faire le raisonnement que tu effectues avant de formuler une réponse. C'est sûr qu'en Prolog il n'y a pas trente six façons de résoudre un but. Le fait de retracer les étapes va servir pour quelqu'un qui ne comprend pas très bien mais quelqu'un qui maîtrise le logiciel trouvera cela inutile. Il faudrait que ce soit un peu plus complexe pour supporter les non débutants. Par exemple : construire une base de connaissances, construire un fait, à partir de la description d'une situation en langage naturel. Le feedback doit permettre de faire la différence quand on a fait une erreur

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