No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
STI-DICO: A Web-Based ITS for Fostering Dictionary Skills and Knowledge
Abstract
A major issue in introducing new technological tools in the classroom is that the teachers who are meant to use them often do not receive the necessary training. This is the case of electronic dictionaries, which are seldom used by both students and teachers, despite their benefits for improving vocabulary development and academic achievement [14]. We propose to address this issue with STI-DICO, an Intelligent Tutoring System (ITS) to help French teachers-in-training acquire both the linguistic knowledge and the practical skills needed to successfully use electronic dictionaries [7]. ITS are advanced intelligent learning environments aiming at providing learners with adaptive tutoring services, relying on a cognitive diagnostic to adapt to learners’ knowledge states at each step of the learning process, based on a formal modeling of the knowledge domain [11]. In this paper, we describe our design-based approach to STI-DICO, the first iterations of which have resulted in the development of a repository of linguistic and meta-linguistic skills, paired with an ontology of lexical concepts and supported by a series of authentic learning activities, all created with the active participation of experts in the field.
Supplementary resource (1)
Data
September 2016
... In the context of e-learning, there is no single model for the structured content or for the learner profile, which makes the need for ontology more essential [42]. Recently, ontologies and semantic web have been widely used in ITSs, e.g., represent natural language question into meaningful viewpoint and performing problemsolving without human involvement [43], helping teachers to acquire both linguistic knowledge and practical skills using an ontology of lexical concepts [44], to design a concrete game-based ITS [45] and so forth. ...
The swelling use of computerized learning, accompanied by the rapid growth of information technology has become a surge of interest in the research community. Consequently, several technologies have been developed to maintain and promote computerized learning. In this study, we provided an in-depth analysis of two of the prominent computerized learning systems i.e., Intelligent Tutoring System (ITS) and Affective Tutoring System (ATS). An ITS is one of the training software systems, which use intelligent technologies to provide personalized learning content to students based on their learning needs with the aim of enhancing the individualized learning experience. Recently, researchers have demonstrated that the affect or emotional states of a student have an impact on the overall performance of his/her learning, which introduces a new trend of ITS development termed as ATS, which is the extended research of the previous one. Although there have been several studies on these tutoring systems, however, none of them has comprehensively analyzed both systems, particularly the transition from ITS to ATS. Therefore, this study examines these two tutoring systems more inclusively with regards to their architectures, models, and techniques and approaches used by taking into consideration the related researches conducted between 2014 to 2019. A crucial finding from the study is that ATS can be a promising tutoring system for the next generation learning environment by affiliating proper emotion recognition channels, along with computational intelligence approaches. Finally, this study concludes with research challenges and possible future directions and trends.
This paper presents the results of a comparative curriculum-based study conducted to analyse the way dictionaries and the development of lexicographical skills are addressed in primary education in Germany and Spain. To carry out the study, the curricula of two language subjects taught throughout the country were selected, namely First Language (German and Spanish, respectively) and First Foreign Language (English). Within the methodology framework for documentary analysis, several thematic categories will be identified inductively from explicit references located in the selected curricula that will serve as tertium comparationis. The main objective is to find out whether the curriculum regulations consider dictionaries and the development of specific skills for using them in this first stage of education as part of the process of training literacy in the first language and foreign language teaching-learning context.
This paper present provides a broader view on ELM-ART, one of the first Web-based Intelligent Educational systems that offered a creative combination of two different paradigms - Intelligent Tutoring and Adaptive Hypermedia technologies. The unique dual nature of ELM-ART contributed to its long life and research impact and was a result of collaboration of two researchers with complementary ideas supported by talented students and innovative Web software. The authors present a brief account of this collaborative work and its outcomes. We start with explaining the “roots” of ELM-ART, explain the emergence of the “intelligent textbook” paradigm behind the system, and discuss the follow-up and the impact of the original project.
La capacité à se servir d’un dictionnaire constitue de plus une
compétence à développer, comme le prescrivent la Progression des
apprentissages au primaire (Ministère de l’Éducation, du Loisir et
du Sport, 2009) et les programmes de formation du primaire et
du secondaire (Ministère de l’Éducation du Québec, 2001, 2006).
Enfin, les scripteurs d’aujourd’hui ont la chance d’avoir accès à
une variété de dictionnaires électroniques, qui facilitent l’accès à
l’information lexicale (Trésor de la langue française informatisé, Petit
Robert électronique, Antidote, Usito, etc.). Or, apprendre à se servir d’un
dictionnaire, papier ou électronique, est une compétence complexe
qui repose sur de nombreuses connaissances et habiletés.
This report is in three parts. The first part lists the dictionary skills that might be taught at university level, the second part reports on the way these skills are actually being taught by informants at a range of universities in the UK and overseas, and the third part reports on my informants’ attitudes and beliefs relating to the teaching of dictionary skills.
Cet article propose de revisiter les fondements linguistiques de la didactique du lexique. Plus
particulièrement, il vise à mettre en évidence en quoi la Lexicologie Explicative et Combinatoire (Mel’čuk
et coll. 1995) est un support théorique et descriptif approprié pour guider la spécification des notions
linguistiques de base de l’enseignement du lexique, à travers une perspective intégrée dans laquelle les
connaissances sur le lexique sont mises en relation avec les connaissances sur la syntaxe et la
morphologie de la langue. Pour appuyer notre propos, nous présentons une ontologie des savoirs
lexicologiques issus de la Lexicologie Explicative et Combinatoire, l’ontologie GTN. Cette ontologie a servi
de fondement à l’élaboration d’un module de cours en didactique du lexique français destiné à de futurs
maitres au primaire au Québec (Tremblay, 2009), de même qu’à la rédaction d’un manuel d’enseignement
du vocabulaire (Tremblay & Anctil, en préparation).
L’article se divise en trois sections. Dans la première section, nous présentons le contexte didactique et
linguistique dans lequel s’inscrit notre recherche. Nous détaillons dans la deuxième section les
caractéristiques principales de notre ontologie des savoirs lexicologiques en mettant en lumière leur
portée didactique, notamment à travers des exemples d’utilisation de l’ontologie pour l’élaboration d’un
module de cours en didactique du lexique. Enfin, nous précisons les retombées d’une telle recherche pour
la formation des élèves et des enseignants de français ainsi que pour la composition et l’organisation des
programmes scolaires d’enseignement du français.
An emphasis on self-regulated learning in the military community (U.S. Army Training & Doctrine Command, 2011) has highlighted a need for point-of-need training in environments where human tutors are either unavailable or impractical. Computer-Based Tutoring Systems (CBTS) have been shown to be as effective as expert human tutors (VanLehn, 2011) in one-to-one tutoring in well-defined domains (e.g., mathematics or physics) and significantly better than traditional classroom training environments. CBTS have demonstrated significant promise, but fifty years of research have been unsuccessful in making CBTS ubiquitous in military training or the tool of choice in our educational system. Why?
The availability and use of CBTS have been constrained by their high development costs, their limited reuse, a lack of standards, and their inadequate adaptability to the needs of learners (Picard, 2006). Their application to military domains is further hampered by the complex and often ill-defined environments in which our military operates today. CBTS are often built as domain-specific, unique, one-of-a-kind, largely domain-dependent solutions focused on a single pedagogical strategy (e.g., model tracing or constraint-based approaches) when complex learning domains may require novel or hybrid approaches. The authors posit that a modular CBTS framework and standards could enhance reuse, support authoring and optimization of CBTS strategies for learning, and lower the cost and skillset needed for users to adopt CBTS solutions for military training and education. This paper considers the design and development of a modular CBTS framework called the Generalized Intelligent Framework for Tutoring (GIFT).
Successful dictionary use depends on two factors: (1) user-friendliness of dictionaries and (2) good dictionary reference skills of their users. As the world moves from paper to electronic dictionaries, we need to realize that the skills needed to use modern digital dictionaries are not necessarily identical to those for traditional print dictionaries. Some print dictionary skills are transferable to the context of digital products, whereas some other skills are no longer relevant, often because electronic dictionaries may now be able to do part of what used to be the user’s job (such as automatically reducing an inflected form to a citation form). On the other hand, using electronic dictionaries may require new types of reference skills, not known from paper dictionaries. The most salient group of new skills is related to searching for information, and may be subsumed under the more general concept of digital literacy. In the present contribution I consider which paper dictionary skills are still relevant for digital dictionaries, which are obso-lete, and what types of skills are new to electronic dictionaries.
The increased volumes of online learning content have produced two problems: how to help students to find the most appropriate resources and how to engage them in using these resources. Personalized and social learning have been suggested as potential ways to address these problems. Our work presented in this paper combines the ideas of personalized and social learning in the context of educational hypermedia. We introduce Progressor, an innovative Web-based tool based on the concepts of social navigation and open student modeling that helps students to find the most relevant resources in a large collection of parameterized self-assessment questions on Java programming. We have evaluated Progressor in a semester-long classroom study, the results of which are presented in this paper. The study confirmed the impact of personalized social navigation support provided by the system in the target context. The interface encouraged students to explore more topics attempting more questions and achieving higher success rates in answering them. A deeper analysis of the social navigation support mechanism revealed that the top students successfully led the way to discovering most relevant resources by creating clear pathways for weaker students.
Computers have transformed every facet of our culture, most dramatically communication, transportation, finance, science, and the economy. Yet their impact has not been generally felt in education due to lack of hardware, teacher training, and sophisticated software. Another reason is that current instructional software is neither truly responsive to student needs nor flexible enough to emulate teaching. The more instructional software can reason about its own teaching process, know what it is teaching, and which method to use for teaching, the greater is its impact on education. Building Intelligent Interactive Tutors discusses educational systems that assess a student's knowledge and are adaptive to a student's learning needs. Dr. Woolf taps into 20 years of research on intelligent tutors to bring designers and developers a broad range of issues and methods that produce the best intelligent learning environments possible, whether for classroom or life-long learning. The book describes multidisciplinary approaches to using computers for teaching, reports on research, development, and real-world experiences, and discusses intelligent tutors, web-based learning systems, adaptive learning systems, intelligent agents and intelligent multimedia.
Domains in which traditional approaches for building tutoring systems are not applicable or do not work well have been termed
“ill-defined domains.” This chapter provides an updated overview of the problems and solutions for building intelligent tutoring
systems for these domains. It adopts a presentation based on the following three complementary and important perspectives:
the characteristics of ill-defined domains, the approaches to represent and reason with domain knowledge in these domains,
and suitable teaching models. Numerous examples are given throughout the chapter to illustrate the discussion.
The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning.
The purpose of this three-part study was first, to identify critical characteristics of a situated learning environment from the extensive literature base on the subject; second, to operationalize the critical characteristics of a situated learning environment by designing a multimedia program that incorporated the identified characteristics; and third, to investigate students' perceptions of their experiences using a multimedia package based on a situated learning framework.
The learning environment, for preservice teachers, comprised a multimedia program on assessment in mathematics together with recommended implementation conditions for the classroom. Eight students were observed and interviewed to explore their perceptions of the situated learning environment. Findings suggest that the use of the situated learning framework provided effective instructional design guidelines for the design of an environment for the acquisition of advanced knowledge.
We studied the effectiveness of a math fact fluency tool integrated with an intelligent tutor as a means to improve student
performance in math standardized tests. The study evaluated the impact of Math Facts Retrieval Training (MFRT) on 250 middle
school students and analyzed the main effects of the training by itself and also as a supplement to the Wayang Tutoring System
on easy and hard items of the test. Efficacy data shows improved student performance on tests and positive impact on mathematics
learning. We also report on interaction effects of MFRT with student gender and incoming math ability.
Intelligent tutoring systems (ITSs), which provide step-by-step guidance to students in complex problem-solving activities, have been shown to enhance student learning in a range of domains. However, they tend to be difficult to build. Our project investigates whether the process of authoring an ITS can be simplified, while at the same time maintaining the characteristics that make ITS effective, and also maintaining the ability to support large-scale tutor development. Specifically, our project tests whether authoring tools based on programming-by-demonstration techniques (developed in prior research) can support the development of a large-scale, real-world tutor. We are creating an open-access Web site, called Mathtutor (http://webmathtutor.org), where middle school students can solve math problems with step-by-step guidance from ITS. The Mathtutor site fields example-tracing tutors, a novel type of ITS that are built "by demonstration," without programming, using the cognitive tutor authoring tools (CTATs). The project's main contribution will be that it represents a stringent test of large-scale tutor authoring through programming by demonstration. A secondary contribution will be that it tests whether an open-access site (i.e., a site that is widely and freely available) with software tutors for math learning can attract and sustain user interest and learning on a large scale.
The Cognitive Tutor Authoring Tools (CTAT) support creation of a novel type of tutors called example-tracing tutors. Unlike other types of ITSs (e.g., model-tracing tutors, constraint-based tutors), exampletracing tutors evaluate student behavior by flexibly comparing it against generalized examples of problem-solving behavior. Example-tracing tutors are capable of sophisticated tutoring behaviors; they provide step-by-step guidance on complex problems while recognizing multiple student strategies and (where needed) maintaining multiple interpretations of student behavior. They therefore go well beyond VanLehn's (2006) minimum criterion for ITS status, namely, that the system has an inner loop (i.e., provides within-problem guidance, not just end-of-problem feedback). Using CTAT, example-tracing tutors can be created without programming. An author creates a tutor interface through drag-and-drop techniques, and then demonstrates the problem-solving behaviors to be tutored. These behaviors are recorded in a "behavior graph," which can be easily edited and generalized. Compared to other approaches to programming by demonstration for ITS development, CTAT implements a simpler method (no machine learning is used) that is currently more pragmatic and proven for widespread, real-world use by non-programmers. Development time estimates from a large number of real-world ITS projects that have used CTAT suggest that example-tracing tutors reduce development cost by a factor of 4 to 8, compared to "historical" estimates of ITS development time and cost. The main contributions of the work are a novel ITS technology, based on the use of generalized behavioral examples to guide students in problem-solving exercises, as well as a suite of mature and robust tools for efficiently building real-world ITSs without programming.
DESIGN RESEARCH has grown in importance since it was first conceptualized in the early 90s, but it has not been adopted for research in instructional technology in higher education to any great extent. Many researchers continue to conduct studies that principally seek to determine the effectiveness of the delivery medium, rather than the instructional strategies and tasks. This article explores the various incentives for conducting research on the impact of computing and other technologies in higher education, examines the social relevance of that research, and recommends design research as a particularly appropriate approach to socially responsible inquiry. A description of the characteristics of design research is given, together with an argument for the more widespread adoption of this approach to enhance the quality and usefulness of research in computers and other technologies in education.
In the present paper we examine the question of whether dictionary reference skills can be taught effectively in the classroom. To this end, we test the reference skills of a group of Polish primary-school students attending English classes twice: prior to and following a 12-session specially-designed training program. Despite the subjects high confidence in their reference skills reported in the accompanying questionnaire, they performed rather poorly on the pre-test. Following a training program, the performance improves substantially and significantly more than in a matched control group. We conclude that a dictionary skills training program may be effective in teaching language learners at this level to use dictionaries more effectively, though different skills benefit to different degrees.
As a result of previous research into dictionary use, the researcher has created a short course in dictionary skills for mature student learners of languages. The present research is designed to measure the effectiveness of the training by assessing the value it adds to students’ written work. In order to achieve this, a test instrument was devised which would measure the Accuracy and Quality of Language as objectively as possible and which would enable two drafts on the same topic from each individual student to be compared and the differences to be quantified in a way that would also allow comparison between different students.
This paper reports on an investigation into the dictionary‐using habits of international students studying in the medium of English at a British University. Over a period of three years, six groups of students were set assignments requiring them to report on the way they had consulted dictionaries to find the meanings of unknown words in texts of their choice. Eighty‐nine assignments were analysed, to reveal subjects' choices of reading material, look‐up words and dictionaries. The data also showed that whilst the majority of words were looked up successfully, more than half the subjects were unsuccessful in at least one out of five dictionary consultations. Subjects were found to have particular difficulty in selecting appropriate entries and sub‐entries in their dictionaries. Some consultation problems resulted in serious errors of interpretation, which subjects were largely unaware of.
In this paper, we describe an innovative project where Web technologies are exploited to develop an Intelligent Tutoring System (ITS) that uses a Learning Management System (LMS) as its learning interface. The resulting ITS has been instantiated into a specific system called STI-DICO which aims at helping future French primary school teachers to acquire the knowledge and skills needed to use the French dictionary. The learning process in the ITS takes place via a number of authentic learning scenarios that represent situations that the future teachers will face in the classroom. By using a LMS as the learning interface component of the system, we enable it to be directly deployable on the Web to a large population of students, all the while retaining the adaptive components of an ITS to deliver a personalized learning experience to its users.
A key challenge in ITS research and development is to support tutoring at scale, for example by embedding tutors in MOOCs. An obstacle to at-scale deployment is that ITS architectures tend to be complex, not easily deployed in browsers without significant server-side processing, and not easily embedded in a learning management system (LMS). We present a case study in which a widely used ITS authoring tool suite, CTAT/TutorShop, was modified so that tutors can be embedded in MOOCs. Specifically, the inner loop (the example-tracing tutor engine) was moved to the client by reimplementing it in JavaScript, and the tutors were made compatible with the LTI e-learning standard. The feasibility of this general approach to ITS/MOOC integration was demonstrated with simple tutors in an edX MOOC " Data Analytics and Learning. "
This paper compares approaches to visualising data for users in educational settings, contrasting visual learning analytics and open learner models. We consider the roots of each, and identify how each field can learn from experiences and approaches of the other, thereby benefiting both.
Advanced learning technologies are reaching a new phase of their evolution where they are finally entering mainstream educational contexts, with persistent user bases. However, as AIED scales, it will need to follow recent trends in service-oriented and ubiquitous computing: breaking AIED platforms into distinct services that can be composed for different platforms (web, mobile, etc.) and distributed across multiple systems. This will represent a move from learning platforms to an ecosystem of interacting learning tools. Such tools will enable new opportunities for both user-adaptation and experimentation. Traditional macro-adaptation (problem selection) and step-based adaptation (hints and feedback) will be extended by meta-adaptation (adaptive system selection) and micro-adaptation (event-level optimization). The existence of persistent and widely-used systems will also support new paradigms for experimentation in education, allowing researchers to understand interactions and boundary conditions for learning principles. New central research questions for the field will also need to be answered due to these changes in the AIED landscape.
The idea for this book on Intelligent Tutoring Systems (ITS) was sparked by the success of the ITS08 international conference. The number of presentations and their quality bore witness to the vitality and maturity of the field, and the enthusiasm of the participants held out a promise of sustainability and innovative research. Long life to ITS research! The book is divided into five parts. The introductory chapters to these parts, which summarize foundations, developments, strengths and weaknesses in each of the areas covered, are addressed to all readers. For those who want more in-depth knowledge, we give the floor to researchers who present their work, their results, and their view of what the future holds. It is our hope that all readers will find the book informative and thought-provoking. (http://www.springer.com/engineering/computational+intelligence+and+complexity/book/978-3-642-14362-5)
While the advent of technology into our everyday lives has had indisputable benefits, it has also led to some unfortunate, even unexpected, consequences. The most insidious of these consequences is the inequitable access to information and communication technologies (ICT) between privileged and underprivileged groups, often referred to as the digital divide (Blau, 2002; Carvin, 2000; Pearson, 2001). This disparity of access affects specific populations primarily based on geography, income and race. Generally, children who are already disadvantaged are the least likely to have access to the new technology. Statistics show that rural, young, minority and single-parent households lag behind the national average in both computer ownership and Internet access (Carvin, 2000; Hinson & Daniel, 2001,-Katsinas & Moeck, 2002; Wilhelm, Carmen, & Reynolds, 2002). Closely associated with lack of access is the issue of digital literacy (Carvin, 2000; Cullen, 2001,-Menard-Warwick el Dabach, 2002), defined as "a set of habits through which individuals use computer technology for learning, work, socializing, and fun" (Hargittai, 2002, p. 3). This article analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students.
Tutoring systems are described as having two loops. The outer loop executes once for each task, where a task usually consists of solving a complex, multi-step problem. The inner loop executes once for each step taken by the student in the solution of a task. The inner loop can give feedback and hints on each step. The inner loop can also assess the student's evolving competence and update a student model, which is used by the outer loop to select a next task that is appropriate for the student. For those who know little about tutoring systems, this description is meant as a demystifying introduction. For tutoring system experts, this description illustrates that although tutoring systems differ widely in their task domains, user interfaces, software structures, knowledge bases, etc., their behaviors are in fact quite similar.
magine this scenario: Huron, a 6th grader, sits down to work on his vo- cabulary assignment. On the worksheet in front of him are 15 words: parcel, monstrous, brood, anxiety, defense, vacant, thorough, observations, leisure, remedy, cunning, numerous, lecture, tart, and gloomy. His task is to identify synonyms for these words and to match them to appropriate sentences. He sighs, picks up his pencil, and starts guessing. He only rec- ognizes one of the words from the 10-minute discussion about the words given at the beginning of the week. Huron is unlikely to develop a good understanding of the meanings of the assigned words from this exercise. He may be able to recognize the words or identify their definitions on the Friday quiz, but he probably won't use them in his writing or understand texts containing them any better. Vocabulary tasks like Huron's are pervasive in North American schools. Words are introduced with little or no context and with no ap- parent connection to one another. It is assumed that students will be able to draw on their background knowledge or on brief word introductions by teachers to complete the task. Recently, there has been an outpouring of material on vocabulary learning, too much of which re-creates the scenario above for students across many different grade levels in many different schools. Vocabulary researchers have attempted to identify the attributes of vocabulary instruction that produce reliable gains in the comprehen- sion of text containing instructed words through meta-analysis (Stahl & Fairbanks, 1986), narrative reviews of the literature on vocabulary in- struction (e.g., Graves, 1986; Mezynski, 1983), and studies contrasting specific types of instruction (e.g., McKeown, Beck, Omanson, & Pople, 1985). More recently, the National Reading Panel (NICHD, 2000) singled out the following best practices:
A complete guide to successful learning using Moodle, focused on course development and delivery and using the best educational practices. Moodle is relatively easy to install and use, but the real challenge is to develop a learning process that leverages its power and maps effectively onto the content established learning situation. This book guides you through meeting that challenge.
This article reports on a small-scale introspective study of intermediate learners of German using bilingual and monolingual dictionaries for reading comprehension. It investigated which strategies the subjects used when looking up words in their dictionaries, whether strategy use is dependent on the type of dictionary, and where the subjects needed training in order to acquire more effective strategies. The think-aloud data revealed a range of inappropriate strategies that resulted in the failure (a) to locate words in the dictionary, (b) to identify the suitable meaning of words with several meanings, and (c) to understand the meaning of unknown words. The findings underline previous claims that learners need systematic instruction in dictionary use. Three areas for strategy training are proposed.
Rule-based cognitive models serve many roles in intelligent tutoring systems (ITS) development. They help understand student
thinking and problem solving, help guide many aspects of the design of a tutor, and can function as the “smarts” of a system.
Cognitive Tutors using rule-based cognitive models have been proven to be successful in improving student learning in a range
of learning domain. The chapter focuses on key practical aspects of model development for this type of tutors and describes
two models in significant detail. First, a simple rule-based model built for fraction addition, created with the Cognitive
Tutor Authoring Tools, illustrates the importance of a model’s flexibility and its cognitive fidelity. It also illustrates the model-tracing algorithm in greater detail than many previous publications. Second, a rule-based model
used in the Geometry Cognitive Tutor illustrates how ease of engineering is a second important concern shaping a model used
in a large-scale tutor. Although cognitive fidelity and ease of engineering are sometimes at odds, overall the model used
in the Geometry Cognitive Tutor meets both concerns to a significant degree. On-going work in educational data mining may
lead to novel techniques for improving the cognitive fidelity of models and thereby the effectiveness of tutors.
L'amélioration de la maitrise du français langue première chez les élèves du primaire au Québec dépend de plusieurs facteurs. L'enseignant peut jouer un rôle dans ce processus, sa formation universitaire lui fournissant les connaissances nécessaires afin d'encadrer le développement des compétences langagières de l'élève. Une de ces compétences joue un rôle privilégié dans l'utilisation et la maitrise de la langue, il s'agit de la compétence lexicale, la capacité à comprendre et à utiliser les unités du lexique, aussi bien à l'oral qu'à l'écrit. Afin d'encadrer le développement de la compétence lexicale en français langue première des élèves du primaire, les enseignants doivent eux-mêmes posséder un bon niveau de compétence lexicale, mais aussi détenir un certain nombre de connaissances sur le fonctionnement du lexique lui-même, c'est-à-dire des connaissances métalexicales. Le référentiel québécois de la profession enseignante (MEQ, 2001b) ne détaille pas les connaissances métalexicales que doit posséder l'enseignant pour mener les tâches associées à ses activités d'enseignement/apprentissage du lexique. En outre, la plupart des universités québécoises n'offrent pas de cours dédiés explicitement à la didactique du lexique. Pourtant, ce sont dans les cours de didactique que sont dispensées les connaissances théoriques et pratiques nécessaires au futur enseignant pour assumer les tâches de planification et de pilotage des activités d'apprentissage et d'évaluation des compétences des élèves. La relative absence de cours de didactique du lexique en formation initiale pourrait s'expliquer par le fait qu'il s'agit d'une discipline encore jeune dont les fondements théoriques et pratiques sont en cours de développement. Cette thèse en didactique du français langue première s’intéresse donc aux contenus linguistiques de référence de la didactique du lexique, ainsi qu’à la formation des maitres au primaire dans cette même discipline. Le travail de recherche effectué afin de tenter de remédier au problème soulevé a permis la réalisation de deux objectifs complémentaires. Le premier a consisté en la construction d’une ontologie des savoirs lexicologiques, qui permet de représenter à l’intérieur d’une hiérarchie de notions l’ensemble des connaissances disciplinaires de référence de la didactique du lexique. Cette représentation a ensuite été utilisée pour spécifier et structurer les contenus d’un module de cours en didactique du lexique visant le développement des connaissances métalexicales chez les futurs enseignants du primaire au Québec. L’ontologie et le module de cours produits ont été évalués et validés par des experts de chacun des domaines concernés. L’évaluation de l’ontologie a permis de vérifier la méthode de construction de celle-ci, ainsi que différents aspects relatifs à la structuration des concepts dans l’ontologie. L’évaluation du module de cours a quant à elle montré que les contenus de cours étaient pertinents, les méthodes pédagogiques employées appropriées et le matériel de cours développé bien conçu. Cela nous permet d'affirmer que le module de cours en didactique du lexique se présente comme un apport intéressant à la formation des futurs enseignants du primaire en français langue première au Québec. La recherche dans son ensemble présente enfin une contribution pertinente à la didactique du lexique, son caractère original résidant entre autres dans le fait d’avoir développé un mécanisme d’exploitation d’une base de connaissances (ontologie des savoirs lexicologiques) pour la conception didactique (module de cours en didactique du lexique). To improve first language learning in Québec primary schools, several variables must be taken into account, one of them the teachers themselves. Their training gives them the necessary knowledge to guide pupils in the development of their linguistic competences. One of these, lexical competence, plays a central role in the mastery of language. Lexical competence is the ability to understand and use lexical units, in oral speech as well as in written speech. To help pupils develop their lexical competence, teachers must not only themselves possess an appropriate level of lexical competence, but must in addition have acquired a certain amount of metalexical knowledge, that is, knowledge about the structure of the lexicon. The ministerial guide to the teaching profession (MEQ, 2001b) provides no guidance regarding metalexical knowledge required of future teachers. Moreover, there are no courses specifically devoted to lexical didactics. It is nevertheless in these kinds of courses that future teachers learn to prepare and guide activities in vocabulary acquisition and to evaluate their pupils' lexical competence. The scarcity of these kinds of courses in Québec universities may be explained by the youth of the discipline, whose theoretical linguistics foundations are still under construction. This dissertation on the didactics of French as a first language addresses the question of reference linguistic content for lexical didactics, as well as the training of future teachers in that discipline. Our research led to two complementary outcomes. The first outcome was to construct an ontology of lexicological knowledge. The second was the use of the ontology to specify and structure the content of a course in lexical didactics, devoted to the acquisition of metalexical knowledge by future teachers. Both the ontology and the course have been evaluated and validated by domain experts. The evaluation of the ontology supported the method used for its elaboration, as well as the structure of the concepts in the ontology. The evaluation of the course indicated that the course's content and pedagogical methods were correct and that the learning and teaching material were well designed. These results prove that the course is a useful tool for improving a teacher's training in lexical didactics. Our research as a whole makes a meaningful contribution to the intended domains, by developing a way to use a knowledge base (the ontology of lexicological knowledge) for educational purposes (a course in lexical didactics).
Cet article propose une réflexion en deux points sur la terminologie grammaticale scolaire, c'est-à-dire la terminologie métalinguistique employée dans le contexte scolaire de l'enseignement de la grammaire au primaire et au secondaire. Premièrement, en partant de l'analyse des pratiques en cours telles qu'on peut les inférer des programmes ministériels d'enseignement du français, nous montrerons que l'élaboration d'une terminologie grammaticale par les linguistes et les didacticiens, son acquisition par les enseignants et son application pédagogique doivent être ancrées dans une prise en compte de la terminologie lexicale. Par « terminologie lexicale », nous n'entendons pas simplement celle mise en œuvre dans l'enseignement du vocabulaire, vu en tant que « liste de mots », mais bien celle qui est nécessaire pour l'étude de toutes les propriétés fondamentales des unités lexicales : sens, forme et combinatoire (Polguère 2008). Cette vision lexicaliste de la terminologie grammaticale permet de mieux structurer le système notionnel impliqué dans l'enseignement de la grammaire. Dans un second temps, nous montrerons que des ressources spécifiques peuvent être construites pour mettre en œuvre cette interface terminologique et notionnelle entre grammaire et lexique, en nous appuyant sur l'exemple de l'ontologie linguistique baptisée Gros Tas de Notions (GTN). Nous verrons qu'une approche unifiée de la terminologie linguistique fondée sur une véritable structuration notionnelle permet de gérer de façon harmonieuse la cohabitation entre notions relevant du domaine lexical, utilisées en enseignement du vocabulaire (Tremblay 2009), et notions grammaticales (sémantiques, syntaxiques et morphologiques). Nous verrons également qu'il est possible, dans le contexte de la modélisation ontologique des notions linguistiques, de rendre compte de deux types de diversités terminologiques : la diversité interlangue et la diversité selon le domaine d'application.
As intelligent tutoring system (ITS) issues are investigated and intelligent tutoring systems are developed, evaluation methodology becomes important. Basic researchers, system developers, and educators working with ITS all have motives for becoming involved in ITS evaluation. In formative evaluation, researchers examine a system under development, to identify problems and guide modifications. By contrast, summative evaluation is carried out to support formal claims about the construction, behaviour of, or outcomes associated with a completed system. Different methodologies are suitable for different types of evaluation, some focusing on internal considerations, such as architecture and behaviour, others on external considerations, such as educational impact. This paper draws upon the areas of intelligent tutoring systems research, expert systems design, computer-based instruction, education, and psychology to identify techniques for the formative and summative evaluation of ITS. Evalu...
L'erreur lexicale au secondaire : analyse d'erreurs lexicales d'élèves de 3e secondaire et description du rapport à l'erreur lexicale d'enseignants de français
- D Anctil
Anctil, D. (2011). L'erreur lexicale au secondaire : analyse
d'erreurs lexicales d'élèves de 3e secondaire et description
du rapport à l'erreur lexicale d'enseignants de français.
Doctoral thesis, Université de Montréal.
Reflecting on Twelve Years of ITS Authoring Tools Research with CTAT. Design Recommendations for Intelligent Tutoring Systems
- V Aleven
- J Sewall
- O Popescu
- M Van Velsen
- S Demi
- B Leber
Aleven, V., Sewall, J., Popescu, O., van Velsen, M., Demi,
S., & Leber, B. (2015a). Reflecting on Twelve Years of ITS
Authoring Tools Research with CTAT. Design
Recommendations for Intelligent Tutoring Systems, 263.
Utiliser le dictionnaire efficacement: une compétence à développer. Formation et Profession
- O Tremblay
- D Anctil
- A Vorobyova
The beginning of a beautiful friendship? Intelligent tutoring systems and MOOCs
- V Aleven
Aleven, V., et al.: The beginning of a beautiful friendship? Intelligent tutoring systems and
MOOCs. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M. (eds.) AIED 2015. LNCS,
vol. 9112, pp. 525-528. Springer, Heidelberg (2015)
STI-DICO: a webbased system for intelligent tutoring of dictionary skills
- A Luccioni
- R Nkambou
- J Massardi
- J Bourdeau
- C Coulombe
Luccioni, A., Nkambou, R., Massardi, J., Bourdeau, J., Coulombe, C.: STI-DICO: a webbased system for intelligent tutoring of dictionary skills. In: Proceedings of the 25th
International Conference on the World Wide Web, International World Wide Web
Conferences Steering Committee, pp. 923-928. Republic and Canton of Geneva, Switzerland
(2016)
Dictionaries in Language Learning. Recommendations, National Reports and Thematic Reports from the Thematic Network Project in the Area of Languages
- H Nesi
Nesi, H.: The specification of dictionary reference skills in higher education. In: Dans
Hartmann, R.R.K. (ed.). Dictionaries in Language Learning. Recommendations, National
Reports and Thematic Reports from the Thematic Network Project in the Area of Languages,
Sub-Project 9: Dictionaries, pp. 53-67. Freie Universitat Berlin, Berlin (1999)
Studies in Computational Intelligence
- R Nkambou
- J Bourdeau
- R Mizoguchi
Nkambou, R., Bourdeau, J., Mizoguchi, R.: Studies in Computational Intelligence. Advances
in Intelligent Tutoring Systems, vol. 308. Springer, Heidelberg (2010)