FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2101114814> ?p ?o ?g. }

• W2101114814 abstract "ion appears as a good approach to study educational systems. Firstly, teaching by itself is a complex process, where the educator normally is able to present a given topic in various ways, according to the learner’s background and goals. Secondly, the domains actually taught vary considerably in range, depending on whether and how they refer to memory, to problem-solving, to behaviours and attitudes, etc. Thirdly, almost all teachable domains vary in complexity, from simple basics to intricate constructs and relatively complex problems to solve. For all these reasons, when a human tutor detects errors or misunderstandings, he usually draws the learner’s attention on a small subset of the involved knowledge, so that the detected errors and/or misunderstandings can be corrected at the proper abstraction level. 2. Discussion objectives For the discussion, I propose to use abstraction as the unifying guideline for the design of IESs and abstraction levels to formalise this design. Questions to be addressed are: This content downloaded from 207.46.13.76 on Wed, 24 Aug 2016 05:59:29 UTC All use subject to http://about.jstor.org/terms 3 ! How are defined the level(s) at which two modules interact? ! To what extent can educational computer modules be defined only by their specifications, like electrical or electronic circuits are? ! How can be defined the level(s) at which a human teacher and a student interact? ! Can such level(s) be simulated by a computer artefact? Under what conditions? ! Are there different ways to define abstraction, depending on the type of concept, of activity, or of process at hand? Depending on the discussants’ preferences or interests, such questions can be tackled from two complementary perspectives. One more practical may attempt to define and show how abstraction is or can be used in the design and analysis of various modules or functions of educational systems (see examples in section 5.2, item 4). Another perspective, more theoretical, may consist in defining and formalising some various facets of abstraction, like generalisation, complexity levels, hierarchical organisation of concepts, metalevel descriptions, etc., both within an educational subject domain and in domain-independent studies. Of course, it would be great if the two perspectives were to converge... As a more immediate starting point, I suggest the following approach (although the discussants may elect to proceed otherwise). In a problem-solving domain educational system, one can define four fundamental operating modes (Lelouche & Morin, 1997b), based solely on the student’s main goal for using the system (either to learn or to assess his learning) and the underlying type of knowledge (either domain knowledge or problem-solving knowledge). Thus we could begin by making explicit the abstraction types and abstraction levels used in these four operating modes." @default.
• W2101114814 created "2016-06-24" @default.
• W2101114814 creator A5023042786 @default.
• W2101114814 creator A5088848269 @default.
• W2101114814 creator A5091081642 @default.
• W2101114814 date "2000-01-01" @default.
• W2101114814 modified "2023-09-26" @default.
• W2101114814 title "Can abstraction be used as a unifying guideline to design intelligent educational systems" @default.
• W2101114814 cites W1607843023 @default.
• W2101114814 cites W1707104629 @default.
• W2101114814 cites W2005442542 @default.
• W2101114814 cites W2073375062 @default.
• W2101114814 cites W2489865376 @default.
• W2101114814 cites W34323276 @default.
• W2101114814 hasPublicationYear "2000" @default.
• W2101114814 type Work @default.
• W2101114814 sameAs 2101114814 @default.
• W2101114814 citedByCount "1" @default.
• W2101114814 crossrefType "journal-article" @default.
• W2101114814 hasAuthorship W2101114814A5023042786 @default.
• W2101114814 hasAuthorship W2101114814A5088848269 @default.
• W2101114814 hasAuthorship W2101114814A5091081642 @default.
• W2101114814 hasConcept C107457646 @default.
• W2101114814 hasConcept C111472728 @default.
• W2101114814 hasConcept C124304363 @default.
• W2101114814 hasConcept C138885662 @default.
• W2101114814 hasConcept C145420912 @default.
• W2101114814 hasConcept C15744967 @default.
• W2101114814 hasConcept C159456220 @default.
• W2101114814 hasConcept C199360897 @default.
• W2101114814 hasConcept C2778371403 @default.
• W2101114814 hasConcept C2780586882 @default.
• W2101114814 hasConcept C41008148 @default.
• W2101114814 hasConcept C49774154 @default.
• W2101114814 hasConcept C98045186 @default.
• W2101114814 hasConceptScore W2101114814C107457646 @default.
• W2101114814 hasConceptScore W2101114814C111472728 @default.
• W2101114814 hasConceptScore W2101114814C124304363 @default.
• W2101114814 hasConceptScore W2101114814C138885662 @default.
• W2101114814 hasConceptScore W2101114814C145420912 @default.
• W2101114814 hasConceptScore W2101114814C15744967 @default.
• W2101114814 hasConceptScore W2101114814C159456220 @default.
• W2101114814 hasConceptScore W2101114814C199360897 @default.
• W2101114814 hasConceptScore W2101114814C2778371403 @default.
• W2101114814 hasConceptScore W2101114814C2780586882 @default.
• W2101114814 hasConceptScore W2101114814C41008148 @default.
• W2101114814 hasConceptScore W2101114814C49774154 @default.
• W2101114814 hasConceptScore W2101114814C98045186 @default.
• W2101114814 hasLocation W21011148141 @default.
• W2101114814 hasOpenAccess W2101114814 @default.
• W2101114814 hasPrimaryLocation W21011148141 @default.
• W2101114814 hasRelatedWork W1585173540 @default.
• W2101114814 hasRelatedWork W1821450063 @default.
• W2101114814 hasRelatedWork W1853279022 @default.
• W2101114814 hasRelatedWork W1966815456 @default.
• W2101114814 hasRelatedWork W2001980671 @default.
• W2101114814 hasRelatedWork W2004165342 @default.
• W2101114814 hasRelatedWork W2025388029 @default.
• W2101114814 hasRelatedWork W2030936254 @default.
• W2101114814 hasRelatedWork W2063879741 @default.
• W2101114814 hasRelatedWork W2086844833 @default.
• W2101114814 hasRelatedWork W2089259259 @default.
• W2101114814 hasRelatedWork W2110272890 @default.
• W2101114814 hasRelatedWork W2120886601 @default.
• W2101114814 hasRelatedWork W2147303189 @default.
• W2101114814 hasRelatedWork W2148712408 @default.
• W2101114814 hasRelatedWork W2161401524 @default.
• W2101114814 hasRelatedWork W2369122356 @default.
• W2101114814 hasRelatedWork W2491172251 @default.
• W2101114814 hasRelatedWork W2584389887 @default.
• W2101114814 hasRelatedWork W3197279860 @default.
• W2101114814 hasVolume "3" @default.
• W2101114814 isParatext "false" @default.
• W2101114814 isRetracted "false" @default.
• W2101114814 magId "2101114814" @default.
• W2101114814 workType "article" @default.