Using Indicators During Synchronous Tutoring of Practical Work
Aina Lekira, Christophe Després, Pierre Jacoboni, Christophe Choquet, Sébastien Iksal, Dominique Py, Diem Pham Thi Ngoc · 2011
When teachers are involved in synchronous tutoring carried out on a practical work, they need overall but semantically relevant information in order to better manage learners' activities. This information, given through indicators, enables teachers to quickly detect learners' critical situations. Thus, relying on indicators, they can intervene and choose the better remediation strategies to solve these critical situations. In this paper, we propose a way to identify, define and calculate indicators through UTL and DCL4UTL. We also conducted experimentations in order to examine the benefits of the use of indicators during practical work sessions.