%0 Unpublished work %T Une approche pro-pédagogique du diagnostic cognitif dans les STI: conception, formalisation, et implémentation %+ Département d'informatique [Montréal] %A Tchetagni, Josephine %Z - Infotel-Inc Group; - the Canadian Space Agency; - the Natural Sciences and Engineering Research Council of Canada (NSERC-Canada). %Z My special thanks go to my research director, Mr Roger Nkambou, professor in the department of computer science at UQÀM, and my research co-director, Ms Jacqueline Bourdeau, professor at the Télé-Université. As well, I especially thank Professor Froduald Kabanza, Dr. Jean Roy and Dr Rolland Yatchou. %9 Ph. D. Thesis in cognitive informatics, Department of computer sciences, Unversité du Québec à Montréal (UQÀM), Canada %8 2005 %D 2005 %K reflections %K open learner modeling %K tutoring dialogue %Z Computer Science [cs]/Technology for Human LearningOther publications %X 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. %G French %2 https://telearn.hal.science/hal-00257165/document %2 https://telearn.hal.science/hal-00257165/file/Tchetagni-Josephine-PhDthese-2005.pdf %L hal-00257165 %U https://telearn.hal.science/hal-00257165 %~ TELEARN %~ TICE %~ TEL