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Ӿ 7k~gkwm;|?#[oQϕg.;w{mhx{v<֒\jDȰֽ̀?%%Ѿ-nŦ/9.<rvAS {G$Ə3Y.Ka}Ncڼ"]frO;dVmL6rH@7zwp]ɝA GV+ME߳y?j󿴾_|gɎ:VV;%r!nYG4QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEs?<_W7qn}썸zV\^%Ad}f!is﹀0>BH\_*zk!Gxw1ƭ-/j"+&B6 ')'w?]MdFϿ|{8V<+;SmGU_@=B1䓜s2;&#mmhF;6>7O gmt5_>FCko,`S5&5 g~kZm0^eFDʒq1Vٴ&+K/':=΍s,%fr(J8.FI`xwT?ڮke-,mͧ #+ O93k><Ѵ:(40)i9JfS,W#8q5FZh~ T.ώ#>hWھ{iL>o2.рH9fo>=w7QK\[3ZeK(w'rqaoo}`7yvQ[dmޛG,XHg3=KRiz\Kq3훺8隱EQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE$(   K\H1 Information, knowledge, competenceP<2 From learning to explanationv3 Modeling explanations (www.ioanrosca.com/educatie/these) .4 Principles R>5 Orientations and propositions| h6 Referencing and retrieving for emergent activitiesH!47 Adapting orchestrationsH"48 Competence optimizationd/ 0DTimes New Romanbbv 0b( 0DTimesNew Romanbbv 0b( 0 b .  @n?" dd@  @@``_@,whoosh.wav.WAV 10103RIFFWAVEfmt ++data~~~~~~~~~~~~~~~~~~~~~~~~~~~|||~~~~~zvtvxz|~zvrnlrv||vtrpptz~|xvtv|~~zxvvvz|~xrlhntzzvrrpprrx~|j[QU_|bICCYn[ICY~zlnh]_r|]SUSSjz|x__l~v_]drnUb|nfd_]d]5=rrnj]jz~lMldrx[[_f|YQfWK_xh[zx[CIjzxxdSQz|_fI9WӹM;QnvK;OUx~xj]]YS~ɵlM?plM;CGpٵ[)Kh|% %;xtKQS]ɖbGr|lSnvz~nfS[nëx;Az=+AYݻ|=/1r_ ?|潄W5/Czãf)/pvbMQr|O=OtjdhjlG?G_ɊK3לdQCMppW;1SŷAMz/#?bx͖SAM[hvhYp~~zrvt[]ptWOUtxxd]v~vvxzd_xzh_nrSQltbdp~_lrQ_l][tf]W]~hWfp|fWhnhbU[hzlSCWbYbnxpdhjvjM9Ot]GQ[dpp~hhhdpx~xh]Yntnrp]dlvjQMb|vdjpzxzztljr||_[r~~jb_j|z|xpp~~v]Wh||zx|x|zzndhpxr]Yfntzjl|z||~vppnrzphrxz|~|xtrjjtv~~vz|z||xrrv~xrprtz|||vzxvx|xtx~~~~~~~zxxxx|zxz~~~rrz~|xz~~|vtx|zxz|~~~||zx|||~~zz|zz~~~~|~~||~~||zz|~||z~~~~zxzz|~~~~|~~~|~||~~~~~~~~~~~~~|||~~~~~~~~~~~~~||~~||~||~~~~|||~~~~||||~~~~~~||||~~~~~~~~~~~|~~~~|zz~~~~~~~||||~~||~~~~~|||~~~~~|||~|~|~~~~|z|~~~~~~~|||~~~~~~~~||~~~~~~~~  @   Tnm ,R$'?lhْ}YIp0 0e0e     A@  A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||S" @{  ʚ;naB5ʚ;g4BdBdv 0bppp@ <4!d!d` 0bb<4dddd` 0bb<4KdKd` 0bb? %0Explanation modelling and competence management11$1 Ioan Rosca, PhD. in educational technology telecommunication, computer, information and instructional systems engineer researcher and conceptual architect at LICEF, Teleuniversity, Montral ioan.rosca@licef.teluq.uquam.ca INSCIT 2006, Merida, 27 October 20062         Summary $1 Information, knowledge, competence%%% from information to knowledge embodied in persons and reflected in documents- involved in material-cognitive processes from live knowledge to reified  concept spaces ; natural language discourses and structured knowledge domains (text and hypertext collections, thesaurus and dictionaries, classifications, relational databases, declarative languages, notional graphs, ontologies) Rv&o""@r      4 Principles Bipolarity of explanation. Explanation phenomenon is based on the cognitive consonance lived by a human pair. Synchronous or asynchronous, sonorous, textual or graphical, direct or remote, realized through communication, resource sharing or co-operation, exploiting the physical interaction through objects and the innate or cultivated human communication capacities (language etc.)- the explicative relationship between an "expert" and a "novice" is essentially a bipolar phenomenon, based on the collaboration between two free-will centres .6 Z"""  5 Orientations and propositions RCompetence conditions and matching services for resource retrieval or concretisation (3a) (c1 <= c2 si m1<=m2), usable for selecting resources on emergent mode (3b) c(p/r,k)>=c(a/i,k), for concretisations of abstract actor a by participants p on planned mode (3c1) e1<=c<o<=e2 or d1<=c<o<=d2  a support element is sufficient (3c2) e1<c<d1<e2<o<=d2  the assistant can lead the learner in the document efficiency range TVTT&&2&'''''''' '"'#&&G&*f  B   8 Competence optimization/ ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> *"(    6 P  T Click to edit Master title style! !  0   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0, ``  Z*   0 `   \*   0| `   \* H  0޽h ? ̙33 Default Design0 z((  ( ( 0! P    R*    ( 06     T*   d ( c $ ?   ( 0L[  @  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S ( 6 `P   R*    ( 6 `   T*   H ( 0޽h ? ̙33 00(  x  c $  x  c $87` p  H  0޽h ? ̙33  NFx(  xr x S L]   , x 0x  `  1 From information to knowledge: competences 2 From learning to explanation as competence operators 3 Difficulties in modeling explanations 4 Principle observations about the explanation phenomena 5 Consequences :pedagogical competences, posture indexation, matching services 6 Competence indexation for the emergent mode 7 Concretization for adapting orchestration mode 8 Competence optimization problems !0,!0/c!0f!0!0 !0A!!0Ds"!0v!0,!0/c!0f!0!0!0A!0Ds!0vH x 0޽h ? ̙33  LD 4(  4 4 S <$D0    4 S 赍`P<$0   4 Hd ?" -,$D0 n competences: descriptions of someone (p) relation (R) relative to concepts (k) : (2a) cR(p,k)=[MR,m(MR)], MR- mastering scale for R (0-1, 0-10, 0-100, A-F etc.) ; m(MR)-measure on this scale (2b) cR[](p,k)= [R, M, mr1, mr2& ..] in the case of vectors of relations R[], as Bloom  abilities : Rbloom[]= [observeK, understandK, applyK, analyseK, synthesiseK, evaluateK] (2c) cS(p,K) = [S(k1, & .kn), M, mk1, mk2& .mkn]- for decomposed knowledge kS, for example for a binary scale M=B= 0/1: (2d) cSb(p,K)=[S,B,bk1,bk2& .bkn] where bki=0/1 if p knows/doesn t know kipW8 Z8 ZD"&&'&"$&&?&M'/&&=& &&&&&#&\  m  ^                         1          4 Hύ ?"$,$D0 " concept identification: reference systems and semantic coordinates (UKL -universal knowledge locator) (1a) kd=[Nk, d(Nk), a(d)] (Nk organisation norm, d(Nk) domain organised on Nk norm, a(d) internal address of k in d) (1b) kD= [kd1, kd2& ] - multi-referenced knowledgei8 Z8 ZF"!''''[''''n             -  + v  4 Tpݍ ?" ,$D0 concept refinement (decomposition) : notional subspace S organised on a norm Ns: (1c) kS= [Ns, s(k1, k2& kn)]dR8 Z8 ZQ'#'NW       4 T4 ?"@:Y,$D0 pFor the general case (2e) cRS(p,k)=)= [M, m(ri,kj) R, S] or , using some global competence calculus formulas: (2f) c(p,k)=[M,m(M)]=f (m(r1),m(r2)& )=g (m(k1),m(k2)& )=h( m(ri,kj) R, S) 0 Z&&''5'H&&      y     H 4 0޽h ? ̙334i hh@00 e(  0 30 S lpP<$D0   N2 From learning to explanationhl @ 0  0@ 0 ,$D 0 10 0p  ]learning topologies  0 T ?" @   0 T ?"0@   0 T ?"@  2 0  `ƒ ?" @ ? participate   2 0  `(ƃ ?" @ ;consult 2 0  `Ƀ ?"0 p@ :dialog  0 T?"   0 T?"   0 T?"P P  0  `̓ ?"  SCi Cf  0 T?"P@P  0  `4у ?" eCi,Cf $ 0 T?"@ 0 T ?"0 @ 2 0  `Ճ ?"  @ ;consult  0 T?"  0 T ?"P 0  0 T?" @@  0 T ?"@  0 T?" @ "l G  0G ,$D 0 0 Tك ?" Ta simple model for explanation( 4!N  0 G /2 0 H ?"P=P2 0 N݃ ?" L`4  ^Novice   2 0 N ?"VL4  ^Expert    0 N< ?"K py b Instrument      " 0 TH ?" ` _Subject    0 N?"2` @  0B N?"`2A  0B N?" `2  0 H?"@  0B H?" @   0 H?"@ @  0 H ?"6   Y1    0 H ?" 6  Y2    0 H4 ?" '  Y3    0 H ?"c Y4    0 H ?" Y5    0 H ?"P' Y6    0 H4 ?" |  Y7    0 H ?"G  Y8    0 H  ?"u(  Y9    0 < ?"  9  Z10    0 H ?"q| d  Z11    0 H ?"q< #  Z12    0 H ?"' <  Z13    0 Hx ?"q <# Z14    0 H ?" Z15   B 0 ND?"fB 0 ND?"f B 0 ND?" B 0 ND?" B 0 ND?" iL B 0B ND?"i L B 0B ND?" L .B 0B ND?" L [B 0 ND?" . [B 0B ND?" L8B 0 ND?"8LB 0B ND?" B 0B ND?"qB 0B ND?" =o. B 0 ND?" y B 0 ND?"  B 0 ND?"2 B 0 ND?"` $ L B 0 ND?"jS[l   0 ,$D 0 0 T<( ?"pp W 5i  0 T+ ?"lg 5f T f( ' 0# B 40 ND?"ppB 50 ND?"p pB 60 ND?"p@B 70 ND?"@B 80 ND?" @ pB 90 ND?" p B ;0 ZD?" B <0 ZD?"B =0 ZD?"ppB >0 ZD?"`P`pB ?0 ZD?"PPp l0 T0 ?"@' 6ka  m0 TT4 ?" @$' 6kb  n0 T7 ?"@' Pkc  o0 Tt; ?"@' Pkd  p0 T? ?"$@ ' Pke  q0 T8C ?"f(Z 5M  r0 T< ?"@t  60%  s0 T$B ?"@ ' 8100% B t0 TD?"`  0 ZL ?"  f0learning: activities as competence operators i-f1( 1 0 ZP ?"$`  Smastership measured competences   M l  ` 0 `,$D 0 0 ZDT ?"@ ;c1i c1f 2 0 ZX ?"   ;explain  0 N?" 0 Z\ ?"p` gCi? Cf? $ 0 N?"p 0 Zt_ ?"` ;c2i c2f 2 0 Zc ?" ;explain  0 N?" 0 Z0g ?" ;c3i c3f 2 0 Zb ?" ` ;explain  0 N?"@@ 0 N?"p 0 N?"@p 0 Tm ?" p$ ^*effects of explanation on various learners+ + l   0 ,$D 0B ]0B TD?" `@B ^0 TD?"``pB `0 TD?"`pB d0B TD?"0@  B e0 TD?" @  u0 Zq ?"` 5k  v0 Zxu ?"PPT7 6k1  w0 ZXy ?"pt 6k2  x0 Z`| ?" $g 6k3  y0 ZS ?"0   8k1.1  z0 Z ?"  8k1.2  0 T ?"p 1  Rknowledge refining competences B 0 ND?"P 0 T ?"N 5i Y l `h  0h` ,$D 0B f0B TD?"@ ` B g0B TD?"` P B h0 TD?"` P B i0B TD?"Pp B j0 TD?"p  {0 Z ?"pW  <k1.3  |0 Z ?"` <w  >k1.3.1  }0 Z ?"   >k1.3.2  ~0 Zx ?" p  <k3.1  0 ZH ?"0   <k3.2 B 0 ND?"p@ 0 T ?"^hO 5f H 0 0޽h ?O$000&000(000*000,000-000.0000000100020003000400050006000700080009000=000@000B000 ̙338% $$P+?x$(    S  0<$D0   ;3 Modeling explanations (www.ioanrosca.com/educatie/these) << B!fV      l @  >@ ,$D 0B ) TD?"@  * Bī ?"  5? ( + ND9 ?"  Mexplanation unitary model l  ?,$D 0  s XA.?D:\tampon\UNTITLED.JPG 3 T ?"  D aspect space   l  <,$D 0  Tg ?" V$sociology, human development studies% %  Tg ?"pP0 Ocomputers, telecommunications   TDg ?" ` Kmethodology, epistemology   Tg ?" @  Gsciences of education   T,ąg ?"   Einformation science   Tȅg ?"   :diagrams    T`̅g ?" `  ; semiotics    Tυg ?"   :rhetoric    TӅg ?"0` < multimedia    Tօg ?"P Daction,negotiation   T4څg ?"@ ? system theory   T݅g ?" 8logics    Tg ?"` @ T"ITS, AI, CBT, CAL, CSCL, CSCW, DSS# # ! T g ?" R psychology and cognitive science! ! " Tg ?"`  Gcommunication science  # Tg ?"  :language   , T$ ?"[ d = paradigms    - T ?"   <language    . TD ?" 1 d = interests    / T ?"   <criteria    4 T$ ?"P  t D view filters    6 T ?" Hinvolved domains  7 T ?" d ;methods l  P = P,$D 0  <l g ?   DARITM, CPElectro, MAT (training and education experiences- Romania)E E 5 $ <xg ?  AMetamorph, Stereopresentation ( adaptable multimedia composition)B B$ % % <g ?   zFNOVEX,SAFARI (expert- computer- novice action and decision sharing) G G & <g ?   ['NUAC(services management on INTERNET)( ( ' <pg ?` P _TELOS (facilitating semantic and technical interoperation between knowledge management sites)` ` ( <`g ? p d0MOT,GEFO (orchestrating pedagogical procedures)1 1 5 Th! ?" Ipersonal projects  9 <%g ?   ['ADISA (planning instructional systems)( ( ; <)g ?0 P REASE (retrieval and matching) H  0޽h ? ̙33  <4< (  < < S -<$D0    < S d.<$0   < 0$ ,$D0 Knowledge as a communicational system. We obtain a systemic meaning of "knowledge extending the phenomenology vision about the unity of the (observed object  observing subject) pair, taking into account the shared character of knowledge and including, in a single whole, the represented subject, the representing symbol and the human pair using the representation to communicate on the subject. :8 Z'"f"" < 0 S  ,$D0 Person in society: cognitive duality. The individual cognitive metabolism interferes with that of the community- in which it is "situated". The communication between two persons can be seen as a relation between two distinct cognitive systems, but also as a manifestation of the cognitive physiology of the species' system, ensuring spiritual evolution, through knowledge propagation. 80 Z&"["" < 0k P  ,$D0 =Structure/process duality: existence/transformation, adaptation/evolution, ontogenesis/phylogenesis. The physical and conceptual entities, tied by relationships, create systemic units and determine their behavior (physiology). Conversely, the physical and cognitive processes sediment structures (entities and relations). A complete systemic vision must reveal the existence-becoming duality, using "structures in processes" models. 80 Ze"L""W O < 0{  ,$D0 2Conservation and change: circular relationships between "model" and "reality". The reality must be observed and understood (modeled)- even if we wish to conserve it. A reciprocal influences loop is blend between "reality" and "model" (accentuated- when the phenomena's "model" is used as an instrument by the participants)- with major behavioral consequences. A such "reality-model" system has its global physiology.:8 ZN"R""N QH < 0޽h ? ̙33    8@ (  8 8 S :<$D0    8 S : P<$0   8 0<< ,$D0 zThe wide specter of "assistance". The concept of "assistance" - covers a large range of significations ("information , "clarifications ,  guiding ,  teaching ,  supporting , "equipping etc.) The advanced "support" systems allow the combination of these possibilities..8 Z""" 8 0N ,$D0 *Distributed intelligence and synaptic tele-informational systems. The intrinsic qualities of a human assistant (appropriate, available and well-disposed) are difficult to mechanize. The posture of information "emitter" is multipliable (through the diffusion of the conceiver's "message"), but that of a learner "listener" or interactive partner- much harder. But prior to cooperating or communicating, the partners must equip, find and agree themselves. The synaptic "matching" infrastructure, based on the computer network, can provide contact, contract and management services, forming a "synaptic" (matching) infrastructure for the collective brain's physiology.8 ZB"W"*&  o  8 0ԍ  ,$D0 L(Explicative capacities and pedagogical indexation. In order to observe the competence equilibrium around pedagogical operations, I have organised the competences space of a person P on "postures": (knowK, aimK, explainK(x,y), describeK(x,y), recommendK(x,y), evaluateK(x,y))- where the parenthesis show a predicate depending on the detained (x) or aimed (y) "mastering level" of the person to which P could explain directly (transmit by a document, evaluate, recommend etc) the knowledge k. The indexation of explicative documents poses similar problems to that of referencing support persons. They can be partially considered the author's representative towards the expected user (minus the interactivity limitations). That is why I have also characterises their explicative potential by (c1,c2) increases. 4)( 1"                H 8 0޽h ? ̙33s ss`p8 h(  pu l @J @ p@J @,$D 0 p  `0 ? " ( 7exp  p TX43? @J  @  p H7? pG` @  p N(:? } C k descriptors     p T=?  Ik 2 p N A?  G@ [1 declare knowledge ~ p N?  p ZjJ? m p T4E? 0 Yrec   p ZjJ? mJ p T? "( p ZI ?P\~ dKnowledge reference system K  p ZjJ?m l t P p t P,$D  0 Ep T@M3?w  @  Fp TQ ?  P @ @  Gp N,T?  # k descriptors     Op ZW? ` 4  Io  Rp Z\[ ?  J 1  R Operations     Up ZjJ? . U~ Vp N?  U  Wp ZjJ?  . Xp T8_? U ? Yrec   [p ZjJ? q.2 ep Nc?  P g1 declare explicative potential     p T? "t  p S g<$D0   d46 Referencing and retrieving for emergent activities55! l Q  pQ ,$D 0 $p T4k3? Q /  @  %p Nn? P @ @  &p Nq?  R # ^ descripteurs  .p Zt? ` /  Id 2 4p Nw?   g1 declare explicative potential     5p ZjJ? A i~ 6p N?  i  7p ZjJ?  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