Explainer moves - Revision history

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	Example (2): Embedded correction <ref name="clark_bernicot_2008"/>:		Example (2): Embedded correction <ref name="clark_bernicot_2008"/>:
	Child: He falled, he falled again.		'''Child:''' He falled, he falled again.
	Father: Ok he fell, but no, he’s at the boat, now put him in front of the car		'''Father:''' Ok he fell, but no, he’s at the boat, now put him in front of the car

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	"The tutor jumps in and splices correct information as soon as the student produces a contribution that is obviously error-ridden. The tutor needs to be able to recognize errors, bugs, and slips in order to do this. Deep misconceptions in the student are more difficult to detect and are not handled by splicing."		"The tutor jumps in and splices correct information as soon as the student produces a contribution that is obviously error-ridden. The tutor needs to be able to recognize errors, bugs, and slips in order to do this. Deep misconceptions in the student are more difficult to detect and are not handled by splicing."
	<!--\parencite{GRAESSER199935, person:hal-00197320} --><ref name="GRAESSER199935"/><ref name="person:hal-00197320"/>		<!--\parencite{GRAESSER199935, person:hal-00197320} --><ref name="GRAESSER199935"/><<ref name="person:hal-00197320">Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.‏</ref>

	==Notes==		==Notes==
	<references />		<references />

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	<h2>Hinting</h2>		<h2>Hinting</h2>
	Hinting is an explanation move and a type of scaffolding where something is suggested or indicated indirectly or covertly. Examples: "The hard disk can be used for storage" or “What about the hard disk?”		Hinting is an explanation move and a type of scaffolding where something is suggested or indicated indirectly or covertly. Examples: "The hard disk can be used for storage" or “What about the hard disk?”
	"When the student is having problems answering a question or solving a problem, the tutor gives hints by presenting a fact, asking a leading question, or reframing the problem. A hint may be a memory cue or a critical problem-solving clue. Hints are frequently indirect speech acts, so they run the risk of being missed by an insensitive student" <!--\parencite{GRAESSER199935}-->.<ref name="GRAESSER199935"/>		"When the student is having problems answering a question or solving a problem, the tutor gives hints by presenting a fact, asking a leading question, or reframing the problem. A hint may be a memory cue or a critical problem-solving clue. Hints are frequently indirect speech acts, so they run the risk of being missed by an insensitive student" <!--\parencite{GRAESSER199935}-->.<ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref>

	<h2>Pumping</h2>		<h2>Pumping</h2>

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	-'''Explainee:''' ['I never knew beforehand how hard it was', 'to get actual data of the black holes itself,', "first of all, they're dark, and, like,", "they're so far away, it's almost impossible just", 'to get a good image of them.', 'They were discussing a project in', 'which multiple radio telescopes of some sort, like, are,', 'like, pinpointed all across, from Greenland', "to South America, and, like, and they're trying to", 'get an image of', 'the black hole in the center', 'of our galaxy because, as opposed', 'to just recording its impact', 'on the surrounding stars and planets.']		-'''Explainee:''' ['I never knew beforehand how hard it was', 'to get actual data of the black holes itself,', "first of all, they're dark, and, like,", "they're so far away, it's almost impossible just", 'to get a good image of them.', 'They were discussing a project in', 'which multiple radio telescopes of some sort, like, are,', 'like, pinpointed all across, from Greenland', "to South America, and, like, and they're trying to", 'get an image of', 'the black hole in the center', 'of our galaxy because, as opposed', 'to just recording its impact', 'on the surrounding stars and planets.']

	~~<h2>Elaborating</h2>~~
	This is an assertion by the tutor that fills in missing information that the tutor regards as important, but otherwise might be missed by the student. In essence, information is simply transmitted from the tutor to the learner, as opposed to having the learner generate the information
	<!--\parencite{GRAESSER199935}. --><ref name="GRAESSER199935">Graesser, A. C., Wiemer-Hastings, K., Wiemer-Hastings, P., Kreuz, R., & Tutoring Research Group. (1999). AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), 35-51.‏</ref>


	~~-'''Explainer:''' ["We're gonna talk about blockchain technology.", 'Have you heard of blockchain?']~~
	~~-'''Explainee:''' ["I've heard of the words blockchain,", "but I'm not sure I know what it is."]~~
	-'''Explainer:''' ['When we were much smaller societies,', 'you and I could trade in our community pretty easily.', 'As the distance in our trade grew,', 'we ended up inventing institutions, right?', 'If you Uber or you use Airbnb or you use Amazon even,', 'these are just digital marketplaces and platforms', 'that help us facilitate an exchange of value.', 'But today, we actually have a technology', 'that allows us to trade one to one but at scale,', "and it's called blockchain technology.", 'There is some kind of interface for it.', 'You could have an app, or you could use a computer', 'to do it, but instead of there being a company', "in the middle that's helping you make that transaction,", "it's a bunch of software code."]
	~~-'''Explainee:''' ['Okay.']~~
	-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaborating'''''

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	Hinting is an explanation move and a type of scaffolding where something is suggested or indicated indirectly or covertly. Examples: "The hard disk can be used for storage" or “What about the hard disk?”		Hinting is an explanation move and a type of scaffolding where something is suggested or indicated indirectly or covertly. Examples: "The hard disk can be used for storage" or “What about the hard disk?”
	"When the student is having problems answering a question or solving a problem, the tutor gives hints by presenting a fact, asking a leading question, or reframing the problem. A hint may be a memory cue or a critical problem-solving clue. Hints are frequently indirect speech acts, so they run the risk of being missed by an insensitive student" <!--\parencite{GRAESSER199935}-->.<ref name="GRAESSER199935"/>		"When the student is having problems answering a question or solving a problem, the tutor gives hints by presenting a fact, asking a leading question, or reframing the problem. A hint may be a memory cue or a critical problem-solving clue. Hints are frequently indirect speech acts, so they run the risk of being missed by an insensitive student" <!--\parencite{GRAESSER199935}-->.<ref name="GRAESSER199935"/>

	~~<h2>Immediate feedback</h2>~~
	Graesser documented some of the dialog moves that tutors generate to nurture the collaborative building of explanations. There is positive, neutral, and negative feedback, as illustrated below <!--\parencite{GRAESSER199935, person:hal-00197320}. --><ref name="GRAESSER199935"/><ref name="person:hal-00197320">Person, N. K., Graesser, A. C., Kreuz, R. J., & Pomeroy, V. (2003). Simulating human tutor dialog moves in AutoTutor. International Journal of Artificial Intelligence in Education (IJAIED), 12, 23-39.‏</ref>
	~~(1) Positive immediate feedback. ‘That’s right,’ ‘Yeah.’~~
	~~(2) Neutral immediate feedback. ‘Okay,’ ‘Uh- huh.’~~
	~~(3) Negative immediate feedback. ‘Not quite,’ ‘No.’~~

	~~After this immediate feedback, the tutor normally issues a more substantive dialogue move such as pumping and prompting.~~

	~~'''Example (1):'''~~
	~~-'''Explainee:''' ['Music is not different from life.']~~
	~~-'''Explainer:''' ['''''No.'''''] ---> '''''Negative immediate feedback'''''~~
	~~-'''Explainee:''' ["You know, and I think that's probably", 'the greatest attraction to those of us who play music.']~~
	-'''Explainer:''' ['''''Yeah.''''', 'Was there ever a point in your life', 'when you were younger where you felt like you had', 'consistently fell back into the same habits?'] ---> '''''Positive immediate feedback'''''

	~~<!--<h2>Introducing extraneous information</h2>~~
	~~Introducing extraneous information is an explanation move where an explanation is enhanced by providing extraneous information and a more complete and coherent understanding.-->~~

	~~<h2>Open option</h2>~~
	An utterance that suggests a course of action or states a possibility. Imperatives are normally not open options.<!--\parencite{allen1997draft}--> <ref name="allen1997draft">Allen, J., & Core, M. (1997). Draft of DAMSL: Dialog act markup in several layers.‏</ref>

	~~<h2>Prompting</h2>~~
	~~"The tutor supplies the student with~~
	~~a discourse context and prompts him / her to fill in a~~
	~~missing word, phrase, or sentence. An example in~~
	~~the context of computer literacy would be ‘The~~
	~~primary memories of the CPU are ROM and... .’~~
	The prompt is delivered with intonation, facial expressions, and gestures that signal the learner to fill in the missing word or phrase. The one or two words that precede the missing word are drawn out, with a complex, bending intonation contour. Then there is a pause that gives the floor to the learner and invites the learner to fill in the missing information. Sometimes the facial expression or hand gestures have an encouraging stance, as if to say, ‘Give me the next word.’ Prompting is a scaffolding device for students who are reluctant to supply information. Students are expected to supply more content and more difficult content as they progress in learning the domain knowledge." <!--\parencite{GRAESSER199935, person:hal-00197320}.--> <ref name="GRAESSER199935"/><ref name="person:hal-00197320"/>

	Karagjosova and Tsovaltzi <!-- \parencite{karagjosova2005dialogue} --><ref name="karagjosova2005dialogue"/> define prompt as an utterance that requests the hearer explicitly to proceed with the task and provide further information. Examples of such a move are as follows:

	~~Examples:~~
	~~-What's next?~~
	~~-How could that work?~~
	~~-How could it go on?~~



	<h2>Pumping</h2>		<h2>Pumping</h2>
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	<!--\parencite{GRAESSER199935, person:hal-00197320} --><ref name="GRAESSER199935"/><ref name="person:hal-00197320"/>		<!--\parencite{GRAESSER199935, person:hal-00197320} --><ref name="GRAESSER199935"/><ref name="person:hal-00197320"/>


	~~<h2> Requestioning</h2>~~
	~~The tutor re-asks the original main question when the thread of the tutorial dialog is moving off course or on a tangent~~
	~~<!--\parencite{GRAESSER199935}.--><ref name="GRAESSER199935"/>~~

	~~<h2>Understanding query</h2>~~
	An utterance that asks “the listener whether they understood, rather than making them prove it. It takes a “yes” or “no” as an answer <!--\parencite{karagjosova2005dialogue}. --><ref name="karagjosova2005dialogue"/>

	Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.

	~~<!--Difference to info request: It asks for signalling understanding.-->~~

	~~'''Example (1):'''~~
	~~-Do you now understand how this relates to the implication?~~

	==Notes==		==Notes==
	<references />		<references />

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	-'''Explainee:''' ['Okay.']		-'''Explainee:''' ['Okay.']
	-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaborating'''''		-'''Explainer:''' ['''''And so it's being run by all of these different computers that have like a node. So they're all running the same software. and guaranteeing your transactions as they happen.'''''] --->'''''Elaborating'''''

	~~<h2>Elicited responses</h2>~~
	elicited responses would be a type of constructive and interactive ones in which the tutors make a move, such as asking a question, and the students respond to such elicitation. For example, if a tutor sets a goal or provides a procedural hint (for a problem solving dialogue), and a student responds by taking a step toward reaching that goal or elaborating upon that hint, then such a dialogue would be both constructive and interactive <!--\parencite{CHI2001471}-->.<ref name="CHI2001471">Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>


	~~<h2>Feedback, error diagnosis, and remediation</h2>~~
	A good teacher/tutor should quickly give feedback on the quality of student contributions. When a student makes an error, the teacher/tutor should identify the error, correct the error, diagnose the misconception that explains the error, and rectify the misconception.<ref name="graesser1995collaborative"/>

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	~~<h2>Affect and motivation</h2>~~
	A good teacher/tutor bolsters student motivation, confidence, and self-efficacy while mastering the material. Accordingly, the tutors should refraining from confronting, embarrassing, and humiliating the student. And polite conversationalists move towards affect and motivation by following politeness principles.<ref name="graesser1995collaborative">Graesser, A. C., Person, N. K., & Magliano, J. P. (1995). Collaborative dialogue patterns in naturalistic one‐to‐one tutoring. Applied cognitive psychology, 9(6), 495-522.‏</ref>


	~~-'''Explainee:''' ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.']~~
	~~-'''Explainer:''' [ So '''''would you mind''''' telling me a bit about what you've been working on or interested in lately?] ---> '''''politeness indicates an affect and motivation move here'''''~~
	-'''Explainee:''' ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.']
	~~-'''Explainer:''' ["So what are some of the techniques you're applying", 'to look at that debate data?']~~


	<h2>Diagnostic query</h2>		<h2>Diagnostic query</h2>
	An utterance by which ”the speaker is testing whether a listener knows a piece of information by asking them to supply the information”. The speaker, normally the tutor, already knows the answer. They are often questions, but can be also requests: ”tell me how electricity flows through the circuit” <!--\parencite{karagjosova2005dialogue, jang2014diagnostic}--><ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref><ref name="jang2014diagnostic">Jang, E. E., & Wagner, M. (2014). Diagnostic feedback in the classroom. The companion to language assessment, 2, 157-175.‏</ref>		An utterance by which ”the speaker is testing whether a listener knows a piece of information by asking them to supply the information”. The speaker, normally the tutor, already knows the answer. They are often questions, but can be also requests: ”tell me how electricity flows through the circuit” <!--\parencite{karagjosova2005dialogue, jang2014diagnostic}--><ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref><ref name="jang2014diagnostic">Jang, E. E., & Wagner, M. (2014). Diagnostic feedback in the classroom. The companion to language assessment, 2, 157-175.‏</ref>

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	~~<h2>Request/Directive question</h2>~~
	Request/Directive questions are formed according to the following abstract specification: "The speaker wants the listener to perform an action". An example of Request/Directive question would be: "Would you add those numbers together?" <!-- \parencite{graesser1994question}--><ref name="graesser1994question">Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref>

	~~-'''Explainee:''' ["I'm in my first year of a PhD in Computer Science", "and I'm studying natural language processing", 'and machine learning.']~~
	~~-'''Explainer:''' ['''''So would you mind telling me a bit about what you've been working on or interested in lately?'''''] ---> '''''Request/Directive question'''''~~
	-'''Explainee:''' ["I've been looking at understanding persuasion", 'in online text and the ways that we might be able to', 'automatically detect the intent behind that persuasion', "or who it's targeted at", 'and what makes effective persuasive techniques.']

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	Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.		Difference to diagnostic query: the tutor does not know the answer. The realisation of the two can be the same (”Do you understand?”), but the obligations that they pose are different: diagnostic queries require more than ”yes” or ”no” as an answer.

	Difference to info request: It asks for signalling understanding.		<!--Difference to info request: It asks for signalling understanding.-->

	'''Example (1):'''		'''Example (1):'''

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