Summarising - Revision history

Wikiadmin at 10:37, 27 October 2022

2022-10-27T10:37:30Z

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	[[Category:General_moves]]		[[Category:General_moves]]
			[[Category: Observed_in_Tutoring_Domain]]

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2022-03-03T20:20:26Z

Protected "Summarising" ([Edit=Allow only administrators] (indefinite) [Move=Allow only administrators] (indefinite)) [cascading]

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Revision as of 20:20, 3 March 2022

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	summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<!--"\parencite{GRAESSER199935, person:hal-00197320}.--><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><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>		summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<!--"\parencite{GRAESSER199935, person:hal-00197320}.--><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><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>



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

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summarizing could be considered as a scaffolding strategy where the tutor supplies a summary or recap of the answer. There is however an idea that "unskilled tutors normally give a summary that recaps an answer to a question or solution to a problem. This summary serves the function of succinctly codifying a lengthy, multiturn, collaborative exchange when a question is answered or problem is solved. A skilled tutor might encourage the student to construct the summary instead of the tutor supplying one. This would promote a more active construction of knowledge on the part of the student, an activity that is known to facilitate learning.<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><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>

'''Example (1):'''
-'''Explainer:''' ['So you are already a PhD student, you know a lot about gravity, but what do you think you've taken away from this conversation?']
-'''Explainee:''' ['''''Well, I've definitely taken away that the way that we think about gravity today is very different from how Newton thought about it, and that even though we have a very good understanding, "there's lots of things that we don't fully understand. There's still a lot of questions to be answered, which I think is really exciting.'''''] ---> '''''summarising'''''
-'''Explainer:''' [ See, you're a scientist. [laughs], Isn't the best part being able to ask the questions?]
-'''Explainee:''' [ Oh yeah.]

[[Category:General_moves]]

==Notes==
<references/>