Using Indicators During Synchronous Tutoring of Practical Work

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.