**3.4. Pedagogical instrument and the scenario of use**

**3.2. The micro-components of a knowledge object**

100 Active Learning - Beyond the Future

**3.3. The pedagogical instrument and cognitive structures**

state would be represented as follows:

started, status = mastery).

spatial strategy, status = high (degree of mastery)).

sis, status = very high (degree of mastery)).

The text is the most complex knowledge object related to the learning to read domain; it acts of as a complex task to be accomplished by the learner during his/her reading of the text. The learning is in the form of a syntactic analysis of sequences of identified words, a realization of their significance and the combination and integration of the clauses deduced from the various clues (morphological, morpho-syntactic and pragmatic). The status of the knowledge for learning could be regarded as a combination of other statuses of knowledge at the same time as it could be for a single status; this status would be given according to the various statuses of the different micro-components of the knowledge objects. The focus on these micro-components can explain some micro-complications arising when the learner starts to recognize the letters using micro-components of this knowledge corresponding to the learning activity.

The pedagogical instrument is designed to conduct the learner's strategies. An example of this conduct is to allow the learner to identify words by using in the first phase syntactic analysis of word sequences without ambiguous syntactic structures; the second phase is to let him/her learn the development of the syntactic structure of the various components starting from various clues (morpho-syntactic, morphological, sets of themes and pragmatic) and exactly establishing the coherence between inferred clauses starting from its knowledge bases in memory. The cognitive model contains all the processes that are used by the learner to handle the interface and to learn for example: how to use the logic of reading: (left to right; top to bottom) and how to apply the logic of correspondence: (spoken word/ written word, spoken sentence/ written sentences). More generally, this model takes care of communications between the student and the system. In the microscopic approach, the instructional designer must specify in collaboration with the other design actors the knowledge that learners use by exploiting short-term memory and the knowledge which the agent proposes as being knowledge of the long-term memory. The other types of knowledge, "knowledge of the world" or rather everything that will be implicitly used by learners, are in fact considered as "practical knowledge". An example of cognition amplification with the help instruments of the activity: Supposing we want to activate the semantic-spatial strategy of word recognition, the desired cognitive

Desired cognitive state (action = activate word recognition strategy, knowledge = semantic-

Desired cognitive state (action = activate object-strategy, knowledge = problem solving

Desired cognitive state (action = activate cognitive competencies, knowledge = content analy-

Knowing that the status of the degree of mastery is very low, low, average, high, very high, using the help instrument may amplify the learner's skills which may also improve his/her The instrument is described by the interface model by specifying its shape and its different way of use, which can be described as methods in the object-oriented paradigm where the pedagogical instrument is an object and the predefined methods for this object can be regarded as possible scenarios for its use. For example, if we have the text field in the didactic situation "presentation of the text". The different methods of presentation of this text can be considered as the possible scenarios to be presented to the learner (global reading of the text, reading sentence by sentence, reading word for word,). These different ways of reading the text give details of the tasks progress of the system which are associated with the constraints calculated from the student model. For example, if we detect from the behaviour of the learner that he/she has an impulsive character (the Answer validation button and next activity button should be hidden until the end of the tasks proposed by the system (**Figures 3** and **4**). The interface model of the instrument must integrate this element as a property of the interface instrument (the Answer validation button). The interface of the instrument should be adapted to the kind of learner; the reflective learner will have different types of interface [15, 16].
