**2.1. Pedagogical projection model**

• *The learning domain theoretician*: his/her role is concerned with the specifications of each knowledge object and its micro-components within his/her domain of work. In the learning to read domain, this actor is the linguist (various sub-fields: semantics, psycholinguistics)

• *The domain expert*: is the teacher who is in contact with reality (learners), whose role is to fix the limits of acceptance of tests. He/she also prepares a critical report, which may contain

• *The cognitician*: there is, therefore, much communication between the different design actors, the cognitician and the domain expert even if in certain cases he/she could take care of the final specifications himself/herself. His/her role is to identify the individual knowledge, the cognitive structure, the strategies implemented by the learner and the various

• *The ergonomist*: the role of ergonomics in the project is to design the pedagogical instrument as being a medium of knowledge as well as an interface tool. This articulation should create a better comprehension of the effects of the knowledge object to be taught and the other types of practical knowledge used by the learner (for example, the logic of use of the interface, etc.). For this reason, the knowledge effectively used must be specified by including

facts or learner's behaviour which could be characterized by other models.

who specifies the knowledge object of this domain (letter, sentences, texts, etc.).

a lot of rejections.

94 Active Learning - Beyond the Future

**Figure 1.** Pedagogical instrument structure.

stimuli according to the learning style envisaged.

The entities manipulated and adopted in the pedagogical model have progressive degree of smoothness (macro-, meso- and microscale); the entities presented in macroscale are the objective units, these entities are the objective units which can be represented in the form of couples of information: <action; knowledge unit>; or triplets: <action; status of learner's knowledge; knowledge unit>. The objective units represent the properties part of the learning object. For example, in the learning to read domain the following are valid information couples <Make acquire; sentence limits> or <verify; Known; word>. In the mesoscale, we use classes of didactic situation. The entities represented in the microscale are the individualizing elements of the instantiated didactic situation which is considered as a learning object.

By instantiating parameters of the contents, words will be instantiated. These couples and triplets are used to report the progress in the state of the learner's knowledge of reading but with the hypothesis that this takes into account the different pedagogical factors and policies used within a learning theory (our case is concerned with activity theory). Consequently this model is defined to provide to our system the possibility to adapt the pedagogical behaviour to a specific student. From this point of view, the choice of pedagogical actions with respect to learning strategies will be more adaptive.
