**3.5. Pedagogical instrument surrounded by different types of stimulus**

The visual style is characterized by the more effectiveness for the learner's memory by using vision; the auditory style is related to audition and the kinesthetic style concerns everything we touch. The difference between tactile and kinesthetic styles is that tactile style is characterized by a fondness for sense of touch. Kinesthetic learners need body movement and frequent breaks in activity [17]. The intervention modes of the interface instruments for visual learners should be centred on the visual aspect rather than an oral aspect (an example is the intervention mode of a Re-read Sentence instrument by blinking instead of providing an oral message for auditory learners). It is very difficult to apply kinesthetic stimuli because we haven't yet integrated touch screens in our system. As discussed above (Section 1) this difficulty shows a relationship between the micro-design and ICT. We need to integrate kinesthetic stimuli in the interface model of the instrument, which introduces a new type of problem in relation with new technology. The pedagogical instrument is the tool that activates these stimuli and allows the learner to make the most of his/her abilities to understand and to learn.

#### **3.6. Connecting different models of the instrument**

When the total design is sufficiently advanced, work can begin on the design of individualizing the process of learning materials by connecting different models. We will demonstrate this by specifying the decision variables of our illustrative models. Knowing that each knowledge object has possible statutes in the student's model: known, un-known, recognized and possible context where the student has constructed this status or modified its value, the

in the student model text with status which is related to the learner's familiarization level with the text (the number of times where the text has been used by the learner, the number of sentences and words which have been used before by the learner). In the pedagogical model, the decision variables associated with each kind of text (for example, the pedagogical inten-

Innovative Approach for Renewing Instructional Design Applied in the Context of e-Learning

http://dx.doi.org/10.5772/intechopen.82246

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The objective of this specification is to give a successful manner for personalizing these components taking into account the complex dynamism of the learning activity presented by the

In **Figure 4**, the four components of the activity are Instrument, Knowledge, target Skills and teaching intentions. The entity "Instrument" is related with the entity (target skills) by the relation (instrumentation/instrumentalization), the instrumentalization is related to four variations of the instrument (its interface, the content to be taught, the mode and the moment of intervention), and so the enhancement of the instrument by these variations gives it more

Different profiles of learners should be taken into account by the system to instantiate the parameters of instruments; for example, the moment of intervention of the instrument during the activity of training provides the learner with more time to identify all what is required to solve the problem. That lets the learner make a decision to use its metacognitive skills (let the learner request the help (instrumentation process)). The system can disable certain kinds of instrument (Instrument-state.disable) to be activated by the learner (for example: listening instruction (Instruction button **Figure 3**)) that makes the learner more autonomous and increase its cognitive skills. We can distinguish three types of knowledge (declarative, procedural and contextual knowledge); the internal relation between these kinds of knowledge serve as tools used to clarify the resolution of the problem by the learner (activating instrument by using its methods according to object-oriented paradigm principles). The entity "Progressiveness of knowledge" has a direct relation with teaching intentions defined

In all cases, the overall scenario of the teaching activity is considered as a group of predictive scenarios corresponding to the time or mode of intervention of each instrument. The modelling of pedagogical scenario is a difficult task; it concerns the interpretation of a prior description of how the teaching activities given by the designer of the learning activity. The unwinding of the word in context activity UML activity diagram interprets the prior descrip-

In this chapter, we have presented an overview of an innovative approach for renewing instructional design by offering a new form of research in e-learning design. The biggest advantage of the micro-design approach is obviously that of simplifying the administration of the e-learning system within an organization by improved delivery and tracking of content

tion: present text, narrative text; status, new) are precised.

interactivity and makes it adaptive to the advocates teaching intentions.

by the expert of domain and the learning model used by the system.

tion given by the domain expert.

**4. Conclusion**

relational model of the learning object (**Figure 4**).

**Figure 3.** Word in context learning activity.

**Figure 4.** Relational model for learning object.

student model should give all these information. The student's strategy required to do tasks proposed by the system according to the criterion described by the instructional designer in the pedagogical action. In the knowledge object model (Text model) we can find the vector: T (Title, Kind, difficulty-degree, spatial-characteristic, number-of-time-of-reading); the kind of text can be related to the narrative text, dialogue text, and descriptive text [18]. The knowledge object model contains variables which are given in the pedagogical model. The agent formulates a set of request to instantiate all the elements related to the text for example: Find in the student model text with status which is related to the learner's familiarization level with the text (the number of times where the text has been used by the learner, the number of sentences and words which have been used before by the learner). In the pedagogical model, the decision variables associated with each kind of text (for example, the pedagogical intention: present text, narrative text; status, new) are precised.

The objective of this specification is to give a successful manner for personalizing these components taking into account the complex dynamism of the learning activity presented by the relational model of the learning object (**Figure 4**).

In **Figure 4**, the four components of the activity are Instrument, Knowledge, target Skills and teaching intentions. The entity "Instrument" is related with the entity (target skills) by the relation (instrumentation/instrumentalization), the instrumentalization is related to four variations of the instrument (its interface, the content to be taught, the mode and the moment of intervention), and so the enhancement of the instrument by these variations gives it more interactivity and makes it adaptive to the advocates teaching intentions.

Different profiles of learners should be taken into account by the system to instantiate the parameters of instruments; for example, the moment of intervention of the instrument during the activity of training provides the learner with more time to identify all what is required to solve the problem. That lets the learner make a decision to use its metacognitive skills (let the learner request the help (instrumentation process)). The system can disable certain kinds of instrument (Instrument-state.disable) to be activated by the learner (for example: listening instruction (Instruction button **Figure 3**)) that makes the learner more autonomous and increase its cognitive skills. We can distinguish three types of knowledge (declarative, procedural and contextual knowledge); the internal relation between these kinds of knowledge serve as tools used to clarify the resolution of the problem by the learner (activating instrument by using its methods according to object-oriented paradigm principles). The entity "Progressiveness of knowledge" has a direct relation with teaching intentions defined by the expert of domain and the learning model used by the system.

In all cases, the overall scenario of the teaching activity is considered as a group of predictive scenarios corresponding to the time or mode of intervention of each instrument. The modelling of pedagogical scenario is a difficult task; it concerns the interpretation of a prior description of how the teaching activities given by the designer of the learning activity. The unwinding of the word in context activity UML activity diagram interprets the prior description given by the domain expert.
