**3. Application of microscopic approaches in the learning to read domain**

Our approach is applied in the context of a theoretical and development project for a multiagent and knowledge-based computer for teaching and learning reading. It's related to the mother tongue (French) and addressed to children in normal schooling in their first year of primary school. The microscopic approach to design is centred on the components of learning object which is characterized, firstly, by knowledge being brought into play for learning and secondly by materials considered as the medium for this knowledge (**Figure 1**). The basic idea is that the learning objects would be staged, (instantiation of the content, preparing the list of the instrument to be used and finally specifying the scenario of each pedagogical instrument), a process referred to as "sequencing".

molecules according to an advanced microscopic design approach. Thus, the instrument as a didactic artefact means in our view a meta-instrument enabling the learner to construct his/ her own cognitive instruments as the didactic activity progresses. Variation in the mode or time of the instrument's intervention may have different effects according to its pedagogical function, for example, a help instrument which intervenes only after a certain number of mistakes. So the didactic role here can address different kinds of skills (the intervention mode of the help instrument, when left to the learner's initiative, may increase his/her metacognitive skills, for example). The pedagogical instrument is individualized after using the basis firstly of the knowledge collected from the student model and secondly on that illustrated in the properties of learning object (its content). An example of a pedagogical instrument is "the text field" that can be considered as a support of the text. The text is considered as knowledge representing its content associated with its different scenarios of use. Among the examples of cognitive instruments constructed by the learner in the presenting of text activity, we will

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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A dictionary access instrument (decoding—dictionary access): a tool that the learner constructs in order to access the dictionary; the activation is both automatic and on two levels: (1) activation of the spelling and phonological information of the word to enable reliable and accurate coding and (2) activation of the semantic information followed by a selection of the

A morphological processing instrument: such instruments are constructed and used by learners in a text reading situation, during the reading activity, which is a special situation at the limits of the recognition and comprehension processes. According to the specialists, morphological analysis skills are poorly developed prior to learning how to read. Directionality in writing involves greater processing of words according to their morphological structure; furthermore the morphological structure of words is more explicit in writing. The mediation of this instrument constructed by the learner depends on one of the following prospective outcomes:

• The morphologically complex words are systematically analysed in order to be recognized,

• All the derived forms have their own unique access code obviating the need for morpho-

There is a strong assumption that the vocabulary is morphologically organized with, however, each derived from having its own entry. According to different parameters (frequency, position of the affix), however, morphological analysis actively contributes to the selection of a given item and takes its place at the early stages of development (the semantic and syntactic

The other cognitive instruments involved in the activity are linked to each interface instrument. This principle has been presented above according to the theoretical foundations of activity theory. Thus, each artefact is associated with an object of the activity which becomes

mention the following:

Or

logical analysis.

information which is relevant to the context.

and in this case the morphological analysis is clear;

roles of suffixes in word recognition and in comprehension).

an instrument in the course of the didactic activity.

Our proposal lies in the use of the rational agent, which individualizes its parameters according to the student model and using three types of rules (didactic rule related to the learning domain, pedagogical rules concerned by the general teaching rules independently of learning to read domain and finally linguistic rules). So the sequencing of the learning object reveals the various aspects of learning activity: (1) its contents which represent the primary teaching matter, (2) its interface which is represented as a set of pedagogical instruments constituting the teaching equipment and finally (3) the scenario of use of each pedagogical instrument.

The sequencing is done by the learning object sequencing agent. It uses its dynamically built knowledge bases starting from the agents of the environment and the knowledge defined the contents to find all suitable methods for creating the scenario of each pedagogical instrument. The detailed modelling of the agent and its reasoning is not the subject of this article. Our goal is to specify the micro-design of the instrument as multifaceted artefact by the application of projection technique.
