**2.2. Interface projection model**

We distinguish between the model of use of the interface which is a sub-model of the cognitive model and the interface model. The model of use of the interface can be considered as a set of functions that allows communication and finalizes the form by which the system transmits information. The use of the artefact associated with the instrument is interpreted by a logic implemented by the learner to be more familiar with the instrument (**Figure 1**). This process is called instrumentation of the learner [6]. Know that learning is defined as

The interface model incorporates all the elements of adaptation (how it can be adapted to a given learning style). The most popular technologies are hiding for adaptive navigation support. Hiding technologies are commonly used for adaptive navigation support. The idea of navigation support by hiding is to restrict the navigation space by hiding links to nonrelevant pages [12] or if it presents materials which the user is not yet prepared to understand (see Section 5).

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 knowledge object framework is the same for different subject matter domains [10]. Knowledge object of "learning to read domain" are letters, words, sentences and texts; the micro-component of a knowledge object sentences are the components of words (letters). It would be necessary to characterize the differences between knowledge object as entity and its proprieties, for example: The knowledge objects sentences have two types of knowledge

• Knowledge associated with properties of the object "sentence" as theoretical space for example: "The association between written/spoken sentences"—association grapheme/ phoneme, the noun indicates letters, the grapheme representing the word, structure of word, syntactic categories, the relation between the verbs and the subject and the correspondence written/spoken words. These objects are highlighted systematically each time

• Knowledge associated with an entity as a semantic unit, which requires the knowledge of the learner about the property of this object (conceptual representation of the sentences).

Many cognitive psychologists have proposed a diversity of theories of how knowledge is represented in memory [13]. Schema theory postulates that learners represent knowledge in memory as some form of cognitive structure. A knowledge structure has a form of a schema representing the information that is required by a learner to be able to solve complex problems. The processes of activation of a cognitive process for learner could be defined as a complex knowledge based on the cognitive structure implemented at the time of learning. Thus, artefacts are carriers of strategies, processes and the logic of the manipulation of its interface. These knowledge is manifested in both the structural properties of the tool and in the way the tool should be used. Hence, knowing how to use it is a crucial part of the artefact (symbolic or physical artefact). The notion that cognitive artefacts amplify the cognition of the learner has been adopted by [14]. He finds that this notion is fairly commonplace. "If one focuses on the products of cognitive activity, cognitive artefacts do seem to amplify human abilities". When the learner uses cognitive artefacts, he can easily achieve his actions. For example, noting down all information by using a pen is considered as a tool used to amplify his abilities. We will explain in the following how use symbolic instrument to amplify the knowldge of learner

**2.3. Knowledge object projection model**

that a written sentence is spoken out.

in the context of learning to read domain.

**2.4. Cognitive projection model**

(**Figure 4**):

**Figure 2.** Multi-view projection technique for the design the pedagogical instrument.

transformation of information into knowledge [9–11]. The learner uses his technical skills for processing all information presented in the interface to transform it into knowledge. This model works coupled with the pedagogical, cognitive and knowledge object models. This model deals with appropriate pedagogical instrument to be used in order to propose the final form to the learner corresponding to his learning style and preferences.

The interface model incorporates all the elements of adaptation (how it can be adapted to a given learning style). The most popular technologies are hiding for adaptive navigation support. Hiding technologies are commonly used for adaptive navigation support. The idea of navigation support by hiding is to restrict the navigation space by hiding links to nonrelevant pages [12] or if it presents materials which the user is not yet prepared to understand (see Section 5).
