**4. Conclusion**

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

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

102 Active Learning - Beyond the Future

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

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 and components. That provides insights into how an object-oriented paradigm can be applied and further developed in a variety of problem areas and fields: cognition, linguistics, psychology, etc. The solution is to represent the learning activity as learning object within the objectoriented paradigm where its structural components are the reusable objects representing the pedagogical instruments.

[8] Mizoguchi R, Kitamura Y. Foundation of knowledge systematization: Role of ontological engineering. In: Roy R, editor. Industrial Knowledge Management: A Micro-level

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

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

105

[9] Duffy TM, Jonassen DH. Constructivism: New implications for instructional technology? In: Duffy TM, Jonassen DH, editors. Constructivism and the Technology of Instruction: A Conversation. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers; 1992. pp. 1-16

[10] Merrill D. Knowledge objects and mental models. In: Wiley D, editor. The Instructional

[11] Savery JR, Duffy TM. Problem based learning: An instructional model and its constructivist framework. In: Wilson BG, editor. Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Cliffs, NJ: Educational Technology

[12] Brusilovsky P. Adaptive hypermedia. User Modeling and User-Adapted Interaction.

[13] Wiley D. Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In: Wiley DA, editor. The Instructional Use of Learning Objects.

[14] Hutchins E. Distributed cognition. In: IESBS Distributed Cognition. San Diego, CA: University of California, San Diego; 2000. http://go.wisc.edu/l0v534 [Accessed: January

[15] Dunn RS, Dunn K, Price GE. Teaching Students through their Individual Learning

[16] Cheng G. Exploring students' learning styles in relation to their acceptance and attitudes towards using Second Life in education: A case study in Hong Kong. Computers

[17] Kim T-Y, Kim Y-K. A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency. System. October 2014;**46**:14-27

[18] Aouag S. Micro-instructional design in the context of e-learning: Towards micro-instructional engineering design. International Journal of Technological Learning, Innovation

[19] Jonassen DH, Rohrer-Murphy L. Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development.

Bloomington, Indiana: AITAEC & Technology; 2002. pp. 3-23

Styles. Reston, VA: Reston Publishing; 1978

& Education. January 2014;**70**:105-115

and Development. 2016;**8**(3):227-248

March 1999;**47**(1):61-79

Approach. 2001. pp. 17-36

Use of Learning Objects. 2000

Publications; 1996. pp. 135-148

2001;**11**(1-2):87-110

2015]

In general, we have found that the micro-design is highly theory-based, but for us this is opportunity of open innovation for designer in making analysis process more of an art form. So the micro-design offers multi-views of instructional material analysis models. At the same time it has allowed us to better describe the elements which contribute effectively to implementing the process of individualization of learning, which is at the heart of our research practices. More research in various domains is required to attain a higher level of technology able to discover all the micro-components of the key to e-learning design, the pedagogical instrument.
