**2.4. Cognitive projection model**

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.

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

96 Active Learning - Beyond the Future

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 in the context of learning to read domain.
