Areas of Application: Overall View

 

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From this perspective, "applying" the model means using it to design and evaluate devices (courses, teaching units, digital environments, collaborative practices) based on a fundamental question: what conditions make information likely to become effective knowledge?

1) Analysis of the Learning Process
The first use of the model is diagnostic: it allows us to describe the location of a difficulty.

 

In simplified terms, problems may concern:
• comprehension (lack of meaning, overload, unanchored concepts);
• recall (lack of consolidation, lack of retrieval, and distributed practice);
• use (lack of context, examples, transfer, authentic tasks).

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2) Designing Training Paths
Starting with instructional design, the model can guide:
• the definition of objectives and mastery criteria;
• the construction of sequences and progressions;
• the choice of activities (explanation, exercise, application) and feedback.

In this sense, design focuses on the transition from information to performance:

what changes is not just "what is said," but what is done to build knowledge.

 

 

 

 

3) Designing Knowledge Communication
The model helps us think about forms of representation: texts, concept maps, narratives, cases, simulations, and hypermedia.

Each form has different implications for attention, comprehension, memory, and transfer.

Application involves choosing forms consistent with:
• the type of content (procedural, conceptual, strategic);
• the level of complexity;
• the intended usage practices.

 

 

 

4) Group Knowledge Construction
When learning is collective, devices that support the construction of shared meanings become central:

guided discussions, reflection practices, communities of practice, and collaborative tools.

Here, the application of the model concerns the design of social conditions that enable:
• the negotiation of concepts and criteria;
• the coordination of perspectives;
• the production of shared artifacts (documents, procedures, maps, repertoires).

 

 

 

 

5) Development of collective knowledge (systems and organizations)
In the transition from group to organization, the object changes: it is not just what people learn, but what the system retains and makes reusable. Applying the model therefore means questioning the programs, rules, roles, and feedback mechanisms that support:
• institutional memory and updating;
• intergenerational transmission of practices;
• adaptation and learning of the system over time.

In summary
The model provides a framework for designing and evaluating interventions along a unique trajectory: cognitive processes → design → communication → collaboration → system.