Chapitre One The KITLoK: A dynamic interaction analysis model for instrumented learning situations Rodica Ailincai 1, , François-Xavier Bernard 2 1 EASTCO, University of French Polynesia, Tahiti, French Polynesia 2 EDA, Paris Descartes-Sorbonne University, Paris, France 1. The aim of the paper The purpose of this paper is to present a dynamic interaction analysis model implemented especially in instrumented learning situations. This model will be depicted as regards the original models that inspired it. After a review of the educational literature on the topic, we discovered the existence of two major families of learning interaction models. Some of the models we examined, involved the teacher in classroom environment and some others were developed within the child development perspective in a more developmental viewpoint, related to especially for the family education. Models developed for classroom situations focused mainly on the use of gestures and postures of the teacher during classroom activities, whereas the child development models (micro models) are oriented mainly towards understanding the exchanges between the interactants. Our question here is to know how to account for the interaction between learners and their instructor, whether they are children, adults, students, or teachers in instrumented learning situations, and to determine the role of knowledge and the instrument during exchanges. This question arose from some of our previous work that focused on the understanding of (learning exchanges) in this type of situation, such as collaborative computer assisted learning settings. For us it is important to have a global understanding of the activity as regards the interaction between the learners and the evolution of the interaction in terms of the content of the instrument-mediated knowledge. Our stance, being within a Vygotskian perspective of development, supports the idea that the thought is developed and the knowledge is built through the exchange between the interactants. In a nutshell, our objective was looking into exchanges as regards the knowledge and instrument in question and their evolution throughout the activity. To this end, and given the characteristics of the situations to be studied, we created the KITLoK (Knowledge, Instrument, Tutor, Learner, other Knowledge) model for the analysis of polyadic exchange situations. In the first part of this paper, we will present the models that inspired this analysis model. We do not intend to develop an exhaustive list of a literature review, but simply cite the principal sources of our review. In the second part, we will introduce the model that we developed basing it on one of our previous research. 2. Literature review In recent decades, several educational interaction models for different teaching/learning situations have been put forward. Some of these enjoy widespread popularity such as Houssaye’s Pedagogical Triangle, designed in 1988 which, going beyond the previously used binary models (teacher & knowledge), brings together three interactants: Teacher, Student and Knowledge. In the field of cognitive ergonomics, Rabardel, referring to the importance of taking into account artifacts in instrumented activity settings, suggested in 1995 the Instrument Mediated Activity Situations (IAS) ternary model, which includes the Instrument. Using the models of Rabardel and Houssaye as his starting point, Rézeau (2001) developed a new descriptive model, the Pedagogical Square, which includes four actors (interactants): Teacher, Learner, Knowledge and Instrument. This latter model was adjusted by Bernard (2006) who, by adapting it to a learning setting in a museum, developed the Media Square Model to carry out a dynamic analysis of the interactive situation. Designed for a dyadic learning situation (Tutor, Child, Instrument, Knowledge) in a museum context, the Media Square Model was subsequently modified by Ailincai (2010), to fit complex learning situations involving classroom or family interactions. This new approach led to the creation of the KITLoK model (Knowledge, Instrument, Tutor, Learner, other Knowledge). Educational literature has proposed other models depending on the educational setting being studied, such as the didactic triangle (Chevallard, 1985), the ternary approach to training (Carré et al., 1997), and the media triangle (Guichard, 1998), and so forth. These ternary and quaternary models are supplemented by different educational models, which take into account factors such as the context and the environment. Examples include Altet’s (1997) systemic model; Legendre's (1998) SOMA model; Bucheton’s (2010) educational situation model; Poisson (2006, 2010) and Blandin’s (2007) tetrahedral