摘要：In this article, original research developments, which have translated theoretical premises about human cognition into framework and technological tools applicable to educational field are approached. Artefacts have been designed for opening the what, how and how far black box of the generated offer at medium superior and superior educational levels in Mexico. Frameworks and tools are based on the self regulated constructivist cognitive activity, support measurement and fostering of results of complex learning and associated abilities. The subjacent assumption considers cognitive premise application to educational tolls design of key importance, and that in this context, it is fundamental to ensure the close relation between research and the ordinary educational practice, in order to support the desired changes. In this work, the theoretical foundations are argued, the evidences supporting the generated developments are provided, and the necessity for spreading research identifying responsible mechanisms for effective learning in real scenarios is emphasize, in order to achieve its cabal comprehension and to generate ecologically valid and useful alternatives.
