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Our research is part of a technological research program in adult education conducted in reference to the "course of action" program. Using the activity-sign hypothesis of this programme, training situations are thought as opportunities to perturb/relaunch the participants'dynamics of meaning. Our contribution aims to (i) improve the conceptualization of training situations that are thought as aids to the understanding and transformation of the participants situations, and (ii) derive cross-cutting design principles that allow the enactment of these training situations in different contexts. We rely on the analysis of training programs aiming either at the management or at the overcoming of events experienced as unprecedented and critical by the individuals concerned. Depending on the case, these training programs have a "restorative" aim (resolving of impasse situations), or have a "preparatory" aim (prefiguration of crisis situations). The design principles of these training programs and their effects are analysed with the conceptual tools developed within the course-of-action, integrating two additional dimensions: fictional and event-driven. The conditions for the emergence of new meanings are described in terms of abduction, either for reparative purposes (resolution of deadlock situations) or for preparatory purposes (prefiguration of crisis situations). The contribution to course-of-action program and to research on adult education is discussed through the prism of the hypothesis of activity-sign., Comment: @ctivit{\'e}s, Association Recherches et Pratiques sur les ACTivit{\'e}s, A para{\^i}tre, in French

This article is an empirical contribution to the field of educational technology but also - and above all - a methodological contribution to the analysis of the activities enacted in this field. It takes account of a pilot study conducted within the framework of doctoral research and consisted in describing, analysing and modelling the activity of a trainee teacher in a situation of autonomous use of a video-based digital learning environment (DLE). We were particularly careful to describe the method in great detail. Two types of data were collected and processed within the framework of "course-of-action": (i)activity observation data (dynamic screen capture) and (ii) data from resituating interviews supported by digital traces of that activity. The findings (i) validate the method's relevance in relation to the object and issues of the research, (ii)show different levels of organization in the activity deployed in the situation of use, (iii) highlight four registers of concerns orienting use of the DLE. We conclude from a perspective of educational technology, by discussing how, according to certain conditions and different time scales, the findings inform a process of continuous DLE design.

This article reports on a case study on teachers' video-enhanced education. Considering the fact that video exemplification is a thriving practice in the field although there is little consensus in the literature regarding its instructional issues, it seems appropriate to focus on the activity carried out by teachers in video-enhanced devices in order to identify promising characteristics (nature of the examples, types of associations between them, documentation methods, organization and scenarization, etc.). This study involved six trainees who used, during two sessions of 45 minutes, a digital device based on a " pedagogy of typical professional paths " (Durand, 2014; Ria \& Leblanc, 2011). The goal was to better understand their use of video exemplification and sense-making. The results indicate that student teachers (i) preferentially target resources about "economic rules"; (ii) plebiscite classroom situations, always consulted; (iii) are particularly interested (even if they are sometimes disappointed) in the experts' testimonies; (iv) initially show a distrust toward resources assumed to be theoretical; (v) get gradually interested in these resources during the second session. We conclude with several empirical and technological prospects for the design of video-enhanced devices for teacher induction., Comment: in French

Notre recherche s’inscrit dans un programme de recherche technologique en formation des adultes conduit en référence au programme du « cours d’action » (Theureau, 2006, 2009, 2015). À partir de l’hypothèse d’activité-signe inscrite dans ce programme, nous concevons les formations comme des occasions de perturbation et/ou relance de la dynamique de signification des participant-es. Cette contribution a pour buts (i) de faire avancer la conceptualisation de formations conçues comme des aides aux participant-es pour la compréhension et la transformation de leur activité, et (ii) d’élaborer des principes de conception transversaux qui permettent la mise en œuvre de ces formations dans différents contextes. Nous nous appuyons sur l’analyse de formations visant soit la gestion, soit le dépassement d’évènements vécus comme inédits et critiques par les individus concernés. Il s’agit, selon le cas, de formations ayant une visée « réparatrice » de situations vécues comme traumatisantes et/ou sclérosantes, ou ayant une visée « préparatrice » à des situations imprévues et pouvant avoir des conséquences majeures. À travers le concept d’abduction, les conditions d’émergence de nouvelles significations sont décrites, soit à des fins « réparatrices » (dénouement de situations d’impasse), soit à des fins « préparatrices » (préfiguration de situations de crise). Les principes de conception de ces formations et leurs effets sont analysés à l’aide des outils conceptuels du cours d’action, en intégrant deux dimensions supplémentaires : fictionnelle et événementielle. La contribution au programme du cours d’action et à la recherche en formation est discutée en fin d’article au prisme de l’hypothèse d’activité‑signe., Our research is part of a technological research program in adult education conducted in relation to the “course of action” program. Using the activity-sign hypothesis of this program, training situations are viewed as opportunities to perturb/relaunch the participants’ dynamics of meaning. Our contribution aims to (i) improve the conceptualization of training situations that are designed as aids to the understanding and transformation of the participants’ situations, and (ii) derive cross-cutting design principles that allow the enactment of these training situations in different contexts. We rely on the analysis of training programs aimed either at the management or at overcoming events experienced as unprecedented and critical by the individuals concerned. Depending on the case, these training programs have a “restorative” aim (resolving impasse situations), or have a “preparatory” aim (prefiguration of crisis situations). The design principles of these training programs and their effects are analyzed with the conceptual tools developed within the course-of-action, integrating two additional dimensions: fictional and event-driven. The conditions for the emergence of new meanings are described in terms of abduction, either for reparative purposes (resolution of deadlock situations) or for preparatory purposes (prefiguration of crisis situations). The contribution to the course-of-action program and to research on adult education is discussed through the prism of the hypothesis of activity‑sign.

Debriefing methods are extensively used in vocational adult education after simulations, but guidelines and structured methods for conducting debriefings lag behind in the literature, even more when comes the necessity to implement them in mass. So, the problem is the following: in a context of simulation-based training, how might we conduct debriefings which enable effective reflection for learners and how to do this on a large scale? This chapter describes how we implemented SEBE (Subjective Evidence -Based Ethnography), a psychological research method based on observation and structured analysis of the learner’s own experience through the prism of Activity Theory, within a police training camp at the Norwegian Police University College. As an alternative to the traditional debriefing provided by the police instructors upon completion of a realistic role-play, 32 police students, organized in pairs and belonging to the same cohort, voluntary participated in a SEBE intervention. Our findings indicate that the SEBE intervention has promising potential to enable professional educators to quickly train large cohorts during simulation exercises and to offer an alternative to traditional debriefing, thus providing a qualitatively different form of reflexivity to learners and new forms of educational material.