The article presents the course-of-experience framework and how it contributes to studying cognition in practice. The aim is twofold: (a) to argue for a phenomenologically and semiotically inspired enactivist approach to practice and cognition in practice and (b) to describe research methods that provide rigorous first-person data in relation to practice—in other words, a view “from within” of practice. Practice is considered to be a relevant unit of analysis for studying cognition-in-the-world and is defined as enacted, lived, situated, embodied, and enculturated. Practice is not viewed as a “context for” but as “constitutive” of the cognitive process itself. This article describes (a) the epistemological foundation and general assumptions of the course-of-experience framework, (b) the associated way of looking at pre-reflective self-consciousness and its relation to practice, (c) the analytical hypothesis derived from Peirce’s semeiotic, and (d) some methodological considerations related to data collection, data processing, and analysis. In the concluding section, we outline the added value of the course-of-experience framework for cognitive science, and we indicate possible directions for further research.

Purpose Safety and organizational research indicates that fostering resilience in organizations is a promising way for improving safety, albeit concrete means to implement resilience are still lacking, especially in the educational field. The purpose of this paper is to propose four principles for training design derived from past and current studies the authors conduct in high-risk organizations. Design/methodology/approach Training for resilience is considered within an enactive approach of human activity building on its properties of autonomy, structural coupling, self-organization, emergence, sensemaking, and metastability. Findings The article describes four educational design principles aiming at improving individual, collective, and organizational resilience: encourage mimetic experiences; pay attention to attention and concernedness; perturb and turn into an event; support participatory-sensemaking and collective sensemaking. Research limitations/implications The training program the authors propose may be challenging to assess. Besides, the most durable solutions to improve safety through resilience are to be found at the crossroad between organizational design and training/development policies. Future research should determine the implementability criteria which are likely to support the use of the principles the authors propose, and contribute to enrich this educational foundation. Originality/value Education and training are conceived herein as high-order means to improve safety through resilience in high-risk organizations, fostering the capacity of the operators and organization to develop efficiently and in the long run. We provide independent but complementary training principles that cannot be hierarchized, but that can be locally prioritized in organizations.

Analyse de l'activité d'enseignants stagiaires du second degré en situation de vidéoformation autonome : Contribution à un programme de recherche technologique en formation

VariaUn programme technologique basé sur l'analyse de l'activité réelle des enseignants débutants au travail et en vidéoformation Beyond the technical aspects, the total device, which is supported by a hybrid program of research and engineering training, and which is described here on the basis of several complementary works: a) in situ analysis and modelling of the actual work of beginning teachers, b) the design of innovative resources documented through recorded interviews and testimonies and textual explanations and c) assessment of these resources and of the educational devices integrating them, for feedback purposes. These works are analysed using a ternary approach to training devices (Albero, 2010a). The first section describes the initial design process of the device, from ideational foundations (empirically and historically situated theoretical and ethical assumptions about teacher training) to a functional device of reference (explicit operational project, embodied by an online video platform). The second section describes the process of continued design: from the analysis of the lived device, on the users' side, taking studies conducted in different educational contexts, we identify ways in which beginning teachers use NéoPass@ction and transform their relationship with work. In conclusion, we suggest possible improvements to the platform, along with supports for its use. A technological program based on the analysis of the actual activity of beginning teachers at work and during video education

Formation basée sur la perturbation : preuve de concept par la conception et le test d'un environnement numérique de formation en radiologie médicale »,

L’émergence relativement récente des entrées « analyse de l’activité » dans le champ de la formation des enseignants a contribué à relancer et renouveler la conception et l’utilisation de dispositifs vidéo (Leblanc & Veyrunes, 2012). Parmi eux, la plateforme Néopass@ction propose notamment des ressources basées sur une modélisation des transformations de l’activité des enseignants débutants visant à aider les formés à analyser des situations de classe réelles et fréquemment rencontrées. En favorisant de cette manière l’instruction de problèmes typiques de l’entrée dans le métier, les concepteurs postulent que les formés peuvent transformer leur propre activité en classe. En outre, un programme de recherche en analyse de l’activité vise à déterminer quels sont les effets réels de ce type de vidéoformation (Ria & Leblanc, 2011 ; Flandin & Ria, 2014a). Cet article se propose d’en synthétiser et comparer les résultats selon trois axes analytiques : a) la « mise en relation » de l’activité visionnée par le formé avec sa propre activité de travail ; b) les processus de transformation de cette activité et c) les conditions technologiques les favorisant. Ces résultats nous permettent de proposer ensuite un méta-modèle plus générique des apports du « voir » pour le « faire », s’appuyant sur les dimensions anthropologiques et technologiques de l’activité humaine médiatisée. Cette dernière partie discute les conditions à mettre en œuvre en vidéoformation pour contribuer à des transformations majorantes de l’activité des enseignants.

Le programme de recherche cours d'action (2) Concevoir des formations facilitant l'émergence de nouvelles significations face à des évènements inédits et critiques Training design fostering the emergence of new meanings in relation to unprecedented and critical events

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