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            <title xml:lang="en">What ergonomics, professional didactics and training practices bring to educational design?</title>
            <title xml:lang="fr">Conception de formation professionnelle continue : tensions croisées et apports de l’ergonomie, de la didactique professionnelle et des pratiques d’ingénierie.</title>
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                <term xml:lang="en">learning framework</term>
                <term xml:lang="en">plan of action training.</term>
                <term xml:lang="en">activity</term>
                <term xml:lang="en">training design</term>
                <term xml:lang="en">Vocational training</term>
                <term xml:lang="fr">dispositifs.</term>
                <term xml:lang="fr">développement</term>
                <term xml:lang="fr">situations d’apprentissage</term>
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                <term xml:lang="fr">Conception de formation professionnelle</term>
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              <p>This paper presents a short review about vocational training design, when the target of the training is learning effects at work. It shows the contribution of recent research studies in the field of ergonomics and professional didactics. A lot of papers study  en at work. Fewer discuss the link between “work situation" and "training situation”, especially taken as a training design  roblem. We focused on the training designer’s activity, through three topics. First, the crossover between trainees activity, rainer activity, and managers requirements; second, the training situation design, based on work experience of trainees; third, he extension of possibilities to learn through the learning system. But finally, when the trainer is the training designer, the goal is to protect a learning space from productive constraints and to make productive the training time in a developmental way. That is the reason why, training design is always uncompleted.</p>
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              <p>Cet article présente un bref panorama sur la conception des formations professionnelles lorsque celle-ci vise des effets d’apprentissage au travail. Il montre la contribution des travaux récents conduits en ce domaine dans les champs de l’ergonomie et de la didactique professionnelle. Si de nombreux travaux étudient l’homme au travail, peu traitent des liens entre situation de travail et situation d’apprentissage, comme d’un problème de conception. Nous abordons d’abord ici l’activité de conception du formateur sous trois angles : le croisement entre activité d’apprentissage, action du formateur et prescription de formation ; la prise en compte de l’expérience des bénéficiaires dans la conception de formation ; les possibilités d’apprentissage ouvertes par le dispositif conçu. Finalement, nous soulignons le paradoxe de la conception de dispositifs qui visent à rendre les apprentissages productifs en situation de travail tout en protégeant un espace de formation et d’acquisition ouvert. Un tel point de vue, développemental, explique que la conception de dispositif de formation professionnelle est inachevable.</p>
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