Today, pedagogy does not innovate by proposing new methods but by creating learning conditions conducive to the autonomy of learners. In training, students learn to set goals for acquiring knowledge, control their activity and persevere in the face of difficulties. Innovative teachers favour an integrative approach to human activity to jointly develop the relationship with the learning environment or work environment, the socio-cognitive characteristics of learners and their sense of responsibility for the consequences of action and metacognitive management of the activity. Learners thus evolve in a learning eco-system that includes the learner himself, but also his physical and social environment: his tools available (notepad, tablet, etc.), his resources (procedures, methods, instructions, course materials, notes, documentation ...), its partners who also have some knowledge (pair, teachers, expert network, colleagues ...). This eco-system can be seen as a virtual learning space in which technologies that contribute to learning (hardware, software and network) are used, with the aim of fostering interactions between stakeholder and content communities. The knowledge is distributed and accessible through the memory of the learner himself or through his tools, resources or partners. It is therefore in the elaboration of the learning mechanism mobilizing all the actors to meet the needs of the learners that the innovation can be efficient and effective. Within this frame of reference, we propose some reflections from pedagogical practice that can develop the learners' power to act. Which IT environments for which actions? What pedagogies need to be implemented using these IT environments? What collaborative and reflective tools for professional and university training? What methods to energize learners' agentivity in the digital age? Three case studies focusing on these questions will offer some recommendations for innovation in pedagogy.