The pedagogical design is based on the use of the Video Learning Lab (VLL), a structured environment that makes it possible to analyse, preserve and design pedagogical practices based on filmed teaching situations. The VLL is organised around three complementary functions: observatory, conservatory and laboratory.
The observatory makes it possible to analyse authentic teaching situations in order to identify the professional dynamics at work, understand the challenges of the profession, and problematise complex pedagogical situations through the multiplication of viewpoints from different stakeholders involved: filmed teachers, other teachers, pupils, teacher educators, researchers and school leadership.
The laboratory provides a space for constructing training scenarios based on authentic situations and for experimentation, in which students and teachers can design, test and analyse their pedagogical scenarios.
Finally, the conservatory constitutes an evolving repository of training scenarios for professional practices. It brings together resources considered relevant by training and research communities in order to share scenarios deemed effective with the community of teacher educators.
Within this framework, students are engaged in a structured process composed of several complementary stages:
Analysis of filmed situations: students observe video sequences from real teaching contexts and identify significant phenomena, such as interactions, professional gestures and didactic choices.
Crossed perspectives: students listen to the reactions of different actors in the fields of teaching professions and educational sciences, who analyse the same situations.
Guided collective discussions: these analyses are debated collectively in order to compare viewpoints, refine interpretations and develop a shared understanding of the issues specific to teaching and learning situations.
Design of training scenarios: working in groups, students develop pedagogical designs that integrate video as a learning resource, while drawing on the theoretical concepts addressed in the course.
Production and reflective analysis: the productions created are analysed using research-informed tools, then discussed collectively and critically, supporting the improvement of the designs and the development of a reflective stance.
This approach profoundly transforms the role of students, who become authors of their own learning. It supports the development of their autonomy by engaging them in complex, collaborative tasks grounded in authentic professional situations.
The course assessment is aligned with this logic and is based primarily on the productions created by students, such as training scenarios and analyses, as well as on their ability to mobilise analytical tools and adopt a reflective stance. It values both the learning process and the outcomes produced.
