Duret, CarolineCarolineDuret2024-12-172024-12-172022-06-15http://hdl.handle.net/20.500.12162/7954Teachers' agency is required to cope with the challenge of designing Technology Enhanced Learning (TEL) activities. Relying on third generation Activity Theory, this study addresses the theoretical underpinnings that led to a formative intervention inspired by the Change Laboratory methodology to support in-service French Literature teachers in a secondary school engaged in transforming teaching-learning activity by designing TEL scenarios. This study introduces a card deck as a mediating artefact to support teachers' co-design of Technology Enhanced Learning (TEL) scenarios.enType de référence::Communications::Communication scientifique non publiée::Communication orale10.13140/RG.2.2.11326.15683