  This article is an empirical contribution to the field of educational
technology but also - and above all - a methodological contribution to the
analysis of the activities enacted in this field. It takes account of a pilot
study conducted within the framework of doctoral research and consisted in
describing, analysing and modelling the activity of a trainee teacher in a
situation of autonomous use of a video-based digital learning environment
(DLE). We were particularly careful to describe the method in great detail. Two
types of data were collected and processed within the framework of
"course-of-action": (i)activity observation data (dynamic screen capture) and
(ii) data from resituating interviews supported by digital traces of that
activity. The findings (i) validate the method's relevance in relation to the
object and issues of the research, (ii)show different levels of organization in
the activity deployed in the situation of use, (iii) highlight four registers
of concerns orienting use of the DLE. We conclude from a perspective of
educational technology, by discussing how, according to certain conditions and
different time scales, the findings inform a process of continuous DLE design.
