Human activity analyzing with educational objectives transforms trainers’ work, in particular by providing them with new and original practicing and designing instruments. This applies to trainers in their daily practices ; this also applies to the trainers - researchers in an academic research lab. The aim of this paper is to argue for a careful consideration of the impact – within the course of action research program –, of expanding from vocational training objectives to lifelong education.

Designing a lifelong education focusing on human activity and its analyzing, implies giving oneself an idea of what an educated man is, would be concerned with everyday social practices considered as references, supports and aims for training transformations. This definition involves a) an holistic educational approach that keeps to the global, multidimensional, and singular nature of human activity, its historical dynamics, its cultural embodiement, its individual-social continuum, and its permanent self-construction ; b) a connection between this lifelong education perspective a the Digital Humanities approach ; c) the inclusion of the course of action scientific program in an anthropo-technological approach in education.