This work seek to approach the question of teacher activity in the classroom by seeking to describe it in close connection with the specific context in which it takes place, based on constructivist and socio-constructivist approaches. We thus propose to conceptualize architecture of a pedagogical scenario for a situation of learning content specific to a discipline of this activity of teachers in the classroom. This architecture, which consists of four blocks, is based on learning activities. Before proposing this architecture, we think that it is necessary to first define the key concepts of our work. Note the educational scenario, the learning situation and the learning activity.

Much educational research has raised the effectiveness of situational teaching or training aroaches, especially for adult learners in work situations, due to their social and professional nature. The situational aroach (SAP) or situated learning (SL) to refer to the learner, stipulates that learning cannot be isolated from the context of its alications, and that knowledge is insertable from action. In this context, the situation becomes central in the acquisition of knowledge and the development of capacities and skills, which are now the aims. We therefore deduce that any design, development and implementation of e-learning training for adults is imperatively based on the modelling of the said learning situation. The objective of this article is to analyze certain models of situations and to propose a model-process more relevant with e-learning training for adults. For the sake of modelling visibility, we use a modified model of the Vee diagram from Gowing’s model.