The experience of the forced distancing of training courses initially designed in face-to-face mode, in the context of the health crisis, has led those involved in training to renew their view of physical co-presence in training. From this experience, it emerges that it is essential today to think about the meaning and the value of the presence in training. This article aims to question the pedagogical effects of presence understood as the physical reality of a co-presence and as an ethical and relational quality. It is assumed that a fruitful part of the educational experience is missed when the training no longer includes face-to-face. If it is anchored in a concrete educational experience, the point of view developed is strongly based on the work carried out by Yves Citton (2014) and by Hartmut Rosa (2018). Training situations are thus analyzed as attentional ecosystems characterized by face-to-face coattention and as spheres of resonance.