In this contribution we draw on the confrontation of viewpoints of three university teachers involved in the LMS FORSE (Université Lyon 2). Their experiences as managers, designers, teachers or tutors question especially why and how research can inspire and guide professional practice. By showing how their educational model and practices are based on the instrumentation of a tool/training, they translate the whole dynamic that fosters the development of their lesson. They point out a number of invariants essential for the design and facilitation of their educational scenarios as well as questions over their twofold experiences of researchers and teachers.