Abstract : Institutions of higher education in France have a variety of Internet-based informatics tools dedicated to pedagogy. These systems support and bring a dynamic, interactive environment to courses led and attended by professors, and also insure the online learning process. Our thesis adopts the perspective of the French “sciences de l'information et de la communication” to propose a sociotechnical innovation in the scope of those pedagogic tools. Specifically, the research presented in this paper develops a new mode of operation (production, display and reception) for the pedagogical hyperdocument, and designs a new type of system : the pedagogical hypertextual information system. Throughout our study, two main themes are examined, as well as the area in which they overlap. The first theme specifies the functionality of the informational devices, and several questions are raised with respect to this concept : the relationship between functionality and origin, between functionality and meaning, design and appropriation of functionality, and the evolution of the functionality of the tools. The second theme addresses the relationship between information and learning. We choose to proceed with a constructivist approach to these questions : our work is conducted by design and for design.