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The paper examines the sociocognitive processes that lead to the construction of a procedure for resolving a problem when the activity involves the use of software. The aim is to see how, in the context of the use of computer-aided manufacturing software, young adults are able to deal with cognitive (constraints coming from the task and software) and social (constraints coming from the properties of the interaction) aspects. On the basis of this empirical illustration, we will bring out a series of questions:‒ methodological: how can we think about collaborative learning in situation where software is used?‒theoretical: which competences and interactive processes are activated in such situations?