  Our work aims at studying tools offered to learners and tutors involved in
face-to-face or blended project-based learning activities. To understand better
the needs and expectations of each actor, we are especially interested in the
specific case of project management training. The results of a course
observation show that the lack of monitoring and expertise transfer tools
involves important dysfunctions in the course organisation and therefore
dissatisfaction for tutors and students (in particular about the acquisition of
knowledge and expertise). So as to solve this problem, we propose a
personalised platform (according to the actor: project group, student or
tutor), which gives information to monitor activities and supports the
acquisition and transfer of expertise. This platform is based on Knowledge
Management (KM) and Web 2.0 concepts to support the dynamic building of
knowledge. KM is used to define the learning process (based on the experiential
learning theory) and the way the individual knowledge building is monitored
(based on metacognitive concepts). Web 2.0 is used to define the way the
experience is shared. We make the hypothesis that this approach improves the
acquisition of complex skills (e.g. management, communication and
collaboration), which requires a behavioural evolution. We aim at making the
students become able 'to learn to learn' and evolve according to contexts. We
facilitate their ability to have a critical analysis of their actions according
to the situations they encounter.
