New electronic educative tools aim at supporting collaborative learning activities. When a teacher wants to experiment such an activity, s/he must define and set out clearly the rules: e.g. , “ T he goal of the exercise is to present the topic X, in a structured way. For that purpose, the first step is to form teams in order to collect information. Then, you must select and classify the most interesting information and send it to me. When I agree on the content, you can prepare your presentation . ” We call these rules and their sequencing “collaborative learning scenarios”. Most of the time, teachers themselves define these scenarios, but sometimes, didactical organisations ( e.g. TECFA) provide us with generic ones [1]. Enacting these scenarios into different contexts or different platforms suggests frequent modifications of the scenarios and therefore an easy way to adjust them. We believe that exchanging such pieces of information will become usual. National programs for sharing the educational resources [2] corroborate this idea, pointing out the quality of collaborative learning scenarios as central in this approach.