Designing ontologies that could be shared for developing ontology-based learning environments is still a challenge. The overall aim of the OURAL project was to provide a case study on common ontology design. It brought together researchers and practitioners from different domains (educational science, computer science, and cognitive psychology). We benefited from several on going field studies launched to identify authors and tutors needs and to prototype ontology-based services providing answers to the identified needs. In this paper, we describe the context of the project, the case studies that have been chosen, the focus on helping the teacher in describing "learning situations", the resulting ontology as well as the principles we used and some conclusions about ontology elicitation and reuse from these case studies.

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The object of this article is to propose a contribution to the development of remote laboratories for carrying on online practical activities in computer science by using virtualization technologies. After an introduction to the general concept of online laboratories, a description of virtualization technologies is done to show how their use is possible in the implementation of an online laboratory. This online laboratory is viewed as a pedagogical resource, which is used by the learners to realize pedagogical activities according to a project-based pedagogy named MAETIC. Our approach aims to provide an answer to the problematic of supervision and monitoring of students engaged in online practical activities and the evaluation of the skills acquisition.

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