La Scala, Jérémy AlainGillet, Denis2024-12-132024-12-132024-12-132024-08-14202410.5281/zenodo.14256823https://infoscience.epfl.ch/handle/20.500.14299/240927.2In contemporary engineering education, project-based learning (PBL) has emerged as a prominent pedagogical approach to foster transversal skills like collaboration and communication. However, effective supervision and guidance of student groups in PBL present challenges. This paper introduces an innovative approach to support student groups and teaching assistants (TAs) in PBL, utilizing a digital experience platform. The presented pedagogical scenario features a digital collaboration journal used by students to document their progress. Through the implementation of this scenario in an interdisciplinary course, data was collected via surveys and interviews. Results indicate that students perceived the collaboration journal as supportive for poster preparation and discussions with the TAs. While the scenario was well received, challenges persist in fostering online communication. Future iterations aim to enhance the platform's role in facilitating group-TA interactions and providing a comprehensive collaborative environment. This research contributes to the advancement of PBL methodologies by offering practical insights into leveraging digital platforms to enhance collaboration, communication, and feedback processes, ultimately enriching the learning experience for students and TAs alike.entransversal skillscollaborative learninglearning experience platformproject-based learningscience and engineering educationtext::conference output::conference proceedings::conference paper