This paper discusses the design and implementation of a task-oriented collaborative learning (and training) experimental project that was carried out with future language teachers. More specifically, a class of sixteen French students enrolled in a Masters of Education course were asked to create multimedia resources for a group of Australian students with no prior knowledge of French. This paper deals only with issues concerning French students’ multimedia creations, not with the second phase of interactions with the Australian target group. The theoretical background is situated and collaborative learning and training: the French students worked in pairs, creating multimedia activities based on their culture for real students in a different location. They communicated with each other during weekly classes and via a groupware tool. A triangulated data method was used incorporating the students’ multimedia outcome, questionnaires and semi-directive interviews. The following issues are discussed: what is the effect of such situated learning settings on motivation, commitment and computer literacy? What image did the French students have of the Australian students and which cultural aspects did they try to convey?
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