In most of the pedagogical development experiences, the contents that students generate as a result of the course activities are not considered as a primary source of knowledge. Thus, students see their learning disadvantaged, when their intellectual outputs are not considered in the design of the learning activities. Today, the Web offers a wide range of resources and opportunities for the development of activities in a collaborative environment both to produce or spread the contents or to make them available. This article describes the experience of three groups of students from different programs, who based in applying a model of interaction among peers indistinctively assume consumer and producer knowledge roles, by incorporating authoring tools during their teaching process in a particular subject. Four levels can be distinguished for modeling the development of learning activities. Results show that 100% of the students assess positively the participation in their role as knowledge producers or consumers, accordingly to the four levels defined when using Web tools during their activities. Similarly, they recognize the potential of the instruction among peers associated with the use of Web tools as a contribution to their learning development. [For the complete proceedings, see ED579282.]