Even if it seems to be obvious, it has to be emphasized that there exist a double dimension in the understanding, working and, hence, improvement of u-learning issues: 1. the technological and technical one (information and communication devices; multimedia information and knowledge availability and accessibility ...) 2. the social and cultural one (i.e. learning as a ubiquitous activity taking place in a social setting, performed by social actors, ... and, this, with the help of, by means of any digital object or resource possessing a relevance for the learner's objectives or aims). In many reports and expertises, u-learning is mainly approached via the technological and technical perspective which has its relevance, especially, with respect to short-term economical and commercial issues. But it is also obvious that the delivery of (very broadly speaking) educational material not only on PC but also on mobile phones, i-pods, iTV, etc. has to satisfy potential user needs, interests or desires or - at least - has to have a such appealing aspect that it is - potentially - able to create a recognizable user need and interest. For this reasons, studies about u-learning have also to take into account social and especially cultural or conceptual (cognitive) questions such as of how to understand and control better on the one hand of what is called in a most broadest sense "learning", or a "learning situation", and on the other hand of intellectual services and products fitting with such - very broadly speaking - learning situations. In this report we will try to explore this second dimension, the social and cultural one, determining not only our understanding of u-learning but also of possible evolution scenarios of this (new ?) paradigm. Chapter 2 is dedicated to a better understanding of what one can call a learning situation in a very broad sense (and not only in the sense of formal or semi-formal and institutionalised situations). A basic and a more advanced narrative model will be presented for the design of any type of learning situations. Chapter 3 discusses the relationship between digital objects and digital learning resources. A concrete example will be presented. Chapter 4 deals more specifically with the question of (re-)authoring of digital objects in order to promote them as digital learning resources. Chapter 5 presents a technical environment for the (re-)authoring of mainly digital audiovisual objects. Chapter 6, finally, presents a concrete case of (re-)authoring resources for adapting them to an a priori open diversity of learning situations.