The work presented in this paper focus on the FORMID authoring tool, pointing out the scenario model which defines within the learning tasks what teachers wish to be observable at runtime. Inspired by a learning design approach, FORMID scenarios authored by teachers are computable and, once validated, automatically deliverable to learners. Moreover, a web-based interface is automatically built for tutors observation needs, in compliance with the scenario elements and the number of involved learners. The central idea outlined here, is that the observables which will make sense with regard to the learning process are defined at the authoring stage. For concluding we paint the first lines of on-going work aiming at enriching the authoring tool with formalized didactical organizations related to the targeted learning domain.