The quality of teaching via ergonomic analysis of the tools integrated in the pedagogical device is evaluated. Tools may be adapted to the user's needs, actors of the device, and in particular the student and the teacher. This study aims at evaluating whether the integration of the design of a E-Portfolio by students, within a specific courses framework on the personal and professional project, can answer some identified needs. On the one hand, the students claim a better visibility of their personal and professional project without precise objective. On the other, the teachers consider that the student is the actor of his own curriculum. He must be autonomous and build his project himself. The E-Portfolio is regarded here as an adaptive tool to answer this contradiction. It allows the student, while being guided by the process of design of a multi-media document, to develop in an autonomous way his project. To check the adaptation of this tool to the problems of construction of a personalized project, a study was undertaken over a two-year period: a sampling of one hundred students in their first and second year of bachelor's degree in computer science. We analyze here the answers of questionnaires which enable us to open our analysis towards several recommendations of E-Portfolio functionalities.