University pedagogy and the world of work are both influenced by information technologies. In the field of design for sustainable construction, these technologies are used as boundary objects, which means as interfaces driving interactions and knowledge sharing required for multidisciplinary work. Based on social learning and situated action theories, and on convincing data coming from multiple domains such as project management, architecture, civil engineering, system engineering, and participatory design, this article presents a nomological network illustrating relationships between individual and collective phenomena in play within a project team, and which determine group learning and project performance. This results into a useful body of knowledge for teachers and six verifiable hypotheses that researchers can test.