Dynamic concept maps to support e-learning and evaluation processes

When technologies enter the learning processes, it is always advisable to analyse the changes they trigger carefully. This is because their effects are difficult to predict and generalize. There are several factors related to the times, ways, status, cul- ture, even digital, of the subjects involved and therefore any statement should derive from careful observations and cau- tious analysis.This article moves along the line of research traced by a laboratory of the University of Salerno, the labo- ratory RIMEDI@, using for a further academic year, a technol- ogy within a learning environment, the e-Lena platform. In fact, this use derives from a first phase of experimentation from which the results have emerged identified possible fu- ture developments. After that, a series of corrective measures have been implemented to proceed now with this second ex- periment, which is either to confirm or refute the results al- ready obtained and to verify the effectiveness of the changes made. The access to the environment is provided in addition to the classroom teaching, so it assumes a form of support and not a substitute form of in presence teaching. We tried to ver- ify if our enriched online learning environment could stimu- late remediation processes between digital and analogic artefacts in students and represent a mean to supportauto- matic evaluationprocesses. In other words, we would answer the question related about if it favours the development of meaningful learning. The use of this technology was therefore observed and the data collected analysed to be able to syn- thesize conclusions and outline new objectives in order to move the next steps in research. The results confirm once again that the environment built in e-Lena offers an effective support to students. It takes a significant role both in activating remediation experiences and in automating evaluation processes, so it could encourage the development and the consolidation of learning.