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Springer-Verlag Berlin Heidelberg 2009 Taking Up the Challenge of Evaluating Research Results 23 and Dimitrakopoulou [7], who addressed the issue of evaluating both a course model concerning teachers’ education and the related web-based environment, confirmed the need to assume both perspectives, so as to better understand the role played by the conceptual design of an educational resource with respect to its concrete actualization (the implemented tool). This paper reports on the efforts made by the authors in this direction in the framework of the European project ReMATH1 – Representing Mathematics with Digital Media.

In particular, the experience showed that there are at least four key points to be considered when taking up the challenge of evaluting TEL systems: the evaluation process, the evaluation focus, the evaluation method and means and the evaluators. As to the evaluation process, in ReMATH this was carried out both “a posteriori” and “in itinere”. In particular, the monitoring of the work in progress and the continuous interactions between the designers and the actors in ReMATH, helped to better tune the system at the various development steps, thus having the effect of better finalizing the research efforts.

The experience reported in this paper is an example of a methodology developed to evaluate a system in the field of TEL. Even if the Pedagogical Planner developed in the framework of the ReMATH project had specificities and requirements of its own that make the methodology not completely exportable as it is, there are still a number of elements of such a methodology that we think are worth sharing and discussing, in the light of possible reuse for evaluating other TEL systems and – more in general - KM systems.