What and how to monitor complex educative experiences. Toward the definition of a general framework

A result of re-considering educative processes as 'experiences', i.e. multidimensional processes of high complexity and flexibility, is a decrease in the predictability of processes’ outcomes. As consequence, a natural transition from evaluation approaches (produced by a deterministic view) to monitoring practices is needed and expected. Such transition requires to invest a quite considerable effort in design and development of new and more powerful monitoring strategies, methods, tools and environments. In this paper, using appropriate examples, we present and discuss possible strategies that can be adopted to achieve the goal. We also present a parallel participatory strategy that can be adopted whenever tools to monitor specific dimensions of the educative experience are not yet available.