The aim of this contribution is to describe the theoretical bases and possible applications
of learning paths in the distance made feasible thanks to new technologies, in order to
give a critical evaluation of a specific cooperative translation program realized on an elearning
platform. We suggest a web-based translation path, as experiences of cowriting
do (Trentin 2008), through a collaborative strategy which takes place in a
(partially) virtual learning community. This learning path on the Moodle platform of
the E-studium project of the Università degli Studi di Perugia has been tested during a
German language translation course. On-line (e-activity) cooperative activities are
intended as follows. In the first place, a 3 or 4 student group is supposed to carry out a
complete translation: beginning from an individual, strictly personal, attempt of
translation regarding different parts of the text, the group as a whole will carry out a
final version thanks to a mutually reasoned revision of the single efforts. Secondly, a
cooperative gathering of auxiliary material is encouraged, whereas, in the third place, a
cooperative construction of a highly specific glossary of terms, which has been
highlighted and identified during the whole activity, will take place. The Moodle
platform allows a complete monitoring of all activities carried out during the process. A
detailed analysis and interpretation of the monitoring on one hand and a survey
submitted to the students at the end of the learning activity on the other, represent the
first step towards a critical evaluation of the formative activity which has been realized.
