Herramientas didácticas para la enseñanza universitaria de la Traducción e Interpretación online

  1. Tello Fons, Isabel 1
  2. Valero Doménech, Esperanza 1
  1. 1 Universidad Internacional de Valencia – VIU
Revue:
Estudios de traducción

ISSN: 2174-047X 2254-1756

Année de publication: 2017

Número: 7

Pages: 151-161

Type: Article

DOI: 10.5209/ESTR.57453 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Estudios de traducción

Objectifs de Développement Durable

Résumé

Our study will focus on studying the didactic tools the universities in Spain use to convey the teaching of online translation studies. We will carry out a comparative analysis of the systems and a description of the methodological challenges of online translation teaching.In particular, we aim at analysing the didactic applications of different LMS –learning management systems– for translation teaching. We will go over synchronous and asynchronous, audio-visual and interactive tools such as Moodle, Blackboard Learn and Collaborate or WebCT, among others. They will be analysed from the point of view of the didactics of translation. Some day-to-day case studies in the translation classroom will be addressed as well. We finally will launch a debate on the future scenario of e-learning in Translation and Interpreting.

Références bibliographiques

  • Adobe Captivate Prime [software]. (2016). [Retrieved from: http://www.adobe.com/es/products/captivateprime.asdf]
  • Beatty, B., & Ulasewicz, C., «Faculty perspectives on moving from Blackboard to the Moodle learning management system». TechTrends, 50(4), (2006), 36-45.
  • Blackboard (12.6.6.7847) [software]. (2000-2015). [Retrieved from: http://www.blackboard.com/]
  • Cheung, K. S., «A Comparison of WebCT, Blackboard and Moodle for the teaching and learning of continuing education courses». Enhancing learning through technology, (2006), 219-228.
  • Coryell, J. E., & Chlup, D. T. «Implementing e-learning components with adult English language learners: Vital factors and lessons learned», Computer Assisted Language Learning, 20(3), (2007), 263-278.
  • Deterding, S., Khaled, R., Nacke, L.E., Dixon, D. (2011). «Gamification: Toward a Definition». In CHI 2011 Gamification Workshop Proceedings, Vancouver, BC, Canada 2011.
  • Galán-Mañas, A., La enseñanza de la traducción en la modalidad semipresencial. Tesis Doctorales en Xarxa (TDX). Barcelona: Universitat Auònoma de Barcelona, (2009). [Retrieved from: http://hdl.handle.net/10803/5275].
  • Cánovas, M., González Davies, M. y Keim, L., Acortar distancias. Las TIC en la clase de traducción y de lenguas extranjeras. Barcelona: Ediciones Octaedro 2010.
  • Ko, L. «Teaching Translation Online: A Reflective Study», Translation Quarterly, 63 (2012), 1-26.
  • Ko, L. y Chen, N., «Online-interpreting in synchronous cyber classrooms», Babel, 57(2), (2011), 123-143.
  • Machado, M., & Tao, E., «Blackboard vs. Moodle: Comparing user experience of learning management systems». In 37th Annual Frontiers in Education Conference-Global Engineering: Knowledge Without Borders, Opportunities Without Passports, Milwaukee, West Indies 2007.
  • Moodle (3.1) [software]. (2016). [Retrieved from: http://www.moodle.org]
  • Monti, J. «Translators’ knowledge in the Cloud: The New Translation Technologies». In International Symposium on Language and Communication: Research Trends and Challenges (ISLC), İzmir University, Turkey 2012.
  • Open EDX (0.7) [software]. (2016). [Retrieved from: http://open.edx.org/]
  • Registro de Universidades, Centros y Títulos (RUCT). Sección de títulos [Retrieved from: https://www.educacion.gob.es/ruct/consultaestudios?actual=estudios]
  • Ricaurte-Quijano, P. y Carli-Álvarez, A., «El proyecto Wiki Learning: Wikipedia como entorno de aprendizaje abierto», Comunicar. Revista científica de educación, 49 - XXIV, (2016), 61-69.
  • Ruiz Madrid, Mª N. Learner Autonomy in Computer Assisted Language Learning. A Comparative Case Study of Learners’ Behaviour in the English as a Foreign Language Context. Castellón de la Plana: Universitat Jaume I, (2005). [Retrieved from: http://hdl.handle.net/10234/29578].
  • Sakai (0.7) [software]. (a2016). [Retrieved from: https://sakaiproject.org/]
  • Salinas, J., «Innovación docente y uso de las TIC en la enseñanza universitaria», Revista Universidad y Sociedad del Conocimiento, 1-1, (2004), 1-16.
  • Warschauer, M. and Healey, D., «Computers and language learning: an overview». Language Teaching, 31 (1998), 57-71.
  • Warschauer, M. «CALL for the 21st Century», In IATEFL and ESADE Conference, Barcelona 2000.
  • Warschauer, M. «Technological change and the future of CALL», en: Fotos, S y Brown, C (eds.), New Perspectives on CALL for Second and Foreign Language Classrooms, Mahwah, NJ: Lawrence Erlbaum Associates 2004, 15-25.
  • Yang, Y., «Computer-assisted Foreign Language Teaching: Theory and Practice», Journal of Language Teaching and Research, 1-6, (2010), 909-912.