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Moodle-ing skill acquisition: a constructivist collaborative approach to translation teaching
PROCEEDINGS

, ETI - Université de Genève, Switzerland

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Operating in a blended socio-constructivist student-centered collaborative learning environment for the teaching of conference interpreting proved a successful and stimulating experience, so that when the author was offered to teach a course in translation, she decided to try and implement the same blended constructivist collaborative approach, despite the limited duration of the course (1 semester). Moodle was adopted as a courseware tool and a number of face-to-face and online activities were designed to reach the objectives set out for an “introduction to translation” course. The author will present the objectives of the course, the activities designed, the students’ final evaluation, as well as her own assessment of this blended learning experience in teaching translation.

Citation

Motta, M. (2008). Moodle-ing skill acquisition: a constructivist collaborative approach to translation teaching. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1097-1102). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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