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Fostering translation competences and learner autonomy with digital portfolios Celia Rico Pérez Departamento de Traducción...
Competences development in translator training call for new learning scenarios where students are placed at the center of ...
http://www.articulate.com/rapid-elearning/are-your-e-learning-courses-pushed-or-pulled
 
<ul><ul><li>“ A digital system that allows its users (students) to document their competencies, events, plans or products ...
Owner-Centric Interaction Personal Learning Spaces The Academic Enterprise Opportunities
Jafari, 2007:  Handbook on Research on ePortfolios
 
 
<ul><li>Learning landscape </li></ul><ul><li>(Kelly 2005, Jafari 2007) </li></ul>
Planning objectives & outcomes
Participants (trainees & trainers)
La elección de los temas que componen el programa se hará en conjunción con los estudiantes, siempre dentro de los objetiv...
<ul><ul><li>Learning guide </li></ul></ul><ul><ul><li>Learning contract </li></ul></ul>Resources
<ul><ul><li>Blog </li></ul></ul><ul><ul><li>Learning diary </li></ul></ul>Learning activities (method)
Sequencing
Assessment
The digital portfolio contributes to the development of learner autonomy and interaction in a collaborative learning envir...
All materials can be downloaded from  http://celiarico.wordpress.com/   (under a CreativeCommons Licence)
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Rico celia

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Fostering translation competences and learner autonomy with digital portfolios

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  1. 1. Fostering translation competences and learner autonomy with digital portfolios Celia Rico Pérez Departamento de Traducción y Lenguas Aplicadas Universidad Europea de Madrid [email_address] http://celiarico.wordpress.com/
  2. 2. Competences development in translator training call for new learning scenarios where students are placed at the center of the learning experience and assume an active role in the process…
  3. 3. http://www.articulate.com/rapid-elearning/are-your-e-learning-courses-pushed-or-pulled
  4. 5. <ul><ul><li>“ A digital system that allows its users (students) to document their competencies, events, plans or products which they think relevant, and leave a trace of their performance along time” (Barberá, 2008: 12) </li></ul></ul>Learning activities
  5. 6. Owner-Centric Interaction Personal Learning Spaces The Academic Enterprise Opportunities
  6. 7. Jafari, 2007: Handbook on Research on ePortfolios
  7. 10. <ul><li>Learning landscape </li></ul><ul><li>(Kelly 2005, Jafari 2007) </li></ul>
  8. 11. Planning objectives & outcomes
  9. 12. Participants (trainees & trainers)
  10. 13. La elección de los temas que componen el programa se hará en conjunción con los estudiantes, siempre dentro de los objetivos de la asignatura… Curricular content
  11. 14. <ul><ul><li>Learning guide </li></ul></ul><ul><ul><li>Learning contract </li></ul></ul>Resources
  12. 15. <ul><ul><li>Blog </li></ul></ul><ul><ul><li>Learning diary </li></ul></ul>Learning activities (method)
  13. 16. Sequencing
  14. 17. Assessment
  15. 18. The digital portfolio contributes to the development of learner autonomy and interaction in a collaborative learning environment, which is characterized by students’ implication and control in their own learning process, and the possibility of sharing experiences with others inside and outside the classroom. The digital portfolio integrates learning experiences no matter where they take place and triggers a challenge in both teacher and students’ role fostering collaboration and shared responsibility (Barberá et al, 2009).
  16. 19. All materials can be downloaded from http://celiarico.wordpress.com/ (under a CreativeCommons Licence)
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