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Summary<br />Eportfolios – concept <br />Implementation context of the project<br />Project Development<br />Methodology<b...
ePortefolio<br />“a collection of authentic and diverse evidence, drawn from a larger archive representing what a person o...
The ePortfolio comes forward as one of the initiatives which over the years gained acceptance and popularity <br />in diff...
Implementation <br />Context<br />
ePortefolio’sat ISCAP:<br />Firststeps<br />Online Support Project<br /><ul><li>  a personal and academic profile;
  a weblog;
  discussion communities;
  files and videos, among other</li></ul>   possibilities. <br />Version 0.2<br />
Support material andactions<br />Training Sessions<br />(in class)<br />ELGG Manual<br />
Case study<br /><ul><li>Course: “Electronic Tools for Translation”
Classroomswithcomputer
Cooperativeteachers
 Winter semester 2007-2008
 2nd year students of the 3-year degree in Administrative Assistance and Translation. </li></li></ul><li>Project Scope<br ...
    developing critical thinking, as a tool to guide students’ research
 a strategy to develop students’ skills in obtaining rapidly and efficiently, in both source language and target languages...
digital library of the translation resources used;
other reflections on the translation process;
    creation of a translation community in ELGG</li></li></ul><li> Project <br />Development<br />
Students should get acquainted with the profile of a translator, as far as competences, skills, activities, attitudes, str...
  terminology mining and     management
  a great deal on problem-solving tasks. </li></ul>Goal: reflection on the pre-translation process in the individual ePort...
The ePortfolio can be: <br /><ul><li>  a fundamental means of communication between translator and client
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TL2008 - Apresentacao

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Apresentação da comunicação feita na conferência da IASK \"Teacching and Learnin 2008\"

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  • Explicar o porquê destes alunos e não de outros....2 turmas... Diurna e nocturna
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  • Sobecausei’mattending a masterinmultimediaineducationwithProfessor´s António Moreira guidance, hereat Aveiro University, wedevelopdassessmentgrids to evaluatetheworkquality as youcanseeinhere...
  • Transcript of "TL2008 - Apresentacao"

    1. 1.
    2. 2. Summary<br />Eportfolios – concept <br />Implementation context of the project<br />Project Development<br />Methodology<br />Assessment<br />Discussion Results<br />
    3. 3. ePortefolio<br />“a collection of authentic and diverse evidence, drawn from a larger archive representing what a person or organization has learned over time on which the person or organization has reflected, and designed for presentation to one or more audiences for a particular rhetorical purpose” <br />Barret& Carney (2005)<br />
    4. 4. The ePortfolio comes forward as one of the initiatives which over the years gained acceptance and popularity <br />in different communities.<br />Due to that….<br />higher education institutions need to act proactively in order to provide suitable educative offers and opportunities in this domain.<br />European Institute<br /> for e-learning<br />
    5. 5. Implementation <br />Context<br />
    6. 6. ePortefolio’sat ISCAP:<br />Firststeps<br />Online Support Project<br /><ul><li> a personal and academic profile;
    7. 7. a weblog;
    8. 8. discussion communities;
    9. 9. files and videos, among other</li></ul> possibilities. <br />Version 0.2<br />
    10. 10. Support material andactions<br />Training Sessions<br />(in class)<br />ELGG Manual<br />
    11. 11. Case study<br /><ul><li>Course: “Electronic Tools for Translation”
    12. 12. Classroomswithcomputer
    13. 13. Cooperativeteachers
    14. 14. Winter semester 2007-2008
    15. 15. 2nd year students of the 3-year degree in Administrative Assistance and Translation. </li></li></ul><li>Project Scope<br />To improve students’ training in the pre-translation process, namely in the development of terminology and terminological databases. So we decided to assign the construction of an ePortfolio, with the purpose of:<br /><ul><li> structuring the problem solving activities;
    16. 16. developing critical thinking, as a tool to guide students’ research
    17. 17. a strategy to develop students’ skills in obtaining rapidly and efficiently, in both source language and target languages, the background knowledge (facts, terminology, language conventions) necessary to produce a translation of professional standard.</li></li></ul><li>Students were asked to develop an ePortfolio in ELGG, with the following compulsory items:<br /><ul><li>critical description of all the pre-translation tasks developed in the collection, translation and validation of terms for the Terminological Database;
    18. 18. digital library of the translation resources used;
    19. 19. other reflections on the translation process;
    20. 20. creation of a translation community in ELGG</li></li></ul><li> Project <br />Development<br />
    21. 21. Students should get acquainted with the profile of a translator, as far as competences, skills, activities, attitudes, strategies and, of course, tools are concerned.<br />Therefore<br />With this purpose they were asked to carry out translation projects reflecting real-world practices, in which they are to solve problems and develop higher-level thinking and cooperative work.<br />The attention was focused on:<br /><ul><li> web search optimising strategies
    22. 22. terminology mining and management
    23. 23. a great deal on problem-solving tasks. </li></ul>Goal: reflection on the pre-translation process in the individual ePortfolio. <br />
    24. 24. The ePortfolio can be: <br /><ul><li> a fundamental means of communication between translator and client
    25. 25. a suitable tool to store and organize information and resources in a project-based and cooperative learning environment (similar to professional).</li></ul>Being the use of ePortfolios already well known amongst most educators as an “reflection-oriented” and a web-based activity, it was the first time we decided to use it as a process-oriented experience, as part of the project-based learning approach. <br />
    26. 26. ePortfolio’s role in<br />thelearningprocess<br />The ePortfolio was seen as a complementary way of developing translation skills.<br />With this tool students were asked to carry out a reflection on their working process, in order to develop critical thinking on translation, translators and the market of translation. <br />Each student’s post could be viewed by all classmates in the ePortfolio platform, which increased the sense of responsibility.<br />
    27. 27. In fact, the ePortfolio could work as a window to the world revealing their translations, reflections and other works to their classmates, but also by showing it to a wider audience, such as future employees.<br />The fact that students could run a weblog in ELGG was also an excellent way of promoting problem solving platforms, knowledge transference and collaborative work in a constructive learning atmosphere. <br />It also allowed students to store data that would otherwise be forgotten in the near future<br />
    28. 28. Methodology<br />
    29. 29. The development of an ePortfolio by each student was implemented as part of the continuous evaluation process totalizing 30% of the assessment. <br />This part of the assessment focused mainly on a qualitative analysis.<br />the use of the ePortfolio implied dealing with different contributes, that had to be assessed mainly through their quality and not through the number of files and posts added to the ePortfolio.<br />
    30. 30. It was necessary to classify the level of quality of each work. <br />Therefore a grid was developed in which the parameters were related with the specific subject, also taking in consideration…. <br /><ul><li> the quality of the blog entries (were classified according to a scale)
    31. 31. their profile (level of information available)
    32. 32. reflections in the ePortfolio</li></li></ul><li>Assessmentcriteria<br />AssessmentGrids<br />
    33. 33. Conclusion<br />
    34. 34. <ul><li> the use of ePortfolios, if well oriented, can really motivate students to engage themselves in a more active learning.
    35. 35. Although they were reluctant at the beginning, most of them enjoyed the experience and continued developing their ePortfolio.
    36. 36. We also realised that the part-time students (older) were much more committed to the proposed task, than the full-time students (younger).</li></li></ul><li><ul><li> Acquisition of :
    37. 37. a working knowledge and sufficient practical skills in electronic document handling;
    38. 38. use of information networks;
    39. 39. translation tools and technologies.
    40. 40. Engages students in group work in a cooperative and virtual environment (ELGG) </li></li></ul><li><ul><li> Helped to combine the acquired translation-related knowledge and skills and refine them further through guided translation assignments;
    41. 41. Start enabling their development into translation professionals who are capable of producing functionally adequate and commercially acceptable target texts as part of a network. </li></li></ul><li>Thankyou!<br />ctavares@iscap.ipp.pt<br />http://www.iscap.ipp.pt/paol<br />
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