The document discusses using digital portfolios to foster translation competencies and learner autonomy. Digital portfolios allow students to document competencies, events, and products relevant to their learning. They place students at the center of the learning experience and promote active learning. Digital portfolios integrate learning experiences from inside and outside the classroom and encourage collaboration between teachers and students.
Trans e-Facilitator project aims to provide training material to raise the quality of training for e-facilitators in order to improve their skills and work. It is for people who work in telecentres and ICT learning centres alike.
Trans e-Facilitator project aims to provide training material to raise the quality of training for e-facilitators in order to improve their skills and work. It is for people who work in telecentres and ICT learning centres alike.
Towards the construction of a translator's workbench in the field of immigration. A communication presented at the First International Conference on T3L, Barcelona, June 2011
The First Three Laws of Analytical Transformationjasonburke
46th Annual Drug Information Association Annual Conference held June 2010 in Washington, D.C. Session title was The Opportunities and Challenges of Biomedical Informatics in the New Global Pharmaceutical Model. All images licensed under Creative Commons Attribution -- see last slide for references.
Steve Simpson on his work for Mics Chilli at Outstanding By DesignBank of Ireland
The presentation given by Steve Simpson on his work on Mic's Chilli labelling and barcodes during Outstanding By Design on May 10th 2014 in Highbank Organic Orchard.
You can see more here: www.biabeag.com
Talk (in Russian) for BEMup in Moscow, August 2d, 2013
Abstract: Why BEM needs an open source and what about the community we have.
Video (Russian) https://events.yandex.ru/lib/talks/1582/
Towards the construction of a translator's workbench in the field of immigration. A communication presented at the First International Conference on T3L, Barcelona, June 2011
The First Three Laws of Analytical Transformationjasonburke
46th Annual Drug Information Association Annual Conference held June 2010 in Washington, D.C. Session title was The Opportunities and Challenges of Biomedical Informatics in the New Global Pharmaceutical Model. All images licensed under Creative Commons Attribution -- see last slide for references.
Steve Simpson on his work for Mics Chilli at Outstanding By DesignBank of Ireland
The presentation given by Steve Simpson on his work on Mic's Chilli labelling and barcodes during Outstanding By Design on May 10th 2014 in Highbank Organic Orchard.
You can see more here: www.biabeag.com
Talk (in Russian) for BEMup in Moscow, August 2d, 2013
Abstract: Why BEM needs an open source and what about the community we have.
Video (Russian) https://events.yandex.ru/lib/talks/1582/
Recap of business plan development; Detail your e-learning project goals; Describe critical competencies; Outline your project; Validate with major stakeholders
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
Outcomes from JISC Anytime Learning Literacies Environment (ALLE) projectjisc-elearning
Whilst there is a wealth of experience across the sector in supporting digital and information literacies with our learners, it is often dispersed and difficult for students most in need to access at the appropriate point in their studies. They need the very skills they are searching for before they can find them. Using the LLiDA findings (http://www.academy.gcal.ac.uk/llida/) our response was the development of a digital learning literacy environment (http://alle.uwl.ac.uk/).
The literacy environment is comprised of a series of learning objects organised in three parts: the Academic Journey, the Library Learning Journey and Digital Tools for Learning. The literacy environment has been used and evaluated by over 200 first-year business students (http://hermes.uwl.ac.uk/learnerjourney/).
As well as creating new resources, existing interactive materials customised for generic reuse were brought together in a cohesive and structured framework enclosed in a wraparound shell (http://www.glomaker.org/). We will share how we made effective use of ‘best’ pedagogy knowledge and resources to maximise OER potential.
Formación de traductores en traducción automáticaCelia Rico
Formación de traductores en traducción automática. Presentación en la "Jornada sobre l'impacte de la Traducció Automàtica en la docència/aprenentatge de la traducció i segones llengües", Universitat Pompeu Fabra, 3 de febrero de 2020
Comparto con vosotros el plan de estudios del nuevo Grado en Traducción e Interpretación @UEuropea que nos acaba de aprobar oficialmente la ANECA. Lo hemos diseñado, con muchísima ilusión, entre todos los profesores del grado y en colaboración muy estrecha con todas las empresas del sector. Hemos escuchado sus opiniones y las hemos tenido muy en cuenta para incluir tres idiomas obligatorios y dos itinerarios curriculares con asignaturas imprescindibles como "Comunicación corporativa", "Gestión de eventos y protocolo", "Edición digital", "Gamificación", "Narrativa transmedia", "Infografía" y "Opinión pública". También hemos hablado con nuestros estudiantes (los que lo fueron y los que lo son) y hemos incluido la opción de poder estudiar el grado a distancia, algo especialmente importante para tantos profesionales que quieren compatibilizar su formación continua con su vida laboral. Desde aquí, gracias a todos los que habéis participado para conseguir que este grado se hiciera realidad...
https://lnkd.in/dysDgKT
Cómo hacer tu primera factura de traductorCelia Rico
Este es el capítulo 7 del libro "Nueve días para empezar tu actividad como traductor autónomo". En este capítulo explico en detalle cómo hacer tu primera factura como traductor. El libro, del que soy autora, puede comprarse en http://www.bubok.es/libros/243809/Nueve-dias-para-empezar-tu-actividad-como-traductor-autonomo
Nueve días para empezar como traductor autónomoCelia Rico
índice e introducción del libro "Nueve días para empezar tu actividad como traductor autónomo", publicado por Celia Rico en http://www.bubok.es/libros/243809/Nueve-dias-para-empezar-tu-actividad-como-traductor-autonomo
Domain adaptation of MT engines for the Third SectorCelia Rico
Translation in the Third Sector is usually carried out by voluntary contributions from professional translators who, altruistically, use their own resources to perform the work. Thus, contrary to other areas of specialization, there are no easily accessible/shareable large scale resources (e.g. TM databases, termbases, corpora) and professionals are ultimately forced to create their own ad hoc materials (Rico 2015). With a few exceptions (The Rosetta Foundation 2013, Thicke 2010), no reference corpora, public sharing-data initiatives or collaborative experiences can easily be found in this context. In this scenario, it is the author’s contention that the implementation of machine translation (MT) may help facilitate the work of the volunteer translator.
This contribution describes an experiment carried out with the aim of discovering if and how domain adaptation of MT engines is feasible in Third Sector translation. While traditional implementations of MT in the industry seek for improvement in productivity, speed, or quality, the ultimate purpose of the experiment presented here is to create momentum towards the association of translation technology and the Third Sector.
Análisis del sector de la traducción en España (2014-2015)Celia Rico
Informe sobre el sector de la traducción en España (2014-2015).
Autores: Celia Rico Pérez y Álvaro García Aragón
Este estudio se ha realizado con financiación de la Escuela de doctorado e investigación de la Universidad Europea, en el marco del proyecto P2015 UEM78.
Campus de Villaviciosa de Odón, enero 2016
Estudio de mercado de la traducción en España. Presentación de los objetivos ...Celia Rico
Estudio de mercado de la traducción en España. Presentación del proyecto al grupo de expertos convocados en la Universidad Europea el 26 de mayo de 2015
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Chapter 3 - Islamic Banking Products and Services.pptx
Rico celia
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. 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…
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
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).
19. All materials can be downloaded from http://celiarico.wordpress.com/ (under a CreativeCommons Licence)