Student Satisfaction with a Web-based Collaborative Work Platform

The present paper analyses the results of a research study on translation students’ satisfaction and perceived improvement of their computer, tele- and teamworking skills by using Basic Support Cooperative Work (BSCW) software. The data were obtained from questionnaires given before and after taking part in the project. Results have proven the suitability of BSCW for telework training. The students’ opinions about teamwork are now more positive and they feel more confident about their computer and translation skills. Student satisfaction is almost unanimous

Student Satisfaction with a Web-based Collaborative Work Platform

The present paper analyses the results of a research study on translation students’ satisfaction and perceived improvement of their computer, tele- and teamworking skills by using Basic Support Cooperative Work (BSCW) software. The data were obtained from questionnaires given before and after taking part in the project. Results have proven the suitability of BSCW for telework training. The students’ opinions about teamwork are now more positive and they feel more confident about their computer and translation skills. Student satisfaction is almost unanimous

Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles: The Undergraduate Program in Translation and Interpreting

Recently, in the translation sector, new multifaceted profiles requiring a great domain of new technologies have emerged: localization, post-editing, and transcreation. To train future professionals, it is necessary to define the cross-curricular competencies they require. Cross-curricular competencies involve gaining cross-disciplinary skills in the teaching-learning process. However, cross-curricular competencies are often relegated to a second place. The main objective of this chapter is to explore how disruptive methodologies can be applied to studies in translation and interpreting to foster cross-curricular competencies. After defining innovation in higher education, this work outlines which are the most suitable disruptive methodologies that foster cross-curricular competencies in the undergraduate program in translation and interpreting