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Evaluation of a blended tutoring program in conference interpreting.
PROCEEDINGS

, ETI - Université de Genève, Switzerland

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In 2001 the Interpreting Department of the Ecole de Traduction et d'Interprétation of the University of Geneva, established a tutoring program based on the pedagogical philosophy of "deliberate practice" in order to help students acquire the skills needed to become a competent professional interpreter. Indeed, interpretation is a highly cognitive and demanding activity and approximately 3-5000 hours of "deliberate practice" are needed for interpreters to be recognized as expert professionals. In 2004 a virtual learning environment was launched, and in 2005 a tutor-based e-component based on the same pedagogical philosophy was added to the face-to-face component. A first evaluation of the e-component took place in May 2005, and open feedback was obtained in May 2006 on the face-to-face component. A more thorough evaluation is under way and will conclude in May 2007 with, among other things, the establishment of best practices for teaching assistants, with a view to ensuring homogeneity in the application of the program's underlying pedagogical theory

Citation

Motta, M. (2007). Evaluation of a blended tutoring program in conference interpreting. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 399-404). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .

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