Collaborative Student Translation Projects

2018 ◽  
pp. 222-242
Author(s):  
Dragoș Ciobanu
Keyword(s):  
Collaborative Learning ◽  
Working Group ◽  
Best Practice ◽  
Translation Studies ◽  
Project Based Learning ◽  
Training Method ◽  
E Learning ◽  
Student Projects ◽  
The University

This chapter describes how Project-based learning (PBL) is a training method proven to make learning experiences memorable, motivating and meaningful. This article summarises the responses given between 2015 and 2016 by members of the European Masters in Translation (EMT) Network to a detailed questionnaire on the way in which collaborative translation projects are conducted throughout the network. These responses have also been enriched with the outcomes of follow-up discussions led by the EMT Working Group on Collaborative Learning and e-Learning, as well as 1.5 million words' worth of collaborative localisation projects organised in the University of Leeds Centre for Translation Studies between 2012 and 2017. The result is an inventory of approaches and best-practice tips organised into five major sections covering the main aspects associated with designing, implementing and promoting collaborative student projects in translation and localisation.

scholarly journals HistoNFC: An Innovative Tool for the Practical Teaching of Histology Using NFC Technology

2019 ◽  
Vol 2019 ◽  
pp. 1-16 ◽  
Author(s):  
I. Jimena Medina ◽  
M. A. Gómez-Luque ◽  
J. Peña Amaro ◽  
I. Luque Ruiz ◽  
M. A. Gómez-Nieto
Keyword(s):  
Mobile Device ◽  
Web Applications ◽  
Student Evaluation ◽  
Near Field ◽  
High Definition ◽  
Glass Slides ◽  
E Learning ◽  
Innovative Tool ◽  
The University

Despite the development of mobile device technology over recent years, its application in the field of teaching has not yet had a parallel development. For the past two decades teaching subjects such as histology has undergone a change in the digital use of its content and didactic methods based on Web applications, e-learning portals, etc., in which the use of high definition images enables the substitution of the light microscope for a “virtual microscope”. This paper describes a mobile device solution based on the use of Near Field Communication technology for supporting teaching in medical histology. The didactic contents are managed in a database which stores information and images corresponding to the histological slides that are handed out to students in the glass slides for their analysis under a microscope. By associating a single NFC chip to each glass slide and touching this chip with a smartphone, students are given access to all the multimedia information related to the histological slides, without needing a mobile device. The system developed, called HistoNFC, enables access to this information at any moment, as well as the follow-up to the didactic activity and student evaluation. Evaluation of the system has been carried out by histology students of medical degree at the University of Córdoba, assessing aspects of the assisted-learning process as well as technologies, and the results obtained have been very favorable for both, as can be seen in detail in this study.

scholarly journals Pelatihan Pemanfaatan E-Learning Berbasis Website Bagi Guru Pendidikan Teknik Otomotif Di Kota Kupang

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Priyono Priyono ◽  
Edy Suprapto ◽  
Fahrizal Fahrizal ◽  
Basri K
Keyword(s):  
Independent Learning ◽  
Learning Technology ◽  
Learning Approaches ◽  
Training Method ◽  
Face To Face ◽  
A Value ◽  
Hands On ◽  
E Learning ◽  
The Impact

The change in learning models from conventional to online due to the impact of the COVID-19 pandemic has changed the way of thinking, methods used, paradigms and learning approaches that prioritize independent learning online with internet facilities. Through the internet all information is available, but it still has to be shared and sorted according to the needs and information to be taught to students. For this reason, competent teachers are needed, not only pedagogically, socially and professionally, but also required to master learning technology. This training is conducted to train teachers in planning, designing, developing and operating webside-based e-learning in the learning process that will be carried out with their students. The training method is designed with an online training and face-to-face approach. The approach uses hands-on exercises, tutorials and follow-up consultations. The results of the training showed an increase in the knowledge and skills of teachers about learning media. Before the training, the average understanding of teachers about learning media got a value of 52, while after being given training it became 84. Then seen from the skills of making media, before training teachers could not create website-based media, but after being given training teachers could create and develop media webside based learning.

scholarly journals Online Whiteboard Tool for Team Collaboration in the Foreign Language Classroom Via E-learning

2020 ◽  
Vol 24 (4) ◽  
pp. 56-66
Author(s):  
A. V. Glotova
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Applied Mathematics ◽  
Educational Process ◽  
Team Work ◽  
Learning Tool ◽  
Web Based ◽  
Group Activities ◽  
E Learning ◽  
The University

The purpose of the research. The study focuses on the analysis and feasibility of online whiteboard web-based applications used as multimedia educational tool for collaborative learning and group activities implemented in foreign language training at the university via e-learning. The research is relevant due to the didactic challenges and methodological limitations associated with the general transition of Russian institutions of higher education into e-learning format. Materials and methods. The author considers various specific didactic requirements and criteria defining the selection of learning tools and resources for collaboration of students. The study is based on the analysis of scientific theoretical and methodological papers devoted to the issues of team work format and tutorial peculiarities at the university. Special attention is paid to the specifics of collaborative learning and group activities review while teaching the discipline “Foreign language” at the University. The next stage of the research included the study of the functionality of existing web applications of the online whiteboard in order to determine the benefits of using and options for using the tool in question to provide visibility, interactivity and organization of the group form of students’ work in a practical lesson in a foreign language in e-learning. Results. The results of the study have been obtained upon testing the features of Linoit web-based application as an example of online whiteboard software in educational process at Lomonosov Moscow State University (MSU) Branch in Sevastopol. Linoit was used as the additional learning tool for managing group activities in foreign language classes via e-learning. University courses have been delivered online through the official website of distant learning at MSU Branch in Sevastopol (https://distant.sev.msu.ru/). Various functionalities of the Linoit tool were tested in the format of joint work of students in the process of conducting practical classes during the organization of e-learning with the use of distance learning technologies for students of 1-4 years of study areas 46.03.01 “History”, 01.03.02 “Applied Mathematics and Informatics”. Based on the results of pedagogical observation and testing of the technical capabilities of the online whiteboard, the paper presents variations in the use of the resource for the implementation of group activities at different stages of a practical lesson in a foreign language. Examples of learning activities that can be completed using the online whiteboard are presented. Conclusion. Using an online whiteboard solves the problem of providing visibility, interactivity, availability of quick feedback, as well as organizing work in a single web space. The online whiteboard is a multifunctional learning tool. First of all, the resource provides visual contact for all members of the group. The online whiteboard can be viewed as an effective tool for joint study and project activities of students thanks to the functions of sharing files of different types (multimedia objects) and the option of co-editing materials. The presence of an online board greatly facilitates the procedure for carrying out control stages, as well as mutual verification. The use of the resource contributes to the development of students’ creative abilities, the formation of universal and professional competencies in a practical lesson in a foreign language in the context of e-learning.

Early Intervention Best Practice: Collaboration Among an NICU, an Early Intervention Program, and an NICU Follow-up Program

2002 ◽  
Vol 21 (3) ◽  
pp. 15-22 ◽  
Author(s):  
Brenda Hussey-Gardner ◽  
Abigail McNinch ◽  
Jean Anastasi ◽  
Melanie Miller
Keyword(s):  
Early Intervention ◽  
Premature Infant ◽  
Best Practice ◽  
Intervention Program ◽  
Infants And Toddlers ◽  
Medical Systems ◽  
Early Intervention Program ◽  
University Of Maryland ◽  
The University

Maryland’s PRemature Infant Developmental Enrichment (PRIDE) program is a collaborative endeavor between the University of Maryland Medical Systems (UMMS) and the Baltimore Infants and Toddlers Program (BITP). This article discusses the components of Maryland’s PRIDE, the program’s implications for nursing, and recommendations for replication.

scholarly journals Analysis of Anxiety Levels of Nursing Students Because of e-Learning during the COVID-19 Pandemic

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 252
Author(s):  
Jessica García-González ◽  
Wei Ruqiong ◽  
Raquel Alarcon-Rodriguez ◽  
Mar Requena-Mullor ◽  
Can Ding ◽  
...  
Keyword(s):  
Nursing Students ◽  
Trait Anxiety ◽  
Traditional Education ◽  
Longitudinal Component ◽  
State Trait Anxiety Inventory ◽  
Follow Up Study ◽  
E Learning ◽  
Anxiety Levels ◽  
The University

The continued expand of the coronavirus disease 19 (COVID-19) pandemic, confinement measures and an urgent change in the education of nursing students from traditional education to distance learning throughout the country affect the mental health of university students. This study analyzed state-trait anxiety levels of nursing students because of e-Learning during two periods of the COVID-19 confinement. A mixed follow-up study was used, which evaluates the same cohort cross-sectionally but with a longitudinal component. A sample of 460 nursing students of the Nursing Degree at the University of Lorca (Murcia) and University of Almería (Spain) completed an online anxiety level questionnaire using the Spielberger State-Trait Anxiety Inventory (STAI) during the first and fourth weeks of the COVID-19 confinement. Total anxiety levels increased in the fourth week, as compared to the first week (first week: 50.4 ± 20.8 and fourth week: 59.9 ± 10.6 (p < 0.001)). The linear regression model showed that the significant predictors for STAI anxiety in nursing students were being in the last year of the degree program, being female, and spending confinement in a house without a garden. In general, most nursing students were emotionally affected by high levels of anxiety of state-trait during the COVID-19 outbreak.

scholarly journals Project-Based Learning in Online Postgraduate Education

10.28945/2773 ◽  
2004 ◽  
Author(s):  
Des Matejka
Keyword(s):  
Teaching And Learning ◽  
Postgraduate Education ◽  
Project Based Learning ◽  
Information And Communications Technology ◽  
Learning Tools ◽  
Catholic University ◽  
Learning Techniques ◽  
E Learning ◽  
Faculty Of Education ◽  
Student Projects

The Faculty of Education at Australian Catholic University offers an online postgraduate course that focuses on the use of e-learning tools to facilitate changes in thinking, teaching and learning. It incorporates project-based learning techniques that require participants to learn how to apply selected ICT and e-learning tools to improve learning within their workplace. This has been based upon ongoing evaluations to determine ways in which experience with information and communications technology (ICT) and e-learning tools bring about a change of perspectives about their own teaching. Through identifying factors that inhibit, as well as promote their learning, the program focuses upon learning about ICT and e-learning tools to inform participants about their own teaching. This paper discusses how the implementation of an online postgraduate course has helped to facilitate a problem-based approach that provides a social construction for learning, by allowing the sharing of resources, discussion of approaches about implementation issues and the showcasing of final student projects.

scholarly journals APRENDIZAJE BASADO EN PROYECTOS EN EL ÁMBITO UNIVERSITARIO: UNA EXPERIENCIA DE INNOVACIÓN METODOLÓGICA EN EDUCACIÓN

2017 ◽  
Vol 2 (1) ◽  
pp. 269 ◽  
Author(s):  
María Fernández-Cabezas
Keyword(s):  
Preschool Education ◽  
Project Based Learning ◽  
Continuous Assessment ◽  
Student Body ◽  
Methodological Innovation ◽  
Level Of Satisfaction ◽  
The Will ◽  
First Moment ◽  
The University

Abstract.LEARNING BASED ON PROJECTS IN THE UNIVERSITY FIELD: AN EXPERIENCE OF METHODOLOGICAL INNOVATION IN EDUCATIONThe present work presents an experience of methodological innovation in the area of education, concretely in the degrees of Pedagogy, Social Education and Preschool Education. The methodology carried out is the Project-based Learning, which aim is that the student relates the conceptual contents seen in class to the reality of the world and especially with his professional future, being the student the protagonist of his learning and the teacher the guide of the same one, fundamental idea of the philosophy of the European Space of Higher Education. The methodology carried out centres on the workgroups that form the students, of five or six persons. Groups that will be employed at the project along the whole subject. In the first moment, they will decide the topic in which they are going to centre on the project, designing from this moment, a project of real intervention. The teacher does a follow-up to them by means of tutorships, and a continuous assessment of their work. To evaluate the achievements obtained in the learning of the students, two instruments were in use, one destined to verifying the evolution of the will of work of the students thinking they themselves about his performance in the group and about that of his mates, and other one centred in valuing the level of satisfaction of the student body with this methodology. The results are highly positive, correlating with different previous investigations in which similar works have been realized, verifying that it increases the performance, the motivation, and the capacity of work in group of the students.Key words: Project-based learning, Sciences of education, workgroupsResumen.El presente trabajo presenta una experiencia de innovación metodológica en el área de educación, concretamente en los Grados de Pedagogía, Educación Social y Educación Infantil. La metodología llevada a cabo es el Aprendizaje basado en proyectos, el cual pretende que el alumno relacione los contenidos conceptuales vistos en clase con la realidad del mundo que le rodea, y sobre todo con su futuro profesional, siendo así el estudiante el protagonista de su aprendizaje y el docente el guía del mismo, eje fundamental de la filosofía que subyace al Espacio Europeo de Educación Superior. La metodología llevada a cabo se centra en los grupos que forman los alumnos, de 5 o 6 personas, grupos que trabajarán en el proyecto a lo largo de todo el cuatrimestre. En un primer momento, decidirán el tema en el que se van a centrar, diseñando a partir de este momento, un proyecto de intervención real. El profesor les hace un seguimiento mediante tutorías, y evalúa de forma continua su trabajo. Para evaluar los logros obtenidos en el proceso de aprendizaje del alumnado, se utilizaron dos instrumentos, uno destinado a comprobar la evolución de la voluntad de trabajo de los estudiantes reflexionando ellos mismos sobre su desempeño en el grupo y sobre el de sus iguales, y otro centrado en valorar el nivel de satisfacción del alumnado con la metodología. Los resultados son altamente positivos, correlacionando con diferentes investigaciones previas en las que se han realizado trabajos similares, comprobando que aumenta el rendimiento, la motivación, y la capacidad de trabajo en grupo del alumnado.Palabras clave: Aprendizaje basado en proyectos, Ciencias de la Educación, grupos de trabajo

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