Please use this identifier to cite or link to this item: http://hdl.handle.net/10077/9779
Title: Tradurre in/a rete: un percorso collaborativo di apprendimento
Authors: Meiwes, Emmanuela E.
Issue Date: 2012
Publisher: EUT Edizioni Università di Trieste
Source: Emmanuela E. Meiwes, Tradurre in/a rete: un percorso collaborativo di apprendimento, in: “Rivista Internazionale di Tecnica della Traduzione”, 14 (2012), pp. 65-77
Series/Report no.: Rivista Internazionale di Tecnica della Traduzione
14
Abstract: 
The aim of this contribution is to describe the theoretical bases and possible applications
of learning paths in the distance made feasible thanks to new technologies, in order to
give a critical evaluation of a specific cooperative translation program realized on an elearning
platform. We suggest a web-based translation path, as experiences of cowriting
do (Trentin 2008), through a collaborative strategy which takes place in a
(partially) virtual learning community. This learning path on the Moodle platform of
the E-studium project of the Università degli Studi di Perugia has been tested during a
German language translation course. On-line (e-activity) cooperative activities are
intended as follows. In the first place, a 3 or 4 student group is supposed to carry out a
complete translation: beginning from an individual, strictly personal, attempt of
translation regarding different parts of the text, the group as a whole will carry out a
final version thanks to a mutually reasoned revision of the single efforts. Secondly, a
cooperative gathering of auxiliary material is encouraged, whereas, in the third place, a
cooperative construction of a highly specific glossary of terms, which has been
highlighted and identified during the whole activity, will take place. The Moodle
platform allows a complete monitoring of all activities carried out during the process. A
detailed analysis and interpretation of the monitoring on one hand and a survey
submitted to the students at the end of the learning activity on the other, represent the
first step towards a critical evaluation of the formative activity which has been realized.
Type: Article
URI: http://hdl.handle.net/10077/9779
ISSN: 1722-5906
Appears in Collections:Rivista internazionale di tecnica della traduzione n.14 - 2012

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