The ePortfolio: Constructing learning in translation technology

Abstract

The use of ePortfolios in higher education has been reaching momentum as learning scenarios have experienced a shift towards learner-centred environments. Its implementation in academic institutions serves “a number of purposes and stakeholders, including: helping the student to develop organizational skills; recognize skills, abilities, and shortcomings; assess their progress; demonstrate how skills are developed over time; make career decisions; and promote themselves professionally” (Balaban 2011: 35). While definitions are varied and relate to its different uses, we can define a turning point in ePortfolio research with the publication of two volumes: A Handbook of Research on ePortfolios (Jafari and Kaufmann 2006) and The Educational Potential of e-portfolios (Stefani et al 2007), broadly conceiving the ePortfolio as simple as a digital collection of student’s best work or as complex as an alternative assessment procedure. From then on, multiple experiences have been reported in different areas of higher education, such as academic advising, institutional accreditation, curricular development, career planning and competences development. Interestingly enough, while student-centred methodologies are not new in translator training, ePortfolios are still underused, even if they provide an excellent framework for constructivist methodologies (Marcoul-Burlinson 2006, Varela 2007, Chau and Cheng 2010, Rico 2010).