Meta-Knowledge on the TAPP and ORLIMPA Projects: Students and Their Blogs

Meta-Knowledge on the TAPP and ORLIMPA Projects: Students and Their Blogs

Patricia Minacori (Université Paris Diderot, France)
DOI: 10.4018/978-1-5225-4154-7.ch004

Abstract

This chapter describes how within the framework of distant collaborative projects between European and American universities, combining the activities of technical communication and translation, Paris Diderot students are required to write a blog, to analyze not only the final product but the process they went through. These blogs constitute a source of meta-knowledge about all of the activities taking place over the course of the project. The Paris Diderot students have the task of translating a text designed by technical communicators. However, the final project, the translation, does not reflect the different facets of the project. Asking students to produce a blog in order to gain feedback about the project is rich in learning because students and professors can concurrently analyze the strategies of collaboration employed, the method of translation, the project management and tools used, as well as the creativity of the students and finally, the lessons drawn from these experiences. It is concluded that these elements constitute meta-knowledge as objects of research.
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Background

In the following section, the background of the collaborative projects with Paris Diderot University will be explained. Then according to the literature review, a link between knowledge and feedback will be created to explain what meta-knowledge is.

The author started collaborations through meetings at international conferences, in 2010 (TAPP), in 2013 (ORLIMPA) and in 2016 as regards the project involving Mercer University, Georgia, United States, which is detailed in another chapter in this book.

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