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Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: An Example from the Translation Classroom

Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: An Example from the Translation Classroom

Eva Lindgren, Kirk P.H. Sullivan, Huahui Zhao, Mats Deutschmann, Anders Steinvall
Copyright: © 2011 |Pages: 23
ISBN13: 9781609604974|ISBN10: 1609604970|EISBN13: 9781609604981
DOI: 10.4018/978-1-60960-497-4.ch011
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MLA

Lindgren, Eva, et al. "Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: An Example from the Translation Classroom." Human Development and Global Advancements through Information Communication Technologies: New Initiatives, edited by Susheel Chhabra and Hakikur Rahman, IGI Global, 2011, pp. 188-210. https://doi.org/10.4018/978-1-60960-497-4.ch011

APA

Lindgren, E., Sullivan, K. P., Zhao, H., Deutschmann, M., & Steinvall, A. (2011). Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: An Example from the Translation Classroom. In S. Chhabra & H. Rahman (Eds.), Human Development and Global Advancements through Information Communication Technologies: New Initiatives (pp. 188-210). IGI Global. https://doi.org/10.4018/978-1-60960-497-4.ch011

Chicago

Lindgren, Eva, et al. "Developing Peer-to-Peer Supported Reflection as a Life-Long Learning Skill: An Example from the Translation Classroom." In Human Development and Global Advancements through Information Communication Technologies: New Initiatives, edited by Susheel Chhabra and Hakikur Rahman, 188-210. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-497-4.ch011

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Abstract

Life-long learning skills have moved from being a side-affect of a formal education to skills that are explicitly trained during a university degree. In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their translations in pairs while discussing their thought processes when undertaking the translations, and why they made particular choices and changes to their translations. Computer keystroke logging coupled with Peer-based intervention assisted the students in discussing how they worked with their translations, enabled them to see how their ideas relating to the translation developed as they worked with the text, develop reflection skills and learn from their peers. The process showed that Computer Keystroke logging coupled with Peer-based intervention has to potential to (1) support student reflection and discussion around their translation tasks, (2) enhance student motivation and enthusiasm for translation and (3) develop peer-to-peer supported reflection as a life-long learning skill.

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