Diseño de taller semipresencial de interpretación
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Rev. aportes de la comunicación
Abstract
Este trabajo tiene como objetivo diseñar un curso piloto semipresencial de interpretación a nivel superior. Se entrevistó a seis estudiantes para conocer sus perspectivas sobre la formación en interpretación en la modalidad presencial y a distancia, y a siete profesores de interpretación de las cuatro universidades que ofrecen esta carrera en Lima, Perú para conocer las competencias propias de estudiantes y docentes en un curso semipresencial. En base al análisis de los resultados y la investigación documental realizada se plantean los lineamientos para el diseño de un curso de interpretación bajo esta modalidad considerando el desarrollo de competencias psicofisiológicas y tecnológicas del estudiante y competencias pedagógicas y tecnológicas del docente.
This research has the purpose of designing a blended learning interpretation teaching-learning pilot course. For such purpose, in-depth interviews were conducted to six students in order to learn their expectations towards remote interpretation teaching and in-person interpretation teaching-learning. Interpretation trainers who teach at the four universities that offer an interpretation program in Lima, Perú were also interviewed in order to learn what competencies students and interpretation trainers must have. Based on the analysis of the results and the documentation research conducted, guidelines are provided for the design of a blended learning interpretation course which implies psychophysiological and technological competencies from students, and pedagogical and technological competencies from trainers.
This research has the purpose of designing a blended learning interpretation teaching-learning pilot course. For such purpose, in-depth interviews were conducted to six students in order to learn their expectations towards remote interpretation teaching and in-person interpretation teaching-learning. Interpretation trainers who teach at the four universities that offer an interpretation program in Lima, Perú were also interviewed in order to learn what competencies students and interpretation trainers must have. Based on the analysis of the results and the documentation research conducted, guidelines are provided for the design of a blended learning interpretation course which implies psychophysiological and technological competencies from students, and pedagogical and technological competencies from trainers.
Description
No. 36