Crowd creation and learning of multimedia content: an action research project to create Curriculum 2.0 translation and interpreting courses

ABSTRACT

This paper presents the outcome of an action research project designed to develop a new pedagogical approach named Curriculum 2.0, after DiNucci’s Web 2.0. The project was motivated by recent developments in translation and interpreting (T/I) teaching methods and by a vision to promote a genuine student-centred pedagogy based on the crowd creation and cloud-based storage/use of students’ material, especially multimedia content. Through continuous reflection and experiments, the project team identified issues that were addressed through tailored actions until the new content was institutionalised and routines were built to enable its use for learning and teaching purposes. The various issues, actions and subsequent outcomes are discussed in detail in this paper.

KEYWORDS:

• Curriculum 2.0
• students’ content
• student-centred learning and teaching
• translation and interpreting pedagogy

Acknowledgments

I thank Dr Emma McGuirk and Mrs Carole McElligott Ien for their kind input into this paper, by spending precious time working with me to improve or proof it.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. There were only a total of 1,800 effective minutes of contact time, defined as time officially scheduled by the university for use by the whole cohort of a course, which is the sum of three 50-minute sessions per week for 12 weeks.

2. Examples of additional support included YouTube links to multimedia production tutorials from which students could acquire the technical knowledge required for content production through self-directed learning.

Additional information

Funding

We thank Eudcation Department of Hubei Province and Yangtze University for providing respective funding to enable this long-term project.