1,678
Views
11
CrossRef citations to date
0
Altmetric
Articles

A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills

Pages 133-149 | Received 02 Sep 2014, Accepted 23 Mar 2015, Published online: 14 May 2016

References

  • Anders, E. K. 2000/01. “Expertise in Interpreting.” Interpreting 5 (2): 187–220. doi:10.1075/intp.5.2.08eri.
  • Baigorri-Jalón, J. 2000. La Interpretación De Conferencias: El Nacimiento De Una Profesión. De París a Nuremberg. Granada: Editorial Comares.
  • Barab, S., and T. Duffy. 2000. “From Practice Fields to Communities of Practice’.” In Theoretical Foundations of Learning Environments, edited by S. Land and D. Jonassen, 25–55. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Bereiter, C., and M. Scardamalia. 1993. Surpassing Ourselves. an Inquiry into the Nature and Implications of Expertise. Chicago and La Salle, IL: Open Court.
  • Black, P., and D. William. 2009. “Developing the Theory of Formative Assessment.” Educational Assessment, Evaluation and Accountability 21: 5–31. doi:10.1007/s11092-008-9068-5.
  • Boud, D. 2000. “Sustainable Assessment: Rethinking Assessment for the Learning Society.” Studies in Continuing Education 22 (2): 151–167. doi:10.1080/713695728.
  • Boud, D. 2001. “Using Journal Writing to Enhance Reflective Practice.” New Directions for Adult and Continuing Education 90: 9–17. doi:10.1002/ace.16.
  • Bransford, J., A. Brown, and R. Cocking. 2000. How People Learn. Brain, Mind, Experience and School. Washington, D.C.: National Academy Press.
  • Butler, D., and P. Winne. 1995. “Feedback and Self-Regulated Learning: A Theoretical Synthesis.” Review of Educational Research 65 (3): 245–281. doi:10.3102/00346543065003245.
  • Collins, A. 2009. “Cognitive Apprenticeship.” In The Cambridge Handbook of the Learning Sciences, edited by R. K. Sawyer, 47–60. Cambridge: Cambridge University Press.
  • Davidson, J., R. Deuser, and R. Sternberg. 1996. “The Role of Metacognition in Problem-Solving.” In Metacognition. Knowing about Knowing, edited by J. Metcalfe and A. Shimamura, 207–226. Cambridge, MA: The MIT Press.
  • De Corte, E. 2010. “Historical developments in the understanding of learning.” In The nature of learning. Using research to inspire practice, edited by H. Dumont, D. Istance and F. Benavides, 35–68. Paris: OECD.
  • Duffy, T., and D. Cunningham. 1996. “Constructivism: implications for the design and delivery of instruction.” In Handbook of research for educational communications and technology, edited by D. Jonassen, 170–198. New York: Macmillan Library Reference.
  • Duffy, T., and D. Jonassen. 1992. “Constructivism: New Implications for Instructional Technology.” In Constructivism and the Technology of Instruction, edited by T. Duffy and D. Jonassen, 1–16. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Dumont, H., and D. Istance. 2010. “Analysing and Designing Learning Environments for the 21st Century.” In The Nature of Learning. Using Research to Inspire Practice, edited by H. Dumont, D. Istance, and F. Benavides, 19–34. Paris: OECD.
  • Dumont, H., D. Istance, and F. Benavides. 2010a. “Executive Summary.” In The Nature of Learning. Using Research to Inspire Practice, edited by H. Dumont, D. Istance, and F. Benavides, 13–18. Paris: OECD.
  • Dumont, H., D. Istance, and F. Benavides. 2010b. The Nature of Learning. Using Research to Inspire Practice. Practitioner Guide. eds. Paris: OECD.
  • Ericsson, K. A., R. T. Krampe, and C. Tesch-Römer. 1993. “The Role of Deliberate Practice in the Acquisition of Expert Performance.” Psychological Review 100 (3): 363–406. doi:10.1037/0033-295X.100.3.363.
  • Ericsson, K. A. 2004. “Deliberate Practice and the Acquisition and Maintenance of Expert Performance in Medicine and Related Domains.” Academic Medicine 79 (10): 70–81. doi:10.1097/00001888-200410001-00022.
  • Ericsson, K. A. 2006. “The Influence of Experience and Deliberate Practice on the Development of Superior Expert Performance.” In The Cambridge Handbook of Expertise and Expert Performance, edited by K. A. Ericsson, N. Charness, P. Feltovich, and R. Hoffman, 683–703. Cambridge: Cambridge University Press.
  • Glaser, R. 1996. “Changing the Agency for Learning: Acquiring Expert Performance.” In The Road to Excellence, edited by K. A. Ericsson, 303–311. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Graham, C., and C. Dziuban. 2008. “Blended Learning Environments.” In Handbook of Research on Educational Communication and Technology, edited by J. M. Spector, 269–276. 3rd ed. New York: Erlbaum.
  • Gruber, H., L. Lai-Chong, H. Mandl, and A. Renkl. 1996. “Situated Learning and Transfer.” In Learning in Humans and Machines: Towards an Interdisciplinary Learning Science, edited by P. Spada and H. Reimann, 168–188. Oxford; Tarrytown NY: Elsevier Science Pergamon.
  • Hatano, G., and K. Inagaki. 1986. “Two Courses of Expertise.” In Child Development and Education in Japan, edited by H. Stevenson, H. Azuma, and K. Hakuta, 263–272. San Francisco, CA: Freeman.
  • Järvelä, S. 1995. “The Cognitive Apprenticeship Model in a Technologically Rich Learning Environment: Interpreting the Learning Interaction’.” Learning and Instruction 5: 237–259. doi:10.1016/0959-4752(95)00007-P.
  • Jonassen, D., and S. Land. 2000. Theoretical Foundations of Learning Environments. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Land, S., and M. Hannafin. 2000. “Student-Centered Learning Environments.” In Theoretical Foundations of Learning Environments, edited by D. Jonassen and S. Land, 1–23. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Liu, N.-F., and D. Carless. 2006. “Peer Feedback: The Learning Element of Peer Assessment.” Teaching in Higher Education 11 (3): 279–290. doi:10.1080/13562510600680582.
  • Mason, B. J., and R. Bruning. 2001Providing Feedback in Computer-based Instruction: What the Research Tells Us’. Retrieved from http://dwb.unl.edu/Edit/MB/MasonBruning.html last consulted June 2009
  • Moser-Mercer, B. 1997. “The Expert-Novice Paradigm in Interpreting Research.” In Translationsdidaktik: Grundfragen Der Übersetzungswissenschaft, edited by E. Fleischmann, W. Kutz, and P. Schmitt, 255–261. Tübingen, Germany: Gunter Narr.
  • Moser-Mercer, B. 2008. “Skill Acquisition in Interpreting.” The Interpreter and Translator Trainer 2 (1): 1–28. doi:10.1080/1750399X.2008.10798764.
  • Moser-Mercer, B. 2010. “The Search for Neuro-Physiological Correlates of Expertise in Interpreting.” In Translation and Cognition, edited by G. Shreve and E. Angelone, 262–287. Amsterdam: John Benjamins.
  • Motta, M. 2013. Evaluating a blended tutoring program for the acquisition of interpreting skills: implementing the theory of deliberate practice, Unpublished Doctoral Dissertation. Geneva: University of Geneva.
  • Palincsar, A. S. 1998. “Social Constructivist Perspectives on Teaching and Learning.” Annual Review of Psychology 49: 345–375. doi:10.1146/annurev.psych.49.1.345.
  • Paz Dennen, V., and K. Burner. 2008. “The Cognitive Apprenticeship Model in Educational Practice.” In Handbook of Research on Educational Communication and Technology, edited by J. M. Spector, 425–439. 3rd ed. New York: Lawrence Erlbaum.
  • Piaget, J. 1977. La Naissance De L’intelligence Chez L’enfant. Neuchâtel, Paris, Montréal, Bruxelles: Délachaux et Niestlé.
  • Resnick, L. B., J. P. Spillane, P. Goldman, and E. S. Rangel. 2010. “Implementing Innovation: From Visionary Models to Everyday Practice.” In The Nature of Learning. Using Research to Inspire Practice, edited by H. Dumont, D. Istance, and F. Benavides, 285–316, Paris: OECD.
  • Sawyer, R. K. 2009. “The New Science of Learning’.” In The Cambridge Handbook of the Learning Sciences, edited by R. K. Sawyer, 1–16. Cambridge: Cambridge University Press.
  • Spalding, E., and E. Wilson. 2002. “Demystifying Reflection: A Study of Pedagogical Strategies that Encourage Reflective Journal Writing.” Teachers College Record 104 (7): 1393–1421. doi:10.1111/1467-9620.00208.
  • Sternberg, R., E. Grigorenko, and M. Ferrari. 2002. “Fostering Intellectual Excellence through Developing Expertise.” In The Pursuit of Excellence through Education, edited by M. Ferrari, 57–83. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.