El aprendizaje activo en traducción y su evaluación
ISSN: 2174-047X, 2254-1756
Year of publication: 2011
Issue: 1
Pages: 171-183
Type: Article
More publications in: Estudios de traducción
Abstract
With the adaptation of higher education degrees to the EEES and the subsequent application of the ECTS credit system, university education is embarking on a new path with major changes in the traditional teaching-learning process. The traditional emphasis on teaching is increasingly outweighed by a stress on learning: teachers are no longer mere transmitters of knowledge but have become facilitators and guides in the learning process. These changes in the new pedagogical framework entail major adaptations in the relationship between students and teachers, particularly affecting each one�s role in the process as well as the organization, objectives and methodologies used on courses. Such changes also affect assessment, which now takes on a central role in all active learning frameworks.