Tag Archives: teaching

Using Social Media for Peer-feedback in a Translation class: a case study

Two weeks ago, at the 7th LLAS e-learning symposium in Southampton (#LLASelearn12), I gave a presentation entitled “Using Social Media for Peer-feedback in a Translation class: a case study“. I presented the preliminary results of a study I have been conducting in one of my final year undergraduate translation classes, where I used a social online platform (based on Ning) to get my students to discuss their work before and after class.

My talk focused on two main points: the set-up of the platform and the rationale behind it (why I didn’t use Moodle, or Facebook) and the early feedback I received from my students in terms of usefulness of the task.

Watch the presentation on video.

You will also find a copy of my slides on SlideShare.

Feel free to comment!


LLAS e-learning symposium 2012 – day 2

Better late than never – I’ve finished my post about the second day of the LLAS e-learning symposium 2012 (#LLASelearn12). It’s been a busy week catching up with everything after spending Thursday and Friday in Southampton.

I particularly enjoyed Professor Claire Warwick (@clhw1)’s keynote entitled ‘Tweeting and teaching: how scholarly is social media?‘. It was really refreshing to listen to Prof. Warwick defend social media as a scholarly practice, as she meticulously dispelled one preconception after the next on the matter. Least I can say is that I wish I could make such a convincing -and so thoroughly informed- case when I try and defend the use of social media in general (and discussion forums in particular) in my job as a language tutor.

Other speakers included Margaret Southgate who gave a very insightful and up-to-date overview of blended language learning and Dr. Mark Stansfield who defended the value and useful of game-based learning. Game-based learning is a topic I’m always very curious to hear about as I haven’t yet seen another practitioner implement  it in my (short) teaching career.

I was lucky enough to have my proposal accepted and the symposium and therefore gave a presentation entitled “Using social media for peer feedback in a translation class: a case-study“.

Although not yet available at the time of writing this post, a video recording of my presentation should shortly be posted on the LLAS website. In this talk, I looked at the set-up of our departmental social network and how I have been using it with my translation class for student peer-feedback. The results discussed are preliminary as the study will be concluded in March 2012.

I was very happy with the feedback I received and it was particularly useful to compare experiences with Andrea Zhok and Elena McNeilly from the University of Bristol, who have been working on a similar (though apparently far more successful) project to mine.

Next step now is finishing my study, hopefully with some useful findings. Fingers crossed…

LLAS e-learning symposium 2012 – day 1

The 7th e-learning symposium from the Centre for languages, linguistics and area studies (LLAS) was held on Thursday & Friday  January 2012 in Southampton University. The first day consisted of a series of workshops on learning technologies (programme).

Kevin Westbrook (@psassociates) gave two great talks about best practice in using Interactive WhiteBoards and Moodle. These proved a great opportunity for practitioners to share ideas and in some cases to have a look at one another’s institutional VLE.

The session which I found had the most relevance to area of interest was the workshop on Digital Literacy (or are we supposed to say Digital Literacies?) led by Fiona Harvey (@fionajharvey) and Lisa Harris (@lisaharris). This very engaging workshop brought a number of tutors and educational technologist to share their thoughts on the matter, some of which were captured live on a Google Document projected on the whiteboard. There were some really insightful contributions (especially from Lawal Muhammad, aka @l21_muhammad).

Julien Hamilton-Hart (@languageforall) also gave an impressive session on the creation of online video adventures for language learning.

Overall, the day proved very productive and was a really great opportunity to meet other language tutors and educational technologists. The Twitter hashtag (#LLASelearn12) provided a very good and rather dynamic backchannel for the day and allowed me to make a few connections. This was the second time I used Twitter for networking and backchanneling during a conference and I found myself much more at ease with it – and even got to explain how it worked to a couple of people!

Check back soon for some thoughts about the really exciting second day of the symposium! Thanks for reading.