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Multilateral collaboration between technical communicators and translators: a case study of new technologies and processes

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

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Multilateral collaboration between technical communicators and translators : a case study of new technologies and processes. / Vandepitte, Sonia; Maylath, Bruce; Mousten, Birthe; Isohella, Suvi; Minacori, Patricia.

In: Journal of Specialised Translation, Vol. 26, No. July, 01.07.2016, p. 3-19.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

Vandepitte, S, Maylath, B, Mousten, B, Isohella, S & Minacori, P 2016, 'Multilateral collaboration between technical communicators and translators: a case study of new technologies and processes', Journal of Specialised Translation, vol. 26, no. July, pp. 3-19.

APA

Vandepitte, S., Maylath, B., Mousten, B., Isohella, S., & Minacori, P. (2016). Multilateral collaboration between technical communicators and translators: a case study of new technologies and processes. Journal of Specialised Translation, 26(July), 3-19.

CBE

Vandepitte S, Maylath B, Mousten B, Isohella S, Minacori P. 2016. Multilateral collaboration between technical communicators and translators: a case study of new technologies and processes. Journal of Specialised Translation. 26(July):3-19.

MLA

Vandepitte, Sonia et al. "Multilateral collaboration between technical communicators and translators: a case study of new technologies and processes". Journal of Specialised Translation. 2016, 26(July). 3-19.

Vancouver

Vandepitte S, Maylath B, Mousten B, Isohella S, Minacori P. Multilateral collaboration between technical communicators and translators: a case study of new technologies and processes. Journal of Specialised Translation. 2016 Jul 1;26(July):3-19.

Author

Vandepitte, Sonia ; Maylath, Bruce ; Mousten, Birthe ; Isohella, Suvi ; Minacori, Patricia. / Multilateral collaboration between technical communicators and translators : a case study of new technologies and processes. In: Journal of Specialised Translation. 2016 ; Vol. 26, No. July. pp. 3-19.

Bibtex

@article{67a12c9df70b417a8af866aa4cd3ba13,
title = "Multilateral collaboration between technical communicators and translators: a case study of new technologies and processes",
abstract = "This article describes a multilateral international project (Thompson and Carter 1973, Moreno-Lopez 2004) in technical communication and translator training programmes and discusses its use of technologies in what is seen as the largest and most complex international learning-by-doing collaboration to date. The project is a student collaboration involving two sets of cross-cultural virtual teams who either translate from Danish and Dutch into English and review (or edit) into American English or who are involved in international collaborative writing by Spaniards and Americans, usability testing by Finnish students, and translation from English into Dutch, French and Italian (Humbley et al. 2005; Maylath et al. 2008; Mousten et al. 2008; Mousten; Vandepitte et al. 2010; Mousten et al. 2010, Mousten et al. 2012, Maylath et al. 2013, Maylath et al. 2013b). While students use email, iChat and Skype to communicate with each other and carry out their assignments, they also explore revision and translation reviewing activities on Google Drive. Their comments and negotiations made explicit in Google Drive documents can then be assessed by teachers, who also employ other Google Drive documents to update both the scripts for the two translation directions and the student-topic database. The project culminates in multilateral videoconferences that summarise the main aspects of learning by students. As the collaboration closely resembles the complexity of the international documentation workplaces of language service providers, the use of the various technologies proves to be a central element both in the students{\textquoteright} activities and in the teachers{\textquoteright} guidance. ",
keywords = "Collaborative learning, technical communication, technical translation, usability testing, e-learning tools",
author = "Sonia Vandepitte and Bruce Maylath and Birthe Mousten and Suvi Isohella and Patricia Minacori",
year = "2016",
month = jul,
day = "1",
language = "English",
volume = "26",
pages = "3--19",
journal = "Journal of Specialised Translation",
issn = "1740-357X",
publisher = "Journal of Specialised Translation",
number = "July",

}

RIS

TY - JOUR

T1 - Multilateral collaboration between technical communicators and translators

T2 - a case study of new technologies and processes

AU - Vandepitte, Sonia

AU - Maylath, Bruce

AU - Mousten, Birthe

AU - Isohella, Suvi

AU - Minacori, Patricia

PY - 2016/7/1

Y1 - 2016/7/1

N2 - This article describes a multilateral international project (Thompson and Carter 1973, Moreno-Lopez 2004) in technical communication and translator training programmes and discusses its use of technologies in what is seen as the largest and most complex international learning-by-doing collaboration to date. The project is a student collaboration involving two sets of cross-cultural virtual teams who either translate from Danish and Dutch into English and review (or edit) into American English or who are involved in international collaborative writing by Spaniards and Americans, usability testing by Finnish students, and translation from English into Dutch, French and Italian (Humbley et al. 2005; Maylath et al. 2008; Mousten et al. 2008; Mousten; Vandepitte et al. 2010; Mousten et al. 2010, Mousten et al. 2012, Maylath et al. 2013, Maylath et al. 2013b). While students use email, iChat and Skype to communicate with each other and carry out their assignments, they also explore revision and translation reviewing activities on Google Drive. Their comments and negotiations made explicit in Google Drive documents can then be assessed by teachers, who also employ other Google Drive documents to update both the scripts for the two translation directions and the student-topic database. The project culminates in multilateral videoconferences that summarise the main aspects of learning by students. As the collaboration closely resembles the complexity of the international documentation workplaces of language service providers, the use of the various technologies proves to be a central element both in the students’ activities and in the teachers’ guidance.

AB - This article describes a multilateral international project (Thompson and Carter 1973, Moreno-Lopez 2004) in technical communication and translator training programmes and discusses its use of technologies in what is seen as the largest and most complex international learning-by-doing collaboration to date. The project is a student collaboration involving two sets of cross-cultural virtual teams who either translate from Danish and Dutch into English and review (or edit) into American English or who are involved in international collaborative writing by Spaniards and Americans, usability testing by Finnish students, and translation from English into Dutch, French and Italian (Humbley et al. 2005; Maylath et al. 2008; Mousten et al. 2008; Mousten; Vandepitte et al. 2010; Mousten et al. 2010, Mousten et al. 2012, Maylath et al. 2013, Maylath et al. 2013b). While students use email, iChat and Skype to communicate with each other and carry out their assignments, they also explore revision and translation reviewing activities on Google Drive. Their comments and negotiations made explicit in Google Drive documents can then be assessed by teachers, who also employ other Google Drive documents to update both the scripts for the two translation directions and the student-topic database. The project culminates in multilateral videoconferences that summarise the main aspects of learning by students. As the collaboration closely resembles the complexity of the international documentation workplaces of language service providers, the use of the various technologies proves to be a central element both in the students’ activities and in the teachers’ guidance.

KW - Collaborative learning

KW - technical communication

KW - technical translation

KW - usability testing

KW - e-learning tools

UR - http://www.jostrans.org/issue26/art_vandepitte.pdf

M3 - Journal article

VL - 26

SP - 3

EP - 19

JO - Journal of Specialised Translation

JF - Journal of Specialised Translation

SN - 1740-357X

IS - July

ER -