Abstract:

The paper we present is based on the set of results taken from the methodology applied to the Teaching Innovation Project DESAM (The Development of Content for a Universal, Low-Cost Cross-Platform System on the Description, Location and Guide to University of Granada) which has been developed by TRACCE (the Spanish-language acronym for Accessible Translation), a Research Group within the University of Granada’s Faculty of Translation and Interpreting. The Project DESAM launched both a line of teaching innovation and a line of a new methodologies applied to the Translation classroom that develop different kinds of universally accessible cross-platform systems and devices in different languages, transmitting the description, accessibility and guide to University of Granada buildings, in particular the Faculty of Translation and Interpreting and the University Technical School of Computing and Telecommunication Engineering.

DESAM is based on the following theories: Socio-constructivist Theories (Kiraly 2001), Emancipate Research Theories on Disability (Oliver, 1990 y 1992; Moore, Beazley y Maelzer, 1998; Barnes, 2003; Oliver y Sapey, 2006; Shakespeare, 2010, New concept of museum: a fundamental didactic reference in Museology (Fedor de Diego 2003), Training in Spatial Cognition, mainly in the elaboration of Audioguides (Freksa 2004). Our main goal is to demonstrate that any cultural space can serve as a translation classroom and thus a pedagogical instrument to reinforce didactics. Our objective is to create an educational setting which will be practical for the translation students, in order to provide incentive for independent learning and facilitate the assimilation of the ideas developed in the classroom. The central methodology we use in DESAM has to do with the constructivist theories which offer intriguing possibilities for the translation classroom. These theories are based, for instance, on items such as Learning in a Real Context, the idea of Teacher as a Guide, and the motivation which is crucial for learning to be effective in the classroom and largely depends on professors’ abilities to spark and maintain the students’ interest. As conclusion we must say that DESAM was a successful project in many aspects, not only for the students (whatever they come from) who need to know more about the Academic life but also for tourists who visit these cultural spaces. And of course for all the disabled people who found in this accessible platform a new tool helping them to move on their own.

Keywords:

Education, Translation, Accessibility, Socio-Constructivism, Self-Learning.