Abstract:

The establisment of European Higher Education Area (EHEA) has supposed a set of changes in the different degrees developed across the different countries of European Union with the aim of the higher education in the different countries is more comparable and compatible. In Spain this fact has supposed the redesign of the different degrees of the universities with the introduction of the European Credit Transfer and Accumulation System (ECTS).
The design of these new degrees has involved the revision of the different contents teached in the lectures as well as the teaching methodologies. From our point of view, this process has been extremely positive due to the fact that it has led to analyse, from a critical point of view, what we are teaching and how we are teaching it. Thus, this analysis has allowed to detect both strengths and weaknesses. Consequently, during the design of these new degrees we have taken into account the lessons learned in the previous design, maintaining the strengths and trying to overcome the different problems found at the same time that we consider labour market needs.
In this paper we present the design of a computer studies applied to translation and interpretation course in the degree of translation of interpretration in the University of Murcia (Spain). This course is centered in providing the basic competences related to the use of computers with a twofold objective. First, the students are able to manage (in an advanced level) different computer tools (office suite, collaborative tools, etc) that could be used in other courses of the same degree as well as in a professional environment. Second, the obtaining of the skills necessary in order to be prepared to take a second course related with computer studies applied to translation and interpretation that is more centered on the use of computer-asisted translation (CAT) tools.
In this design we have reduced the number of hours devoted to theorical lectures and we have increased the number of hours used to practical issues (shown in computer laboratories) in order to increase students attention and motivation in their learning process. Furthermore, in our practical lectures we have tried to increase students’s motivation, collaboration and open discussion/debate. Thus, in this paper we describe the competences to cover in the course, the different contents and activities we have defined, the different methodologies used in teaching, the tools used in computer laboratories, how the evalution is carried out and the results we have obtained (both academical and students’ satisfaction point of view) and a discussion on the different problems that have raised during the course. From the different results obtained we can point out that 77% students have considered that the course has improved their knowledge in computer studies, 84% students have assessed practical issues as (very) suitable and satisfatory for them and, finally, students consider that the methodology followed has been (very) appropiate in a 70%. Finally, we can point out that (most of) the design of this course can be used in other degrees (with some small changes as for the examples and scenarios used as well as some particular tool can could be required) different from computer science that require that their students have some skills related to computers and the use of their software in a universitary and professional environment.

Keywords:

Undergraduate education, translation and interpretation, course design, computer studies.