Abstract: The use of ePortfolios in higher education has experienced a rise with multiple experiences reported in different areas where student-centred methodologies are key. While these are not new in translator training, ePortfolios are still underused in this area, even if they provide an excellent framework for constructivist methodologies. In this article, I explain how ePortfolios are used in a course on translation technology with a view to implementing a learner-centred scenario. This is a course I have been teaching for some years, which has experienced, over time, a movement from traditional transmissionist techniques, where the teacher is the ‘possessor and distributor of knowledge’ to a transformationist position, as I realised that, in order for the course to be effective, students needed some form of empowerment and a more active role in their learning process. This article discusses the advantages of using ePortfolios for the learning of translation technology. It presents an experience in implementing a learning scenario based on the ePortfolio – course competences, content, resources and assessment – as a proposal for instructors wishing to adopt a similar approach. The article will end with a discussion on how these teaching practices relate to the principles of socio-constructivism.
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