You should obtain any additional information necessary to make an informed decision prior to utilizing any specific practitioner and/or personal trainer. By scheduling a session, you are agreeing that Functional Patterns has no liability whatsoever for any injury, death, or property damage suffered by you in connection with such training session or consultation, including any intentional or unintentional negligence on the part of the practitioner and/or personal trainer for proper use, repair, maintenance, and upkeep of the equipment and/or facility. Functional Patterns does not inspect or maintain any facilities at which any training sessions are to take place or provide any assurances regarding the safety and suitability of any equipment used at any session and is not responsible for the behavior of any practitioner and/or trainer. We do not offer advice regarding the quality or suitability of any particular practitioner and/or personal trainer, and no information on this Site should be construed as health or medical advice. Rather, Functional Patterns is only an intermediary that provides contact information about practitioners and/or personal trainers. The article will end with a discussion on how these teaching practices relate to the principles of socio-constructivism.Functional Patterns is not a referral service and does not recommend or endorse any particular practitioner and/or personal trainer. It presents an experience in implementing a learning scenario based on the ePortfolio вЂ“ course competences, content, resources and assessment вЂ“ as a proposal for instructors wishing to adopt a similar approach. This article discusses the advantages of using ePortfolios for the learning of translation technology. 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 вЂpossessor and distributor of knowledgeвЂ™ 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. In this article, I explain how ePortfolios are used in a course on translation technology with a view to implementing a learner-centred scenario. 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. The use of ePortfolios in higher education has experienced a rise with multiple experiences reported in different areas where student-centred methodologies are key.

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