Cognitive models used to identify and evaluate translation competence (e.g. Adab 2000; Neubert 1997, 2000; Orozco 2000; PACTE 2003, 2005) generally postulate a cluster of interacting, continuously evolving sub-competencies. Such models represent the acquisition and application of translation competence as a dynamic, open-ended process, suggesting that translator training should stress the development of procedural knowledge and skills (Massey 2005). Initial research by PACTE (2005) indicates that the acquisition of the instrumental sub-competence, identified as "knowledge related to the use of documentation sources and information technologies applied to translation" (PACTE 2005), is a major feature distinguishing the problem-solving decisions taken by professional translators from those of novices. Trainers and practitioners have long recognised the need to integrate training in instrumental competence into translation curricula (cf. European Commission; Jekat & Massey 2003; Kiraly 2000; Massey 1998; Owens 1996). Efficient and effective solutions are offered by the deployment of blended e-learning scenarios, with students receiving authentically situated instruction in an online environment and direct exposure to some or all of the tools and procedures of professional translation practice (see also Folaron 2003; Schiavi 2003). This paper will describe e-learning offerings in instrumental competence developed since 2002 for the Degree Programme in Translation and the Bachelor's Programme in Language and Communication at the Zurich University of Applied Sciences, Winterthur. It will consider the process of designing, organising and integrating multilingual entry-level blended-learning courses on research methodology and information management for target groups of up to 200 students, presenting the problems, solutions, results and experiences involved, and focusing on the particular challenges posed by interactivity, collaboration and motivation.
