{"id":1103,"date":"2026-02-08T11:00:16","date_gmt":"2026-02-08T11:00:16","guid":{"rendered":"https:\/\/sites.exeter.ac.uk\/tileblog\/?p=1103"},"modified":"2026-02-08T11:40:06","modified_gmt":"2026-02-08T11:40:06","slug":"what-is-a-vignette-activity","status":"publish","type":"post","link":"https:\/\/sites.exeter.ac.uk\/tileblog\/2026\/02\/08\/what-is-a-vignette-activity\/","title":{"rendered":"2026.01.30 What is a vignette activity..?"},"content":{"rendered":"\n

A vignette activity consists of a hypothetical scenario with questions<\/strong>.  The scenario is purposely open-ended and can feel \u2018vague\u2019. The aim is to attract as broad a response as possible from participants, on how they would approach the fictional situation, based on their own context and experience. <\/p>\n\n\n\n

Vignettes are designed to provoke reflection and responses.<\/strong> These can be positive or negative.  All \u2018reactions\u2019, including questions, provide deeper insights that help answer the main research questions: What convergences \/ divergences are there between definitions and practices at the intersection between translation, interpreting and language education? There is no \u2018right\u2019 or \u2018wrong\u2019 way to engage with the activity.<\/strong><\/p>\n\n\n\n

Vignettes are designed to be adaptable. Participants can engage with all or just part of the activity<\/strong>: it is not necessary to complete each exercise or answer every question \u2013 the aim is to complete as much as possible within the time determined by the participant. <\/p>\n\n\n\n

Participants have so far opted to complete the activity mainly in an online session, with about 20% opting to submit written contributions because it offers more flexibility: <\/p>\n\n\n\n