Implementing Safe and Effective Collaborative Environments in Technology-enhanced Interpreter Training
Abstract The article offers a sociocognitive perspective on how online interactive pedagogical environments can make interpreter training collaboration more efficient. The author reflects on the ways Computer Assisted Interpreter Training can support collaborative blended learning based on the principles of deliberate practice (Ericsson 1993). An examination is made of how cait can motivate the teaching and learning of interpreting, along with an overview of some virtual tools and their potential impact on particular virtual interpreter training scenarios.Group work has demonstrated motivational benefits for student learning, but there are complexities that trainers should consider carefully to ensure an effective learning environment. Building a learning community in an online space requires different elements than when face-to-face and therefore requires a pedagogical redesign of the interpreter training curriculum and practice in order to meet these particular needs and to avoid becoming ‘lost in technology’.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Braun, Mark and K. Kearns. 2008. "Improved learning efficiency and increased student collaboration through use of virtual microscopy in the teaching of human pathology". Sciences Education 1 (6): 240-246. https://doi.org/10.1002/ase.53
Brindley, Jane, Christine Walti and Lisa Blaschke. 2009. "Creating Effective Collaborative Learning Groups in an Online Environment". The International Review of Research in Open and Distributed Learning 10 (3). Accessed August 2, 2016. http://www.irrodl.org/index.php/irrodl/article/view/675/1271. https://doi.org/10.19173/irrodl.v10i3.675
Clapper, Timothy C. 2010. "Creating the safe learning environment". PAILAL Newsletter 3 (2): 1-6.
Cohen, Elizabeth. 1994. "Restructuring the classroom: Conditions for productive small groups". Review of Educational Research 64 (1): 1-35. https://doi.org/10.3102/00346543064001001
Collados Aís, Ángela. 1998. La evaluación de la calidad en interpretación simultánea. La importancia de la comunicación no verbal. Granada: Comares.
Collados Aís, Ángela. 2007. "La incidencia de la entonación monótona". In La evaluación de la calidad en interpretación: Parámetros de incidencia, ed. By Collados Aís, A., E. Pradas Macías, E. Macarena, E. Stévaux and O. García Becerra. Granada: Comares, 159-174.
Ericsson, K. Anders, Ralf Th. Krample and Clemens Tesch-Römer. 1993. "The Role of Deliberate Practice in the Acquisitin of Expert Performance". Psychological Review 100 (3): 363-406. https://doi.org/10.1037/0033-295X.100.3.363
Furrer, Carrie J., Ellen A. Skinner and Jennifer R. Pitzer. 2014. "The Influence of Teacher and Peer Relationships on Student's Classroom Engagement and Everyday Motivational Resilience". National Society for the Study of Education 113 (1): 101-123.
Hawkins, Jim and Annalisa Sandrelli. 2006. "Computer Assisted Interpreter Training (CAIT): What is the Way Forward?" X Jornadas de Traducción e Interpretación Universidad de Vic. Accessed 2 September 2016. http://www.upf.edu/bolonya/obolonya/titulac/upf/trad/docs/modal.pdf.
Herring, Rachel. 2016. "Collaborative Interpreter Training". Certificate of Advanced Studies (CAS) in interpreter training- Simultaneous interpreting and pedagogical innovation. University of Geneve, Faculty of Translation and Interpreting.
Horváth, Ildikó. 2007. "Autonomous Learning: What Makes it Work in Postgraduate Interpreter Training?". Across Languages and Cultures 8 (1): 103-122. https://doi.org/10.1556/Acr.8.2007.1.6
Huang, Sheng-Cheng, Chao-Hsiu Chen and Hsin-Liang Chen. 2004. "A Case Study of Communication Channels in a Graduate Program". Proceedings of the American Society for Information Science and Technology 41 (1): 147-155. https://doi.org/10.1002/meet.1450410117
Kempler Rogat, Toni, Lisa Linnenbrink-García and Nicole Di Donato. 2013. "Motivation in Collaborative Groups". In The International Handbook of Collaborative Learning, ed. by Hmelo-Silver, C.E., C. Chinn, C. Chan and A. O'Donnell. London/New York: Routledge, 250-267.
Kiraly, Donald. 2003. "Summary of discussion on collaboration, teamwork and group work". In Innovation and e-Learning in Translation Training. Reports on Online Symposia, ed. by Pym, Anthony et al. Tarragona: Universitat Rovira I Virgili, 51-57.
Lazaro, Helena. 2014. "What is Edtech and Why Should it Matter to You?" General Assembly, August 12, 2014. Accessed August 12, 2016. https://generalassemb.ly/blog/what-is-edtech/
Linnenbrink-García, Lisa, Diana F. Tyson and Erika A. Patall. 2008. "When are Achievement Goal Orientations Beneficial for Academic Achievement? A closer look at moderating factor". International Review of Social Psychology 21: 19-70.
Mackintosh, Jennifer. 1999. "Interpreters are Made not Born". In History of Interpreting. Special Issue of Interpreting, International journal of research and practice in interpreting, ed. by Kurz, Ingrid and Margareta Bowen. 4 (1): 67-80.
Monteiro, Elisa and Morrison, Keith. 2014. "Challenges for collaborative blended learning in undergraduate students". Educational Research and Evaluation 20 (7-8): 564-591. https://doi.org/10.1080/13803611.2014.997126
Morales, Lucía, Amparo Soler-Domínguez and Valentina Tarkovska. "Self-regulated learning and the role of ePortfolios in business studies". Education and Information Technologies 21 (6): 1733-1751. https://doi.org/10.1007/s10639-015-9415-3
Morrison, Debbie. 2012. "Five Tools and Strategies that Support Group Collaboration Online". Online Learning Insight, October 9. Accessed August 10, 2016. https://onlinelearninginsights.wordpress.com/2012/10/09/5-tools-and-strategies-that-support-group-collaboration-online/
Moser-Mercer, Bárbara, Barbara Class and Killian G. Seeber. 2005. "Leveraging Virtual Learning Environments for Training Interpreters Trainers". Meta 50 (4). https://www.erudit.org/revue/meta/2005/v50/n4/019872ar.pdf Accessed September 21, 2016. https://doi.org/10.7202/019872ar
Motta, Manuela. 2016. "A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills". The Interpreter and Translator Trainer 10 (1): 133-149. https://doi.org/10.1080/1750399X.2016.1154347
Pannan, Linda J. and Katherine A. Legge. 2016. A blended learning model and a design model combine to support academics in pedagogical redesign of the curriculum. Show Me The Learning. ASCILITE, Shaping the future of tertiary education. Adelaide, Nov 27-30. Accessed September 2, 2016. http://2016conference.ascilite.org/wp-content/uploads/ascilite2016_pannan_full.pdf
Parret, William H. and Kathleen M. Budge. 2012. Turning High-Poverty Schools into High-Performing Schools. Alexandria, Virginia: ASCD Publications. Accessed August 16, 2016. http://www.ascd.org/publications/books/109003/chapters/Fostering-a-Healthy,-Safe,-and-Supportive-Learning-Environment@-How-HP~HP-Schools-Do-It.aspx
Robinson, Rhonda, Michael Molenda and Landra Rezabek. 2008. "Facilitating Learning". In Educational Technology. Definition with Commentary, ed. by Januszewski, Alan and Michael Molenda. London/New York: Routledge, 15-48.
Sandrelli, Annalisa. 2003. "New Technologies in Interpreter Training: CAIT". In Textology und Translation, ed. by Gerzymisch-Arbogast, Eva Hajicová, Zuzana Jettmarová, Annely Rithkegel and Dorothe Rothfub-Bastian. Tübingen: Gunter Narr Verlag, 261-294.
Sandrelli, Annalisa. 2007. "Designing CAIT (Computer-Assisted Interpreter Training) Tools: Black Box". In MuTra 2005 - Challenges of Multidimensional Translation. Proceedings of the Marie Curie Euroconferences, ed. by Heidrun Gerzymisch-Arbogast, Heidrum and Sandra Nauert. Saarbrücken: St. Jerome, 1-15. Accessed September 2, 2016. http://www.euroconferences.info/proceedings/2005_Proceedings/2005_Sandrelli_Annalisa.pdf
Sandrelli, Annalisa. 2015. "Becoming an Interpreter: The Role of Computer Technology". MonTI Special Issue 2: 111-138.
Sawyer, R. Keith. 2009. "The New Science of Learning". In The Cambridge Handbook of the Learning Sciences, ed. by Sawyer, R. Keith. Cambridge: Cambridge University Press, 1-16.
Setton, Robin and Andrew Dawrant. 2016. Conference Interpreting. A Trainer's Guide. Amsterdam/Philadelphia: Benjamins Translation Library. https://doi.org/10.1075/btl.121
Setton, Robin and Andrew Dawrant. 2016b. Conference Interpreting. A Complete Course. Amsterdam/Philadelphia: Benjamins Translation Library. https://doi.org/10.1075/btl.120
Shannon, Lori. 2013. The Impact of Electronic Communication on Personal Relationships. M.A. Dissertation. Gonzaga University, Faculty of Communication and Leadership Studies. Accessed August 8, 2016. http://web02.gonzaga.edu/comltheses/proquestftp/Shannon_gonzaga_0736M_10241.pdf
Siemens, George. 2002. Interaction. E-Learning Course. October 8, 2002. Accessed August 3, 2016 from http://www.elearnspace.org/Articles/Interaction.htm
Vygotsky Lev. 1978. Mind and Society: The Development of Higher Mental Processes. Cambridge: Harvard University Press.
Wang, Binhua. 2015. "Bridging the Gap between Interpreting Classrooms and Real-World Interpreting". International Journal of Interpreter Education 7 (1): 65-73.
Webb, Noreen. 2010. "Peer learning in the classroom". In International Encyclopedia of Education (Third Edition) vol.6, ed. by S. Jarvela. Oxford: Elsevier Ltd., 636-642. https://doi.org/10.1016/B978-0-08-044894-7.00616-3
Wenger, Etienne and William Snydey. 2000. "Communities of practice: the organizational frontier". Harvard Business Review 78 (1): 139-145.
Yang, Shu Ching and Yi-Ju Cheng. 2007. "Technology-enhanced language learning: a Case Study". Computers in Human Behaviour 23: 860-879. https://doi.org/10.1016/j.chb.2006.02.015
E-learning tools mentioned in this article
Claroline http://www.claroline.net/
SCiCLOUD http://ec.europa.eu/dgs/scic/cooperation-with-universities/index_en.htm
Brindley, Jane, Christine Walti and Lisa Blaschke. 2009. "Creating Effective Collaborative Learning Groups in an Online Environment". The International Review of Research in Open and Distributed Learning 10 (3). Accessed August 2, 2016. http://www.irrodl.org/index.php/irrodl/article/view/675/1271. https://doi.org/10.19173/irrodl.v10i3.675
Clapper, Timothy C. 2010. "Creating the safe learning environment". PAILAL Newsletter 3 (2): 1-6.
Cohen, Elizabeth. 1994. "Restructuring the classroom: Conditions for productive small groups". Review of Educational Research 64 (1): 1-35. https://doi.org/10.3102/00346543064001001
Collados Aís, Ángela. 1998. La evaluación de la calidad en interpretación simultánea. La importancia de la comunicación no verbal. Granada: Comares.
Collados Aís, Ángela. 2007. "La incidencia de la entonación monótona". In La evaluación de la calidad en interpretación: Parámetros de incidencia, ed. By Collados Aís, A., E. Pradas Macías, E. Macarena, E. Stévaux and O. García Becerra. Granada: Comares, 159-174.
Ericsson, K. Anders, Ralf Th. Krample and Clemens Tesch-Römer. 1993. "The Role of Deliberate Practice in the Acquisitin of Expert Performance". Psychological Review 100 (3): 363-406. https://doi.org/10.1037/0033-295X.100.3.363
Furrer, Carrie J., Ellen A. Skinner and Jennifer R. Pitzer. 2014. "The Influence of Teacher and Peer Relationships on Student's Classroom Engagement and Everyday Motivational Resilience". National Society for the Study of Education 113 (1): 101-123.
Hawkins, Jim and Annalisa Sandrelli. 2006. "Computer Assisted Interpreter Training (CAIT): What is the Way Forward?" X Jornadas de Traducción e Interpretación Universidad de Vic. Accessed 2 September 2016. http://www.upf.edu/bolonya/obolonya/titulac/upf/trad/docs/modal.pdf.
Herring, Rachel. 2016. "Collaborative Interpreter Training". Certificate of Advanced Studies (CAS) in interpreter training- Simultaneous interpreting and pedagogical innovation. University of Geneve, Faculty of Translation and Interpreting.
Horváth, Ildikó. 2007. "Autonomous Learning: What Makes it Work in Postgraduate Interpreter Training?". Across Languages and Cultures 8 (1): 103-122. https://doi.org/10.1556/Acr.8.2007.1.6
Huang, Sheng-Cheng, Chao-Hsiu Chen and Hsin-Liang Chen. 2004. "A Case Study of Communication Channels in a Graduate Program". Proceedings of the American Society for Information Science and Technology 41 (1): 147-155. https://doi.org/10.1002/meet.1450410117
Kempler Rogat, Toni, Lisa Linnenbrink-García and Nicole Di Donato. 2013. "Motivation in Collaborative Groups". In The International Handbook of Collaborative Learning, ed. by Hmelo-Silver, C.E., C. Chinn, C. Chan and A. O'Donnell. London/New York: Routledge, 250-267.
Kiraly, Donald. 2003. "Summary of discussion on collaboration, teamwork and group work". In Innovation and e-Learning in Translation Training. Reports on Online Symposia, ed. by Pym, Anthony et al. Tarragona: Universitat Rovira I Virgili, 51-57.
Lazaro, Helena. 2014. "What is Edtech and Why Should it Matter to You?" General Assembly, August 12, 2014. Accessed August 12, 2016. https://generalassemb.ly/blog/what-is-edtech/
Linnenbrink-García, Lisa, Diana F. Tyson and Erika A. Patall. 2008. "When are Achievement Goal Orientations Beneficial for Academic Achievement? A closer look at moderating factor". International Review of Social Psychology 21: 19-70.
Mackintosh, Jennifer. 1999. "Interpreters are Made not Born". In History of Interpreting. Special Issue of Interpreting, International journal of research and practice in interpreting, ed. by Kurz, Ingrid and Margareta Bowen. 4 (1): 67-80.
Monteiro, Elisa and Morrison, Keith. 2014. "Challenges for collaborative blended learning in undergraduate students". Educational Research and Evaluation 20 (7-8): 564-591. https://doi.org/10.1080/13803611.2014.997126
Morales, Lucía, Amparo Soler-Domínguez and Valentina Tarkovska. "Self-regulated learning and the role of ePortfolios in business studies". Education and Information Technologies 21 (6): 1733-1751. https://doi.org/10.1007/s10639-015-9415-3
Morrison, Debbie. 2012. "Five Tools and Strategies that Support Group Collaboration Online". Online Learning Insight, October 9. Accessed August 10, 2016. https://onlinelearninginsights.wordpress.com/2012/10/09/5-tools-and-strategies-that-support-group-collaboration-online/
Moser-Mercer, Bárbara, Barbara Class and Killian G. Seeber. 2005. "Leveraging Virtual Learning Environments for Training Interpreters Trainers". Meta 50 (4). https://www.erudit.org/revue/meta/2005/v50/n4/019872ar.pdf Accessed September 21, 2016. https://doi.org/10.7202/019872ar
Motta, Manuela. 2016. "A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills". The Interpreter and Translator Trainer 10 (1): 133-149. https://doi.org/10.1080/1750399X.2016.1154347
Pannan, Linda J. and Katherine A. Legge. 2016. A blended learning model and a design model combine to support academics in pedagogical redesign of the curriculum. Show Me The Learning. ASCILITE, Shaping the future of tertiary education. Adelaide, Nov 27-30. Accessed September 2, 2016. http://2016conference.ascilite.org/wp-content/uploads/ascilite2016_pannan_full.pdf
Parret, William H. and Kathleen M. Budge. 2012. Turning High-Poverty Schools into High-Performing Schools. Alexandria, Virginia: ASCD Publications. Accessed August 16, 2016. http://www.ascd.org/publications/books/109003/chapters/Fostering-a-Healthy,-Safe,-and-Supportive-Learning-Environment@-How-HP~HP-Schools-Do-It.aspx
Robinson, Rhonda, Michael Molenda and Landra Rezabek. 2008. "Facilitating Learning". In Educational Technology. Definition with Commentary, ed. by Januszewski, Alan and Michael Molenda. London/New York: Routledge, 15-48.
Sandrelli, Annalisa. 2003. "New Technologies in Interpreter Training: CAIT". In Textology und Translation, ed. by Gerzymisch-Arbogast, Eva Hajicová, Zuzana Jettmarová, Annely Rithkegel and Dorothe Rothfub-Bastian. Tübingen: Gunter Narr Verlag, 261-294.
Sandrelli, Annalisa. 2007. "Designing CAIT (Computer-Assisted Interpreter Training) Tools: Black Box". In MuTra 2005 - Challenges of Multidimensional Translation. Proceedings of the Marie Curie Euroconferences, ed. by Heidrun Gerzymisch-Arbogast, Heidrum and Sandra Nauert. Saarbrücken: St. Jerome, 1-15. Accessed September 2, 2016. http://www.euroconferences.info/proceedings/2005_Proceedings/2005_Sandrelli_Annalisa.pdf
Sandrelli, Annalisa. 2015. "Becoming an Interpreter: The Role of Computer Technology". MonTI Special Issue 2: 111-138.
Sawyer, R. Keith. 2009. "The New Science of Learning". In The Cambridge Handbook of the Learning Sciences, ed. by Sawyer, R. Keith. Cambridge: Cambridge University Press, 1-16.
Setton, Robin and Andrew Dawrant. 2016. Conference Interpreting. A Trainer's Guide. Amsterdam/Philadelphia: Benjamins Translation Library. https://doi.org/10.1075/btl.121
Setton, Robin and Andrew Dawrant. 2016b. Conference Interpreting. A Complete Course. Amsterdam/Philadelphia: Benjamins Translation Library. https://doi.org/10.1075/btl.120
Shannon, Lori. 2013. The Impact of Electronic Communication on Personal Relationships. M.A. Dissertation. Gonzaga University, Faculty of Communication and Leadership Studies. Accessed August 8, 2016. http://web02.gonzaga.edu/comltheses/proquestftp/Shannon_gonzaga_0736M_10241.pdf
Siemens, George. 2002. Interaction. E-Learning Course. October 8, 2002. Accessed August 3, 2016 from http://www.elearnspace.org/Articles/Interaction.htm
Vygotsky Lev. 1978. Mind and Society: The Development of Higher Mental Processes. Cambridge: Harvard University Press.
Wang, Binhua. 2015. "Bridging the Gap between Interpreting Classrooms and Real-World Interpreting". International Journal of Interpreter Education 7 (1): 65-73.
Webb, Noreen. 2010. "Peer learning in the classroom". In International Encyclopedia of Education (Third Edition) vol.6, ed. by S. Jarvela. Oxford: Elsevier Ltd., 636-642. https://doi.org/10.1016/B978-0-08-044894-7.00616-3
Wenger, Etienne and William Snydey. 2000. "Communities of practice: the organizational frontier". Harvard Business Review 78 (1): 139-145.
Yang, Shu Ching and Yi-Ju Cheng. 2007. "Technology-enhanced language learning: a Case Study". Computers in Human Behaviour 23: 860-879. https://doi.org/10.1016/j.chb.2006.02.015
E-learning tools mentioned in this article
Claroline http://www.claroline.net/
SCiCLOUD http://ec.europa.eu/dgs/scic/cooperation-with-universities/index_en.htm
Santamaría Ciordia, L. (2017). Implementing Safe and Effective Collaborative Environments in Technology-enhanced Interpreter Training. CLINA Revista Interdisciplinaria De Traducción Interpretación Y Comunicación Intercultural, 3(1), 35–55. https://doi.org/10.14201/clina2017313555
Downloads
Download data is not yet available.
+
−