Overview of Presentation
- Background of the Study
- Gap and Opportunity Analysis
- Integrating innovation
- e-learning into the curriculum of translators
- Conclusion
Background of the Study
Technology Changed the Way …
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“The boom in translation jobs comes because of – and despite – technology. ”
(Jeffrey Ressner, Translation Nations 2007).
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“Our switch from high touch to high tech, from handwritten and heartfelt to computer-driven, has a lot to do with the glorification of the computer, the cure-all of our time.”
(John Nasbitt, Mindset,2007).
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Key Components in Translator’s Education
Translation Technology
Shift of Training Focus
Programme Structure (basic/honours)
Gap and Opportunity Analysis in Translator's Education
Gap Analysis in Translator’s Education
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Motivation Gap
Competence Gap
Knowledge Gap
Flexible Learning Gap
Learning Style Gap
Resource Gap
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Translation Student Profile
- Qualification
- Age
- Profession
- Work Experience
Student Profile by Qualification - 1st Intake
Student Profile by Qualification - 2nd Intake
Translation Student Profile by Age
Student Profile by Job Function
Student Profile by Work Experiences
Motivation Gap
The diversity in student profile may be translated into different motivations for pursuing the degree:
- To upgrade their qualification
- To seek career advancement or career switch
- To enhance specialized training in T&I Skills
- To pursue personal interest and enrich life experience
Competence Gap
|  Linguistic Competence
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 Chinese |
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English |
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Learning Gap in Translator’s Education
| Visual Learners |
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Auditory Learners
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Tactile/Kinesthetic
learners
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Flexible Learning Gap
- Independent learning
- Self-study anytime and anywhere
- Attendance not compulsory
- Perception of insufficient face-to-face teaching
- Juggling with work commitment, family needs and study
Resource Gap
- Shortage of qualified instructors
- Lack of quality textbooks
- Space constraints
Knowledge Gap
- General knowledge
- Specialized knowledge
- Linguistic knowledge
- Cultural knowledge
Opportunity in Translator’s Education
Integrating innovation & e-learning into the curriculum of translators
e-Learning and Translator’s Education
To a large extent, e-learning is naturally suited to translator’s education in the flexible learning mode, as it offers flexibility, convenience and the ability to work at any place where an internet connection is available and at one’s own pace.
Electronic Assisted Learning
- getting a head start
Presents and shares some content online;
Mostly same as that provided in-class time with tasks often remaining the same.
Mainly for course information delivery with negligible on-line teaching and learning
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Functional Features
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- Announcement
- Link to student portal
- Partial course materials
- Online library resources
- Asynchronous e-mail communication
- Asynchronous discussion boards
- On-line submission of assignments
- On-line returns of marked assignment
- Link to internet resources
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Observation
- Challenges posted by TMA submission
- Comfort level with online system increases
- TMA submission rate goes up
- Classroom learning is more focused (free from note-taking)
- Low participation rate in discussion board
- Students gain confidence in dealing with computers and network
- Enhances flexible learning experiences
- May cater to the need of visual and auditory learners but not so appealing to kinesthetic learners
- Shortage of teaching resources not addressed
Electronic Enhanced Learning
- enriching the learning experience
Replaces some portion of in-class time with online tasks and activities
Adjusted in-class activities (50% physical face-to-face interaction + 50% on-line learning)
Use of online learning contribute to achieving some of the learning goals
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Functional Features
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- Streamed audio/video recordings
- Podcast/zipped downloads
- Course specific interactive materials or resources (e.g. illustrations, simulations, maps, graphs, quizzes)
- Course specific external interactive resources or materials linked to the course (e.g. relevant internet sites, libraries)
- Course specific interactive students support materials (e.g. DVD, CD)
- Course specific interactive remedial learning (e.g self-test, mock-examinations)
- Asynchronous and Synchronous Discussion Boards
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Podcast
- Deployed for courses which requires extensive and excessive readings
- Popular among instructors
- Offers more flexibility than classroom replay video
- A duration between 5 to 10 minutes
- Downloadable to portable media player
- Replay on computers
Classroom Replay Video
- Help a group of students with learning difficulty in the relevant subject
- Offset the effect of absenteeism
- Allow more time for interaction in the classroom
On-line Quizzes
- Enable the students to listen to audio materials and submit audio files online
- Have a better control over duration and no. of attempt
Observation
- Participation rate in accessing online materials increases
- Student satisfaction improves
- Higher comfort level with computers
- Instructors worry about the effort and time spent in preparing e-learning materials
- On-site learning and online learning blend well to give students the hybrid ‘flavour’
- Effective in bridging the competence gap and filling the resource gap in terms of materials but not teaching faculty
- Further enriches flexible learning experiences
Full Electronic Learning
- visualizing the future teaching and learning
Online tasks and activities replace all in-class time
No physical face-to-face interaction for course learning
Use of online learning is essential to achieve most of the learning goals in the course
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Functional Features
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- Electronic learning objects
- Text-based Guided chat-room
- Virtual face-to-face interaction via webcam
- Video-over Internet Protocol conferencing
- Course specific interactive materials or resources
- Course specific interactive remedial learning (e.g. self-test, practice examinations)
- Synchronous and Asynchronous Discussion Boards
- On-line assessments and exams
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Courses Identified for e-Learning
| Translation of Science and Technology Writings with Technology |
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Lots of practice needed |
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Emphasis of technology |
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E-tutorial available |
Re-engineering the translation courses
Full e-learning changes the way the translators are being trained
Benefits of full e-learning
Challenges
Creating e-course involves concerted effort and combination of expertise
Common Barriers
Instructors
Lack of technical experience
Time and effort required to maintain interactivity and relevance of content
Highly dependent on the performance of servers, software and internet connection
Student
Self-discipline
Learning style
Technical competence
Evaluation of effectiveness in filling the gap
1 = Unsatisfactory 2 = Marginal 3 = Satisfactory 4 = Good 5 = Excellent
Conclusion
The blended approach is most recommendable for training translators & interpreters
 Nature of the training
Balance between high tech and high touch
Translator’s educator should actively seek ways to leverage on information technology to enhance the training outcome
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