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Flipped Classrooms & Translation Environment Tools: A Love Story

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My 16th Portsmouth Translation Conference presentation on flipped classrooms, student-led teaching and CAT tools as taught at London Metropolitan University

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Flipped Classrooms & Translation Environment Tools: A Love Story

  1. 1. Flipped Classrooms & Translation Environment Tools A L ve Story 16th Portsmouth Translation Conference, 5 November 2016 © Piero Toto PhD MCIL londonmet.ac.uk /londonmetuni @LondonMetUni
  2. 2. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Teaching translation technology is a DRAG*! *sometimes By David Shankbone - David Shankbone, CC BY 3.0, https://commons.wikimedia.org/w/index.php?curid=23812 267 By Ronn - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=4 6180965
  3. 3. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 What is Flipped Learning Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. Source: Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™
  4. 4. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Source: Knewton Infographics, 2011
  5. 5. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Flipped Learning and the Constructivist Approach ‘Knowledge is a state of understanding and can only exist in the mind of the individual owner’ [Alison King] ‘…flipped learning has evolved to describe any situation in which technology is used to time shift the delivery of content. It is where active learning meets technology.’ Source: Flipped Learning Community Source: ‘From Sage on the Stage to Guide on the Side’, College Teaching, Vol. 41, No. 1 (Winter, 1993), pp. 30-35
  6. 6. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Why Flipped Classrooms
  7. 7. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Why Flipped Classrooms Practise Practise Practise
  8. 8. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Teaching TEnTs at London Met Module TR5051 – Electronic Tools for Translation (UG) Core | Level 5 | 15 weeks (15 credits) | ASSESSMENT: Practical exams (TEnTs + MTPE) Module TR7042 – Translation Tools and the Translator (PG) Core | 12 weeks (20 credits) | blended learning | ASSESSMENT: Practical exam (TEnTs)
  9. 9. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 TEnTs Used
  10. 10. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Developing translator competence (Kiraly in Hubscher- Davidson & Borodo, 2012:71)  translators are often faced with a steep learning curve (García, 2006:98) Transferability of skills  on both modules, students also learn cloud-based tools Teaching Translation Environment Tools (TEnTs)
  11. 11. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 • Preparation time • Plethora of training materials online, no need for ad hoc recordings Teaching TEnTs - Why flipped classrooms Lecturer shares practical experience (see also rather forums, blogs, etc.) which is hard to find in institutional/corporate handouts • Incentivisation (intrinsic/extrinsic): extra marks/work placement
  12. 12. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Examples of activities (I)
  13. 13. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Examples of activities (II)
  14. 14. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Advantages of Flipping Translation Technology Classrooms FOR STUDENTS • Empowering of students • Accountability of learning • Own learning pace FOR LECTURERS • On-the-fly adaptation: pace, content • Higher satisfaction rates
  15. 15. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 Final Remarks… • Students coming unprepared  flipped FLOP • Difficult technical jargon (metalanguage) • Devaluation of lecturers  Practitioners vs Lecturers • Practical support (educational materials already available online) © David Ortega
  16. 16. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 p.toto@londonmet.ac.uk www.tradutoto.com @tradutoto Piero Toto PhD MCIL T h a n k y o u !
  17. 17. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016
  18. 18. londonmet.ac.uk ©PieroTotoPhDMCIL-16thPortsmouthTranslationConference,5November2016 References • García, I. (2006) Translation memories: A blessing or a curse?. In: Pym, A., Perekrestenko, A. and Starink, B. (eds.), Translation Technology and Its Teaching. Tarragona: Universitat Rovira i Virgili, 97-105. • Hubscher-Davidson, S. and Borodo, M. (eds.) (2012) Global Trends in Translator and Interpreter Training: Mediation and Culture. London, New York: Continuum. • Kiraly, D. (2000): A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. Manchester: St Jerome. • Orlando, M. (2016) Training 21st century translators and interpreters • Pym, A. (2003) Redefining Translation Competence in an Electronic Age. In Defence of a Minimalist Approach. In Meta: Translator’s Journal, vol. 48, n˚4, pp. 481-497. Available at http://id.erudit.org/iderudit/008533ar [Accessed 30/04/2016] • Shimamoto, D. (2012) Implementing a Flipped Classroom: An Instructional Module. PowerPoint presented at the Technology, Colleges, and Community Worldwide Online Conference (Available at http://hdl.handle.net/10125/22527) • Tsai, Y. and Tsai, A. (2008), Flipped Translation Training: The Student Perception • Warren, D. & Pokorny. H., eds. (2016) Enhancing Teaching Practice in Higher Education (Sage, 2016)