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Flipped Classrooms & Translation Environment ToolsA L ve Story
16th Portsmouth Translation Conference, 5 November 2016© Piero Toto PhD MCIL
londonmet.ac.uk
/londonmetuni
@LondonMetUni
londonmet.ac.uk
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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
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By Ronn - Own work, CC BY-SA 4.0,
https://commons.wikimedia.org/w/index.php?curid=4
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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 guidesstudents 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™
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Source: Knewton Infographics, 2011
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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
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Why Flipped Classrooms
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Why Flipped Classrooms
Practise
Practise
Pr
ac
tise
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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)
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TEnTs Used
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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)
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• 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
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Examples of activities (I)
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Examples of activities (II)
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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
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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
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www.tradutoto.com
@tradutoto
Piero Toto PhD MCIL
T
h
a
n
k
y
o
u
!
londonmet.ac.uk
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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)
