"What does this have to do with translation?"

Transcription

1 "What does this have to do with translation?" Online Teaching of Translation Technology: Analyzing Resistance 2004 Universitat Rovira i Virgili (Spain)

2 Translation & Technology Technology occupies a central part of the translator s life. Translation process (CAT tools) Communication with client ( , FTP, etc.) Communication with other professionals (lists) Billing (reduction per repetitions) Division of tasks (project managers, terminologists, translators, proofreaders). Translators need to have advanced computer skills in order to develop a successful career.

3 Translation & Teaching One of the aims of the University is to train future professionals. The University should also provide training on technology. So we can buy computers and software and teach our students how (and when) to use them.

4 Resistance There are two main points of resistance: Students Training institutions Origin: Sciences (Technology) Humanities (Translation)

5 Students Resistance Students have a humanistic profile, as opposed to a technological one. Professional translators need to have both a humanistic and a technological background. Two types of technology and resistance CAT tools (translation memories, online databases, etc.) ICT competence ( , FTP, web editing, spreadsheets, etc.)

6 Institutional Resistance Institutional resistance can be divided into the following categories: Difficulties to change study plans Difficulties to invest on technology.

7 Resistance in Study Plans Changing study plans is a long process. External entities are involved (Ministry of Education). If class time is allocated to technology, other topics are affected. Teaching staff is not always specialized on translation technology. Institutions need to hire specialists.

8 Resistance to Investment Computer lab (20 students) Computer (Hardware) 1000 Number of computers 21 Beamer 1500 Other gadgets (cables, etc.) 300 Subtotal Hardware Operating System 90 Office Pack 180 TM Tool 600 Other software 300 Number of computers 21 Subtotal Software TOTAL 47370

9 Online Teaching Teacher and students are in different rooms Lessons are in electronic format (web, video, etc.) They communicate through the computer ( , videoconference, shared files, etc.) There is a certain degree of asynchrony.

10 Solving Students Translation Technology: TMs speed up productivity Resistance Spellcheckers help identify problems Internet resources help produce better-informed translations (better translations, better translators.) ICT competence: translator skills and translation skills providing a semi-professional environment in class.

11 Solving Students Resistance Using computers in traditional translation practice classes softens the workload with computers softens resistance to technology places technology in the context of translation practices. Where strong resistance is expected (early BA stages), face-to-face sessions are best.

12 Proposals for Study Plans Technology may be integrated in courses not specifically devoted to it. Software developers provide free workshops (hiring professionals is not that urgent). Mixed aims (technological skills + traditional contents) soften the resistance to technology.

13 Investment on Technology Computer lab (20 students) Computer (Hardware) 1000 Number of computers 21 Beamer 1500 Other gadgets (cables, etc.) 300 Subtotal Hardware Operating System 90 Office Pack 180 TM Tool 600 Other software 300 Number of computers 21 Subtotal Software TOTAL Computer lab (20 students) Computer (Hardware) 1000 Number of computers (1 server) 12 Beamer 1500 Other gadgets (cables, etc.) 300 Subtotal Hardware Operating System 90 Office Pack 180 TM Tools 0 Other software 150 Number of computers 1 Subtotal Software 420 TOTAL 14220

14 Investment on Technology for an Online Course (or as much as one is ready to invest) 0 Web space (provided by the University) Discussion lists and file sharing (Yahoo! groups or free software.)

15 Online Training & Budgets The economic effort when designing an online course involves investing on technology less than in a F2F program with the same content investing more money on teachers to develop the course materials to give feedback to students.

16 Problems of Online Training Teaching people online has its own limitations Not everyone is a suitable online student People showing resistance to technology People without the right ICT competence. Heavier teaching workload Class preparation Individualized feedback No content limitations everything can be taught if the students have the adequate computer literacy.

17 Blended Environment It mixes face-to-face and online environments. Online technology is used in face-to-face sessions. it includes pre-class and/or follow-up activities.

18 Blended Environments II Regular contact sessions and online tasks. Intensive face-to-face meetings, with online pre-meeting tasks and an extended follow-up. Face-to-face session Online session

19 Blended Environments III Students with: resistance to technology low computer skills lack of autonomy and/or self-discipline.

20 Blended Environments IV Students with: low or no resistance to technology adequate computer skills a high degree of autonomy and/or selfdiscipline.

21 How & When BA (early stages) BA (late courses) MA Short courses for professionals Strong resistance Low or no resistance Low or no resistance No resistance Face-to-face Blended environment Blended environment Online

22 Technology & Bologna Teaching technology meets the Bologna recommendations: Academic aims shift from knowledge to knowledge + skills ECTS credits are based on student working hours, not on class contact hours, so blended environments are not conflictive.

23 Final Thoughts We should train our students on the use of technology. Including technology in our programs is feasible economically in terms of course contents. Teaching technology 100% online is a feasible, but limited solution.

24 Final Thoughts People with low computer skills should be recommended to take face-to-face courses, or blended courses with regular contact. Blended environments are flexible enough to adapt to most contents, types of students and educational systems.

25 Questions Intercultural Studies Group Universitat Rovira i Virgili Tarragona (Spain)