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22–23 September 2016 Thessaloniki FROM INSTRUCTION TO COLLABORATION: TECHNOLOGY-ENHANCED INTERPRETER TRAINING Conference Programme www.orcit.eu

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Page 1: FROM INSTRUCTION TO COLLABORATIONorcit.eu/wp-content/uploads/2016/09/ORCIT-conference-16-programme1.pdfand professional interpreters Anne Wehrheim, Glossima-Wehrheim, Greece. 5 Friday

22–23 September 2016

Thessaloniki

FROM INSTRUCTION TO COLLABORATION:

TECHNOLOGY-ENHANCED INTERPRETER TRAINING

Conference Programme

www.orcit.eu

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ORGANISING COMMIT TEESvetlana Carsten, University of Leeds: ORCIT Project Leader,

Oct. 2010 - Sept. 2016Dragoș Ciobanu, University of Leeds: E-Learning ConsultancyDespina Lamprou, Aristotle University of Thessaloniki:

Project AdministratorNijolė Maskaliūnienė, University of Vilnius: ORCIT Project

Coordinator, Sept. 2012 - Oct. 2016, Project Coordinator for VilniusTamara Muroiwa, University of Leeds: Web Project Manager and

Project Technologist since October 2010Matthew Perret, University of Leeds: Project Pedagogy,

ORCIT Project Leader as of October 2016Anthi Wiedenmayer, Aristotle University of Thessaloniki:

Project Coordinator for Aristotle

SCIENTIFIC COMMIT TEEChair: Professor Nijolė Maskaliūnienė, University of Vilnius, LithuaniaProfessor Carmen Toledano Buendía, Universidad de La Laguna, Spain Sarah Bordes, ISIT, France Dr Svetlana Carsten, University of Leeds, UKProfessor Ivana Čeňková, Charles University, Czech Republic Dr Dragoș Ciobanu, University of Leeds, UKProfessor Vojko Gorjanc, University of Ljubljana, Slovenia Kerstin Kock, Heidelberg University, GermanyProfessor Jeremy Munday, University of Leeds, UKMatthew Perret, University of Leeds, UKAssist. Professor Anthi Wiedenmayer, Aristotle University

of Thessaloniki, Greece

ARISTOTLE UNIVERSITY OF THESSALONIKI Responsible members of hosting institution:Anthi Wiedenmayer is Assistant Professor at the Department for

German Language and Literature and coordinates the Master for Conference Interpreting at Aristotle University of Thessaloniki. She has been the Institution Coordinator for the ORCIT Project since 2011.

Despina Lamprou is currently working on her PhD thesis in Translation Didactics and is a member of the organising committee of the ORCIT Conference 2016.

Anastasios Ioannidis completed his PhD thesis on Interpreting Studies in Greece and is a member of the organising committee of the ORCIT Student Workshop 2016.

THE CONFERENCE IS SPONSORED BY DG SCIC (EUROPEAN COMMISSION)

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Thursday 22 September

9.30–12.30 International Student Workshop: Exploring the use of online resources in the classroom

12.30–13.00 Registration

13.00–13.30 Opening session

13.30–14.00 Transition from apprenticeship to profession: stakeholders’ contribution

Fernando Leitão, DG SCIC, European Commission

14.00–15.30 Technology-enhanced interpreter training: pedagogical value and applications

• Interpreter corpora and interpreter training Guy Aston, University of Bologna, Italy

• Using comparable corpora for interpreters’ terminology preparation (online presentation)

Xu Ran, China Foreign Affairs University, Beijing, China

• Adding diversity, interactivity, and flexibility to interpreter training through a 3-D virtual environment: ÇEV-VİR Project

Șeyda Eraslan, Dokuz Eylül University, Izmir, Turkey

15.30–16.00 C o f f e e B r e a k

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

16.00–16.45 Training conference interpreters online: vision or illusion?

Keynote speaker: Kilian Seeber, University of Geneva, Switzerland

16.45–18.15 Digital tools and community of practice

• An innovative platform for remote simultaneous interpretation, Catalava.com

Yannis Haratsis, Greece

• INTERPRETIME BANK: an online practice com-munity for professional interpreters

Lia Giralt Paradell & Aline Casanova Ochoa, InterpretimeBank, Spain

• A dictionary app: a practical tool for trainees and professional interpreters

Anne Wehrheim, Glossima-Wehrheim, Greece

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Friday 23 September

9.00–9.30 Technology-led developments and challenges for users

Alison Graves, DG INTE, European Parliament

9.30–11.00 OERs, blended learning, complementarity

• Using OERs to support the teaching of the fundamentals of conference interpreting (online presentation)

Michelle Hof, AIIC, Spain

• Blended learning and interpreter training: Ljubljana meets Astrakhan

Vojko Gorjanc, University of Ljubljana, Slovenia, & Olga Egorova, Astrakhan State University, Russian Federation

• Blended learning in interpreter training: learner autonomy and curriculum design

Marina Pappa, Ionian University, Greece

11.00–11.30 C o f f e e B r e a k

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

11.30–12.30 Pedagogy, design and product: the ORCIT project as an open educational resource

• The pedagogy of online interpreter training resources

Matthew Perret, University of Leeds, UK

• Building effective online resources in the age of MOOCs

Dragoș Ciobanu, University of Leeds, UK (online presentation)

• Creating multilingual versions of elearning content

Tamara Muroiwa, University of Leeds, UK

12.30–13.30 Autonomous learning, complementarity and enhanced learning experience

• Responding to the European refugee crisis: a Rapid Response Module for training humanitarian interpreters

Barbara Delahayes, Joshua Goldsmith, Emmanuela Sebastiani, University of Geneva, InZone, Switzerland

• Community interpreting training in Greece: an overview

Fotini Apostolou, Aristotle University of Thessaloniki, Greece

13.30–14.30 L u n c h B r e a k

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14.30–15.30 Session continues• Differences and similarities between telephone

and videoconference interpreting: foundations for training

María Magdalena Fernández Pérez & Carmen Toledano Buendía, Universidad de La Laguna, Spain

• Bringing radio interpreting to the classroom: an action research approach

Pedro Jesús Castillo Ortiz, Heriot-Watt University, UK

15.30–16.30 Community of practice• OERs and practice opportunities

in interpreter training Eleni Athanasatou & Eleni Oikonomou,

Glossologia Professional Linguistic Studies, Greece• The pedagogical value of interpreting practice groups Federica Mamini,

Conference interpreter, Belgium

16.30–17.00 C o f f e e B r e a k

17.00–17.30 Challenges: quality and impact• Challenges in assessing quality and

measuring impact of OERs Svetlana Carsten,

University of Leeds, UK, & Nijolė Maskaliūnienė, University of Vilnius, Lithuania

17.30–18.30 Open discussion & conclusions

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

Abstracts and speakers

Training conference interpreters online: vision or illusion?Keynote speaker: KILIAN SEEBER, Director of the FTI

Interpreting Department, University of Geneva, Switzerland

The education landscape has been profoundly affected by the technological advancements of the last decade: the advent of powerful yet intuitive consumer electronics coupled with affordable and almost ubiquitous connectivity has changed the way in which we communicate and interact, both socially and professionally. In the field of higher education MOOCs were hailed as the instructional paradigm of the future: a unique way to make learning more inclusive, accessible and affordable. Only a few years on, however, the initial hype appears to be all but gone. Only time will tell whether the concept of open online education was merely a temporary phenomenon, or whether it will re-gather enough momentum to rise from the ashes. For right now, one of the most fundamental questions remains: to which extent can the benefits of online education be harnessed in what has traditionally, perhaps inherently, been a field hallmarked by considerable investments in human resources and equipment? In my presentation I will attempt to critically assess some of the recent trends, highlighting not only the opportunities but also the challenges intrinsic to conference interpreter training, and exploring the boundaries between vision and illusion.

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Transition from apprenticeship to profession: stakeholders’ contributionFERNANDO LEITÃOHead of the e-learning sector, European Commission,

Directorate-General for Interpretation, Unit C-1 Multilingualism

and Interpreter Training Support

Current projects on technology-enhanced training at DG SCIC.

Interpreter corpora and interpreter trainingGUY ASTON, University of Bologna, Italy

One of the areas offered by modern technology which has as yet been little exploited in the training of interpreters is the use of electronic corpora of interpreting data. A growing number of such corpora now exist, such as EPIC (Bendazzoli & Sandrelli 2005) and EJSPC (Shimuzu et al 2014), but these have primarily been used to focus on translation equivalences between input and output with a view to analyzing the interpreting process and/or developing automatic speech translation systems. Little has been done to investigate the potential use of such corpora in interpreter training. Henriksen (2007) argues that professional simultaneous interpreters, like the Homeric poet(s) (Parry 1930), rely to a large extent upon extended phraseological units, or speech formulae (Wray 2005). In this paper I propose that the acquisition of such formulae, both in the source and the target language, constitutes an important requirement of training as a means of partly reducing the “effort” of simultaneous interpreters (Gile 1999),

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

and thereby of increasing their potential fluency. I will illustrate how corpora of interpreting data, such as those derivable from the videos of European Parliament proceedings, provide a means of identifying useful formulae which can be placed in the hands of trainees, both as reference tools and as a means to develop their sensitivity to such formulae (Aston 2015), using interrogation software such as Wordsmith Tools (Scott 2012). While few interpreting corpora align transcriptions with the original audio, it is also possible to use audio-aligned corpora of other data types (e.g. Hasebe 2015) to associate particular formulae with their prosodic patterns, thereby providing acoustic models for trainees to imitate. My paper will illustrate applications of these procedures in the interpreter training context and outline their potential for autonomous learning.

Using comparable corpora for interpreters’ terminology preparation XU RAN, China Foreign Affairs University,

Beijing, China

Simultaneous interpreting requires efficient use of highly domain-specific terminology in the working languages of an interpreter with limited time to prepare for new topics. This study demonstrates a corpus-based terminology preparation procedure integrating building small comparable corpora, using an automatic term extractor and a concordance tool. The study also investigates the effect of using the corpus tools in terminology preparation on the trainee interpreters’ terminological performances by looking at the quality of their simultaneous interpreting outputs. For this purpose, this study ran an experiment with 22 MA trainee interpreters using different preparation procedures and tools

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(traditional vs. corpus-based preparation procedure) to prepare for two simultaneous interpreting tasks (English and Chinese, both directions) on a specialised topic. The results showed that the test groups (using both the term extraction tool and the concordance tool during preparation) had better terminological performance during simultaneous interpreting. They correctly interpreted more terms, had higher terminological accuracy scores and made less term omissions. They also had higher holistic simultaneous interpreting scores than the control groups. This suggested that the corpus-based preparation procedure and the tools helped to improve the trainee interpreters’ performances on specialized topics, yet more empirical studies are needed to test and possibly improve the model before it can be integrated with other interpreter training approaches. This study also has useful implications for training future interpreters.

Adding diversity, interactivity, and flexibility to interpreter training through a 3-D virtual environment: ÇEV-VİR ProjectPresenter: ȘEYDA ERASLAN, Dokuz Eylül University, Izmir, Turkey

Contributors:MEHMET ȘAHIN, Izmir University of Economics

GAZIHAN ALANKUȘ, Izmir University of Economics

DAMLA KALEȘ, Istanbul University

ÖZGE ALTINTAȘ, Yildiz Technical University, Istanbul

YASIN SINAN KAYACAN, Izmir University of Economics

YIĞIT CAN PARILTI, Izmir University of Economics

MERT KUNAN, Izmir University of Economics

Integration of information and communication technologies in interpreter training has become of key importance in the recent

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

decades, as widely recognized in the literature on practice and teaching of interpreting. Taking into account the diversity of real-life interpreting contexts and situations, both in conference and public service settings, university interpreter training should ideally aim at preparing novice interpreters for as many different situations as possible, and equip them with the skills required. However, this task is hampered by the lack of authentic material in different subject fields, and language combinations, as well as lack of classroom and/or laboratory practice time. Thus, innovative pedagogic approaches supporting self-directed technology-enhanced study and practice are potential solutions for both interpreter trainers and trainees.Considering the scarcity of resources in interpreting, especially in Turkish, we have created a virtual learning environment. This contains a built-in corpora of dialogues, speeches, and presentations at various levels of difficulty in different fields for the practice of simultaneous and consecutive interpreting. As part of a two-year scientific research project funded by TÜBİTAK, the Scientific and Technological Research Council of Turkey (Grant No: 114K718), we are in the process of constructing a user-friendly virtual environment that will facilitate interpreter training. This allows novice interpreters to practice scenarios prepared for different modes of interpreting in a highly customized virtual world - Second Life (SL). The focus of the presentation will be the potential advantages and disadvantages of teaching interpreting in a virtual world. The rationale for and the pedagogical value of using SL in interpreter training will serve as a departure point in this paper. The discussion will provide insights into the ways in which this learning environment can complement face-to-face learning, and examine approaches to integrating it into curriculum design. There will also be discussion of challenges likely to arise during the implementation, based on the first-hand experience acquired in this project.

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An innovative platform for remote simultaneous interpretation, Catalava.comYANNIS HARATSIS, Greece

Until 2015, video-conference platforms did not allow sound channels control: consequently, only consecutive interpretation was possible on them, not simultaneous. A team of conference interpreters, developers and other professionals worked hard in Greece, at the deepest of the economic crisis, in order to present Catalava.com, a video-conference platform allowing for professional simultaneous interpretation: the specialized variations of the operating screens offer solutions for a one-to-one meeting, a one-to-many conference, a multilateral/multilingual meeting, or a webinar with image and simultaneous interpretation. Those solutions, covered by intellectual property regulations, are presented on www.catalava.com. They are thoroughly tested, fully operational, and when access is granted, it is subject only to the existence of a recent model laptop or a mobile device, equipped with the latest version of the internet browser used and a sound internet connection. Why use Catalava.com for training purposes?

• Traineesortrainersmightoftenexperiencemobilitylimitations, due to physical handicaps in some cases, or family/social reasons (e.g. maternity): remote interpretation might be the solution.

• Findingadecentnumberofnativespeakersinthelesswidespread idioms in an environment proper for training purposes is difficult and expensive. Well organized interpretation schools must cope with this problem, which is even more burdensome for individual professionals trying to expand/optimize their linguistic combinations.

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

• Theplatformofferstotrainersthepossibilitytoswitchchannels during an exercise and listen to the speaker or the interpreter whenever they choose to do so, in order to offer useful comments to the trainee.

Remote interpretation is not a tool that will change everything in conference interpretation or training: it is a tool that will allow us to open new markets, to make our profession more inclusive and to facilitate certain training modules.

INTERPRETIME BANK: an online practice commu-nity for professional interpretersLIA GIRALT PARADELL & ALINE CASANOVA OCHOA,

InterpretimeBank, Spain

This paper is aimed at presenting a new life-long learning tool for interpreters: InterpretimeBank. InterpretimeBank is an online community for professional interpreters and interpreting students, who want to improve their skills, add new active or passive languages or keep up with the interpreting techniques during the less busy periods. The aim of the community is to create a network of professional interpreters working worldwide, foster knowledge exchange and interconnect different interpreting disciplines. It was created by a group of professional interpreters and former classmates, who noticed that it was difficult to practice and get feedback from other qualified interpreters due to the unaffordability of some workshops, the lack of practice groups in their city or town or the lack of time. They came up with the idea of creating an online community in which all the members could exchange and benefit from the knowledge of other interpreters and which could work as a life long learning tool.

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The community works as an online time bank, where time is the currency. It is based on mutual support and all the members who volunteer listening to others’ interpretations and giving feedback to them can gain time credit that they can spend in having other members of the community listen to them and giving feedback to them.

A dictionary app: a practical tool for trainees and professional interpretersANNE WEHRHEIM, Glossima-Wehrheim, Greece

One of the major demands made on interpreters is to keep ‘ahead of the game’, that is, to be sufficiently organised and prepared for whatever might arise during one’s time in the booth. Clearly, to have what you need at your fingertips is paramount. This presentation will outline the benefits of an app. developed with organisation and structure in mind. The app. should enable the trainee or professional to train the memory in an effective way.Beyond the conventional role of a dictionary, i.e. rendering terms in the four languages available (English, French, German and Greek), this app. has the crucial advantage of providing plans, drawings, symbols, formulas, charts and diagrams. A trainee or fully-fledged interpreter relies to some extent on his/her memory, and, as cognitive science has shown, it is often visual images which trigger one’s verbal memory. Indeed, in a profession where speed of delivery is vital, an interpreter will find specific visual representation especially helpful in that it not only permits immediate association with the word that accompanies it, but also effectively ‘trains’ the memory, allowing it to develop image-word connections in a more systematic

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

way, thus consolidating memory function. Thus the app. will be shown to perform a training role at the same time as being highly practical.

Technology-led developments and challenges for usersALISON GRAVESHead of Unit, European Parliament, Directorate-General for

Interpretation and Conferences, Directorate for Organisation

and Planning, Support to Multilingualism Unit

DG INTE in the European Parliament has embarked on an ambitious pilot training project to test a blended learning approach to the further training of its staff interpreters. We are not using technology to enhance interpreting skills as such in this project but rather harnessing online resources to give our staff a deeper understanding and grounding in the complex, rapidly changing technical subject matter they increasingly have to deal with in meetings. Our aim is to create economic specialists in a population which is proudly generalist using a combination of face to face, online and peer to peer learning sessions.  The presentation will discuss some of the challenges we are facing, how successful we are in overcoming them and look at the lessons we are learning about motivation, assessing quality of learning materials and overcoming resistance. In discussing these issues with other key stakeholders we hope to get more inspiration about how to measure the impact this learning is having on the quality of interpreting output and add the employer perspective to the debate on the effectiveness of new technologies for learning and the possibilities they open up.

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Using OERs to support the teaching of the fundamentals of conference interpretingMICHELLE HOF, AIIC, Spain

An increasing number of open-access educational resources (OERs) are being made available online for use by conference interpreter trainers. These resources can be used in many different ways to support learning: as a supplement to “traditional” face-to-face classes, as a tool for self-directed learning and practice, or as components of training programs that use blended or 100% online formats, to name a few. This presentation will show how OERs such as ORCIT are currently being used to train interpreters, using the example of an online course teaching basic conference interpreting skills. The course “Fundamentals of Conference Interpreting” is a full-year (24-week) entry-level course that forms part of the curriculum of the Master of Conference Interpreting (Glendon College, Toronto), the first year of which is taught 100% online to a student body spread around the world. Fundamentals of Conference Interpreting makes use of ORCIT’s interactive modules—as well as other OERs such as SCICtrain, videos, blogs, etc.—to support the students’ acquisition of basic conference interpreting skills.During the presentation, we will learn about this course’s objectives and structure and see how OERs are incorporated into the weekly coursework and activities. We will discuss the benefits of using OERs in this particular context, looking, for example, at how the use of OERs can help “flip” the online classroom. The presentation will also include considerations of how different OERs might be appropriate for use at different skill levels and contexts, and look at possible ways to optimise the current online resource offering.

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

Blended learning and interpreter training: Ljubljana meets AstrakhanVOJKO GORJANC, University of Ljubljana, Slovenia, &

OLGA EGOROVA, Astrakhan State University,

Russian Federation

Technology has changed the interpreting profession as well as interpreter training. In higher education, modern study programmes have begun to incorporate blended learning, a combination of face-to-face teaching and computer-mediated activities, the use of the world wide web, interactive boards, virtual learning environments, blogs, wikis, etc.Blended learning in interpreter training is used mainly to facilitate pedagogical assistance, to provide easier access to resources, and of course for students to become familiar with the technology that they will likely use in the course of their career. However, in some regions, for instance Astrakhan, it is also used for overcoming geographical distances. This enables students to take exams, to enroll on courses and access resources, as well as to practice together with students from other schools, etc. We present the results of a short survey among former and current MA students of interpreting at the University of Ljubljana and Astrakhan State University on the role of blended learning in interpreter training programmes, and students’ attitudes towards different blended learning activities, from the use of the internet, language resources, the use of podcasts, video and audio materials, the use of social media, to participation in videoconferences and mock conferences. The results of a brief survey among teachers at both universities will be used to expose

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how trainers’ attitudes towards the use of technology directly influence the attitudes of students. We conclude the presentation with a discussion of the different levels of preparedness for blended learning in each institution and attitudes towards the use of technology in interpreter training.

Blended learning in interpreter training: learner autonomy and curriculum designMARINA PAPPA, Ionian University, Greece

The talk aims at presenting the observations of blended learning techniques in interpreter training. These techniques are seen as a possibility to complement the usual classroom training methodology by showing the learners one more method for improving their personal interpreting skills and thus help them “learn to learn”. My experience shows that online resources may be extremely effective for the purposes of blended learning while the students find them helpful when they are preparing to work at communicative events. Today the demands of the market and pressures at universities require modification of the existing programmes by giving students greater control over their learning and interpreting studies are not an exception. I am going to show that introduction of blended learning in interpreting studies and designing a specific group- or individual-work programme is a way forward in promoting a learner-centred approach.

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

The pedagogy of online interpreter training resourcesMATTHEW PERRET, University of Leeds, UK

One of the keys to the success of interpreter training is the sequential nature of the pedagogical structure. “Learning to walk before you can run” is at the heart of SCIC’s approach to interpreter training (from the “stage”, through to modern-day Pedagogical Assistance missions). An example would be the isolation of listening and analysis skills in performing “Consecutive without notes” exercises before the introduction of note-taking.This creates a paradox for open-access online resources which can be used selectively (and theoretically, in any order) by trainers and students. They can be an invaluable complement to face-to-face training, by offering international best practice in each specific area, but open access can also present certain dangers.The Orcit bookshelf, and the modules themselves, include clear sequential structures and guidance as to what to attempt when, as well as advice on how to adapt source speeches (either by trainers or students) to suit particular pedagogical objectives at different stages on the course.Nonetheless, beginner trainees will, by definition, require flesh-and-blood trainers’ guidance on how to get the most out of different online resources, and especially, how to avoid counter-productive practice such as attempting demoralisingly challenging tasks too soon, cultivating complacency by failing to introduce new skills at the right time, or even reinforcing bad habits, by failing to get targeted feedback on one’s work.

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Building effective online resources in the age of MOOCsDRAGOS CIOBANU, University of Leeds, UK

Online learning appears to have found the recipe for success: as soon as the topic is brought up, most listeners instantly think of Stanford, MIT, Open Educational Resources (OERs) and the Massive Open Online Course (MOOC) revolution. Universities and training institutions worldwide have been joining the OER and MOOC movements, publishing content and, more and more commonly in recent years, also looking for ways to monetise their effort, either through charging for course completion certificates or seeking to recruit paying students for their traditional, face-to-face degree programmes. At the end of 2015 the three biggest MOOC providers - Udacity, Coursera and edX - were reported to have over 30 million subscribers between them, a group which represents 50% more than the total number of students enrolled in tertiary education throughout the EU and which has a very attractive purchasing power.Given this setting, why would a project such as ORCIT decide not follow the standard recipe which emphasises content production speed and scalability above all other criteria? What is it that ORCIT does which almost none of the other educational content providers do in their common goal to reach and train effectively a multilingual, multicultural audience? What are the unique features of the ORCIT e-learning design and implementation workflow and why were they chosen? More generally, what does Quality mean in an e-learning context and how can it be measured? 

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

With examples from the ORCIT project, as well as the wider e-learning industry, this presentation will seek to dispel several myths surrounding online content design, production, delivery and use in a multilingual, multicultural context.

Responding to the European refugee crisis: a Rapid Response Module for training humanitarian interpretersBARBARA DELAHAYES, JOSHUA GOLDSMITH, EMMANUELA SEBASTIANI, University of Geneva,

InZone, Switzerland

In 2015, over one million refugees arrived in Europe by sea alone (Clayton & Holland 2015); more than 1.3 million people applied for asylum that year (Eurostat 2015). Many of these refugees do not speak the languages of their host countries, and there is a critical shortage of trained interpreters working in refugee contexts (Statewatch 2016).To address this need, the University of Geneva’s InZone centre has developed a Rapid Response Module (RRM) for Humanitarian Interpreters. Leveraging the potential of elearning technology, this selfstudy module provides an orientation for interpreters working in disaster zones and other humanitarian contexts. As learners work through a series of realistic interpreting assignments, they discover basic interpreting concepts, methods and tools, cultural and ethical challenges, interpreting-specific psychosocial stressors, potential health issues, and selfcare strategies.InZone piloted this course with about 30 humanitarian interpreters working with Arabic, Pashto, Dari and Farsi in Greece. Our aim was to train a first cohort of interpreters and

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assess course strengths and weaknesses with a view to scaling up the module and making it more widely available in contexts of forced migration.In this paper, we present the RRM as an example of how such short elearning modules may successfully be designed and developed and how learning technologies, networks, and distribution channels can be leveraged to reach audiences quickly with missioncritical concepts and information. By offering datadriven reflections on the RRM, we demonstrate how research can help to develop technology-enhanced training, providing for scale and addressing the urgent humanitarian crisis that has arrived on Europe’s shores.

Community interpreting training in Greece: an overviewFOTINI APOSTOLOU, Aristotle University,

Thessaloniki, Greece

In recent years, Greece has been receiving very large flows of illicit migrants, mainly from countries of Asia and the Middle East, with an unprecedented peak in 2015. This reality has created a number of obligations for the state, such as providing community interpreting services in different settings (healthcare, courts, police, asylum etc.). However, these services have been of very low quality and one of the main reasons is the absence of organized, consistent training programmes for community interpreting. They are fragmented and very poorly organized, mainly due to a lack of trained and adequately qualified staff and almost non-existent research in the country. This presentation will attempt to explore the potential offered by free video material available online in the teaching of

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

community interpreting, given that video material can be a significant resource in training. In particular, a number of videos available on youtube in the fields of court interpreting, medical interpreting, interpreting in asylum interviews, prepared by state bodies or NGOs, will be discussed as potential material for training.

Differences and similarities between telephone and videoconference interpreting: foundations for trainingMARÍA MAGDALENA FERNÁNDEZ PÉREZ

& CARMEN TOLEDANO BUENDÍA,

Universidad de La Laguna, Spain

Remote interpreting (RI) is a technology-mediated type of interpreting commonly used in public services where some or all of the participants (the interpreter and at least two users) are in different locations and communicate to each other mainly through a telephone (telephone interpreting, TI) or a videoconference system (videoconference interpreting, VCI). Due to its cost-effectiveness, RI is increasingly used in different public settings such as courts, police stations, hospitals, schools, to name but a few. Training in both TI and VCI needs to take into account the specificities of technology-mediated interpreting. TI’s main feature is the absence of visual information, which hinders the interpreter’s work to the extent that it needs to be counterbalanced by developing and applying a set of specific skills and readapting on-site bilateral interpreting skills. The same can be said of VCI, which does provide the interpreter with visual access to the encounter,

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although it usually lacks peripheral vision, therefore not offering a comprehensive view of the participants in conversation nor of the location where communication takes place. Under these circumstances, both types of remote interpreters often end up relying on verbal or auditory cues to understand the meaning of utterances, contextualize the encounter, and manage conversation, namely turn-taking. In this study we will analyze these common features between TI and VCI, such as the aforementioned limited visual information or the need for interpreters to manage technology effectively. These features could form the foundation for a common training for telephone and videoconference interpreters, which would offer trainees a deep insight of remote interpreting and the specific skills and strategies that are required to tackle the effects of the interpreter’s absence from the setting where communication takes place.

Bringing radio interpreting to the classroom: an action research approachPEDRO JESÚS CASTILLO ORTIZ,

Heriot-Watt University, UK

The aim of this paper is to show how live radio interpreting broadcasts can be used for interpreting training purposes with the enhancement of new technologies, i.e., audio editing tools. Media interpreting is a growing field within interpreting research (e.g. Castillo 2015b, Falbo 2011) and the profession (e.g. AIIC 2012). Yet, in spite of the growing number of interpreter-mediated broadcasts that are available on TV, radio and online, their potential for training purposes is still

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

underdeveloped or at least undocumented in the literature. In my presentation I will particularly explore dialogue interpreting in radio settings. In my previous research (Castillo 2015a) I concluded that radio interviews can bridge a common gap in the training of dialogue interpreting: the challenge to provide interpreting students with original dialogues, as well as creating authentic settings for this modality.Building on previous work in interpreter training action research (de Manuel Jerez 2003, Sandrelli and de Manuel Jerez 2007), the project I am presenting offers a practical application in dialogue interpreting classes using edited interpreter-mediated radio interviews from Spanish public radio. The editing for training purposes consists of removing the interpreter’s utterances from the dialogue and leaving those blank spaces for students to interpret. The radio studio conditions are replicated in the classroom by showing images of the setting where the interviews take place. Technologies as diverse as traditional media (radio), web-based media platforms (podcasting) and audio software interact to enhance the students’ learning experience. Examples of actual exercises in different stages of interpreter training (undergraduate, MSc, media interpreting workshops for practitioners) which I have conducted in the last 5 years will be given in the presentation. Finally, directions for further research, including students’ perceptions and assessment of the exercises, grading the difficulty of interviews for different stages in the training curriculum, and interdisciplinary work with broadcasters in order to meet their interpreting needs, will be given.

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OERs and practice opportunities in interpreter trainingELENI ATHANASATOU & ELENI OIKONOMOU,

Glossologia Professional Linguistic Studies, Greece

Online resources offer interpreting trainees an opportunity to practise with real-life challenges since internships are not facilitated due to the nature of the job.Interpreting graduates need to be ready to work side by side with professionals and cannot start from a less demanding post and work their way up. The only opportunity they might have for on-the-job training is shadowing. Thus, their training needs to be as inclusive as possible and real-life challenges are an essential part of the curriculum. Online and open educational resources can boost this approach. Interpreting requires a set of skills and knowledge of tools which are to be developed by students individually, so ICT tools can support them in their effort to optimize and eventually master those. However, although the use of online educational resources offers interpreter trainees the opportunity to practise their skills and learn about new ones, it is usually unidirectional and does not provide the necessary feedback on the various aspects of interpreting. The nature of MOOCs does not allow trainers to provide specialized and individualized feedback due to time limitations, so any online course aiming at interpreting trainees would have to address a limited number of participants. Interpreting trainers can use ICT to add variety in the classroom, since interpreting classes sometimes have few students and diversity is essential for them to digest the theoretical background and empirical professional practices. Another significant aspect of ICT tools is that of collaboration; there are various websites and YouTube channels

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that offer students the opportunity to practise and contribute with speeches. But it is not only trainees that can benefit from this. Trainers can also use online educational resources to enhance their teaching and keep track of changes and developments in their field.

The pedagogical value of interpreting practice groupsFEDERICA MAMINI, Conference interpreter, Belgium

Interpreting students are often told that, after completing university training, their skills will inevitably deteriorate unless they keep practising. Indeed, to achieve a truly expert level of performance and assure quality, which is a key success factor in a competitive world, self-directed practice and peer feedback are paramount. An interpreting practice group is a blended learning tool aimed at honing both simultaneous and consecutive techniques through group practice and mutual feedback. Its aim is to make use of open-access and peer resources to counter the decline in technical skills that can occur post-graduation, while also reinforcing professionally useful soft skills such as confidence and peer interaction.Interpreting practice groups consist of regular training sessions where members have the opportunity to practise both interpreting techniques, give each other feedback and deliver speeches in their mother tongue. It relies on the commitment and active participation of the interpreters who play a key role by shaping each session to meet their needs: e.g. working on a specific topic or interpreting mode, practising retour. Moreover, preparing and delivering speeches improves interpreters’ self-confidence and hones other communication skills that represent

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an added value especially for those working as freelancers. Frequent interpreting practice allows members to strengthen their language combination and/or add a new language, and provides measurable progress in their skills base which generates a strong sense of contentment and motivation. In order to reproduce a real-life setting, groups frequently use various open-access resources such as speech repositories, online videos and speeches prepared by senior interpreters who are often invited as guest speakers. The training sessions are recorded in order to support the interpreting community by sharing interactive materials. The interpreting practice group based in Brussels, IBPG, has developed a website, a YouTube profile with over 40,000 views, and a Facebook page to share useful information relevant to the interpreting profession. Last but not least, group practice is an excellent forum for social interaction: while the learning curve is still steep, mutual support and the sharing of best practises can help novice interpreters overcome challenges ranging from interpreting performance to booth etiquette and professional standards. Furthermore, informal moments foster the building of trust and confidence - necessary for the smooth running of the group - as well as promoting collegiality among colleagues.

Challenges in assessing quality and measuring impact of OERsSVETLANA CARSTEN, University of Leeds, UK,

& NIJOLĖ MASKALIŪNIENĖ, University of Vilnius, Lithuania

Measuring the quality of ICT tools and their impact on learning outcomes is not an easy task. Carol Chapelle, the leading authority on the evaluation of CALL tools, states:

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From Instruction to Collaboration: Technology Enhanced Interpreter Training

‘Evaluation of innovation is perhaps the most significant challenge teachers and curriculum developers face when attempting to introduce innovation into language education.’ (Chapelle, 2007) This proposition is eminently applicable to innovative tools in interpreter training. There is a considerable array of online resources, authoring tools, VLEs and blogs offering trainers and students best practice or ‘know-how’ in terms of aids for a teacher or guidance for a student. And yet how to choose what is best is a challenge in itself. The need for evaluation of the available tools is apparent but ‘what to evaluate,’ ‘how to evaluate,’ and ‘for whom’ remains to be answered. To take the example of ORCIT, an interpreter training open access resources, we may consider it necessary to evaluate the pedagogical subject matter, localised resources or the effectiveness of the instructional design. But what about the effectiveness and the impact of the resources as measured by learning outcomes? How do we construct an experimental design where the test group needs to have limited access, or even none, to open resources? Choosing the right methodology or managing influencing factors should have a considerable impact on the results of the evaluation. But how do we insure that our choice is sound?All of the challenges listed above will be addressed in this paper. The expectation is that the forum discussion might lead to some answers and propose the best way to determine an appropriate methodology or methodologies to address the challenge of evaluating innovative tools.

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