Up in the cloud: reflections on teaching translation technology using a cloud-based platform

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Up in the cloud: reflections on teaching translation technology using a cloud-based platform. / Flanagan, Marian.

2016. Abstract from Inspirations for Translation Pedagogy: 1st CTER Congress, Krakow, Poland.

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

Harvard

Flanagan, M 2016, 'Up in the cloud: reflections on teaching translation technology using a cloud-based platform' Inspirations for Translation Pedagogy: 1st CTER Congress, Krakow, Poland, 14/03/2016 - 16/03/2016, .

APA

Flanagan, M. (2016). Up in the cloud: reflections on teaching translation technology using a cloud-based platform. Abstract from Inspirations for Translation Pedagogy: 1st CTER Congress, Krakow, Poland.

CBE

Flanagan M. 2016. Up in the cloud: reflections on teaching translation technology using a cloud-based platform. Abstract from Inspirations for Translation Pedagogy: 1st CTER Congress, Krakow, Poland.

MLA

Vancouver

Flanagan M. Up in the cloud: reflections on teaching translation technology using a cloud-based platform. 2016. Abstract from Inspirations for Translation Pedagogy: 1st CTER Congress, Krakow, Poland.

Author

Flanagan, Marian. / Up in the cloud: reflections on teaching translation technology using a cloud-based platform. Abstract from Inspirations for Translation Pedagogy: 1st CTER Congress, Krakow, Poland.

Bibtex

@conference{5eccd807923245fe828157db198d2b74,
title = "Up in the cloud: reflections on teaching translation technology using a cloud-based platform",
abstract = "Translation Technology (TT) is an integral part of translator training courses. Gaining an understanding of and experience with using TT tools means that students will graduate with the skills they require for the real world. While there are several sources that report on their experiences with teaching translation technology in the classroom (e.g. Doherty et al. 2012, Kenny and Way 2001, O’Brien and Kenny 2001,2006), several unanswered questions still remain. Up until recently, the translation software often restricted the teaching approach. This paper reports on a new approach I took to teaching TT in the classroom. The approach was inspired by Pym (2006) and Doherty and Moorkens (2013), and it takes advantage of using cloud-based software. The aim was to evaluate the students’ experience in the TT workshops. Moreover, I wanted to investigate particular aspects of teaching that were closely linked to cloud-based vs. traditional translation software. These included classroom layout, assigned tasks, and individual vs. group work tasks. To achieve these aims, data were collected from two groups of students: group 1 (autumn 2013) and group 2 (spring 2015). For both groups, I collected data via online questionnaires: pre-workshop (43 responses) and post-workshop (30 responses). The questionnaires consisted mainly of closed questions but both provided the students with the opportunity to discuss their expectations (pre-workshop) and reflections (post-workshop). Following an examination of the data from group 1, the topic of assigned tasks was identified as an area that could be improved upon. This change was then implemented for group 2. The findings from both groups can be used to improve the teaching approach and consequently, the students’ experience with using TT tools.",
author = "Marian Flanagan",
year = "2016",
language = "English",
note = "Inspirations for Translation Pedagogy: 1st CTER Congress ; Conference date: 14-03-2016 Through 16-03-2016",
url = "http://cter.edu.pl/936-2/",

}

RIS

TY - ABST

T1 - Up in the cloud: reflections on teaching translation technology using a cloud-based platform

AU - Flanagan, Marian

PY - 2016

Y1 - 2016

N2 - Translation Technology (TT) is an integral part of translator training courses. Gaining an understanding of and experience with using TT tools means that students will graduate with the skills they require for the real world. While there are several sources that report on their experiences with teaching translation technology in the classroom (e.g. Doherty et al. 2012, Kenny and Way 2001, O’Brien and Kenny 2001,2006), several unanswered questions still remain. Up until recently, the translation software often restricted the teaching approach. This paper reports on a new approach I took to teaching TT in the classroom. The approach was inspired by Pym (2006) and Doherty and Moorkens (2013), and it takes advantage of using cloud-based software. The aim was to evaluate the students’ experience in the TT workshops. Moreover, I wanted to investigate particular aspects of teaching that were closely linked to cloud-based vs. traditional translation software. These included classroom layout, assigned tasks, and individual vs. group work tasks. To achieve these aims, data were collected from two groups of students: group 1 (autumn 2013) and group 2 (spring 2015). For both groups, I collected data via online questionnaires: pre-workshop (43 responses) and post-workshop (30 responses). The questionnaires consisted mainly of closed questions but both provided the students with the opportunity to discuss their expectations (pre-workshop) and reflections (post-workshop). Following an examination of the data from group 1, the topic of assigned tasks was identified as an area that could be improved upon. This change was then implemented for group 2. The findings from both groups can be used to improve the teaching approach and consequently, the students’ experience with using TT tools.

AB - Translation Technology (TT) is an integral part of translator training courses. Gaining an understanding of and experience with using TT tools means that students will graduate with the skills they require for the real world. While there are several sources that report on their experiences with teaching translation technology in the classroom (e.g. Doherty et al. 2012, Kenny and Way 2001, O’Brien and Kenny 2001,2006), several unanswered questions still remain. Up until recently, the translation software often restricted the teaching approach. This paper reports on a new approach I took to teaching TT in the classroom. The approach was inspired by Pym (2006) and Doherty and Moorkens (2013), and it takes advantage of using cloud-based software. The aim was to evaluate the students’ experience in the TT workshops. Moreover, I wanted to investigate particular aspects of teaching that were closely linked to cloud-based vs. traditional translation software. These included classroom layout, assigned tasks, and individual vs. group work tasks. To achieve these aims, data were collected from two groups of students: group 1 (autumn 2013) and group 2 (spring 2015). For both groups, I collected data via online questionnaires: pre-workshop (43 responses) and post-workshop (30 responses). The questionnaires consisted mainly of closed questions but both provided the students with the opportunity to discuss their expectations (pre-workshop) and reflections (post-workshop). Following an examination of the data from group 1, the topic of assigned tasks was identified as an area that could be improved upon. This change was then implemented for group 2. The findings from both groups can be used to improve the teaching approach and consequently, the students’ experience with using TT tools.

M3 - Conference abstract for conference

ER -