The use of technology for feedback and development Dr Christopher Stone, UCL David Wolfenden, NHS.
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Transcript of The use of technology for feedback and development Dr Christopher Stone, UCL David Wolfenden, NHS.
![Page 1: The use of technology for feedback and development Dr Christopher Stone, UCL David Wolfenden, NHS.](https://reader035.fdocuments.us/reader035/viewer/2022062620/551ae527550346f70d8b4830/html5/thumbnails/1.jpg)
The use of technology for feedback and development
Dr Christopher Stone, UCLDavid Wolfenden, NHS
![Page 2: The use of technology for feedback and development Dr Christopher Stone, UCL David Wolfenden, NHS.](https://reader035.fdocuments.us/reader035/viewer/2022062620/551ae527550346f70d8b4830/html5/thumbnails/2.jpg)
Out with the old …?
• Feedback - efficiency vs effectiveness
Price et al (2010: 285):
the relationship between student and assessor is at the heart of a successful feedback process.
• Text based feedback can now include track changes and comments
• Other digital formats allow for integrated feedback
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Training interpreters
Ko (2006: 68):
Interpreting is a dynamic communication process (e.g. Gentile et al. 1996; Hatim & Mason 1997; Wadensjö 1998; Roy 2000) that involves both verbal and visual interaction between the interpreter and the speaker(s) and requires a command of linguistic, paralinguistic and interpersonal communication skills on the part of the interpreter.
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Training interpreters
• Interpreter trainer intend students:
• To understand their choices within an interactive environment
• To reflect on their language use
• To reflect on their body language
• To reflect on interactional cues
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Self-directed learning
Ficchi (1999: 207):
while at school, their learning process is monitored and guided by teachers, at home, learners need feed-back resources.
•Digital resources can be used to provide feedback within multimedia environments to support self-directed learning and continuous professional development.
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Class work feedback
• Interpreter training involves a variety of teaching techniques:
• Lecturing
• Discussion
• Interpreting pre-recorded work
• Interpreting live role-plays
• Interpreting live monologues
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Giving Student feedbackiMovie editing
QuickTime™ and a decompressor
are needed to see this picture.
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Self-directed learning
• Interpreter trainers also want to develop autonomy
Ficchi (1999: 204-5)
the viewpoint of learners has to be given due consideration … who can, depending on his/her own needs and experiences, develop the system that best applies to his/her personality … learning from their mistakes, needs and experience, thus gaining increasing motivation and self-monitoring skills.
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Student annotationUsing iMovie and subtitle feature
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Student annotationUsing ELAN
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Professional development
• Interpreters in practice need differ types of feedback from interpreters in training
• Currently reflective practice is a norm within sign language interpreting
• Peer reflection is becoming more common
• Digital tools can be used in a variety of ways to develop in practice
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Professional development
• Currently professional development falls into several categories of action:
• Mentoring, Supervision
• Diagnostic Assessment/Review
• Peer support/supervision
• Training, webinars, etc.
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Professional development
• Digital technologies can allow for sharing of work and peer discussion akin to ‘case conferencing’, facilitating peer supervision and enabling engagement with actual practice by:
• Recording work
• Sharing work
• Analysing work and identifying areas for improvement
• Facilitating remote discussion
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Recording workFlipCam, Pocket DVCam etc.
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Sharing workUse of dropbox
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Remote mentoringPeer group mentoring - two sites
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Remote mentoringPeer group mentoring - two sites
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Remote mentoringPeer group mentoring - three sites
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Realistic use of technology
• Limitations of freeware
• Limitations of bandwidth
• Mentoring on technology vs mentoring on topic
• Screen sharing and file sharing - asynchronous and synchronous
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Feedback from participants
• Need for clear agenda
• Rules of communications
• Promptness (GMT vs EST)
• Chairing of sessions
• Cutting your losses - dropping the video
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References:
•Ficchi, V. (1999) Learning consecutive interpretation. Interpreting 4, 2, 199-218.
•Ko, L. (2006) Teaching interpreting by distance mode. Interpreting 8, 1, 76-96.
•Price, M., Handley, K., Millar, J., and O’Donovan, B. (2010) Feedback: all that effort, but what is the effect? Assessment & Evaluation in Higher Education 35, 3, 277-289.
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The use of technology for feedback and development
Dr Christopher Stone, UCLDavid Wolfenden, NHS