the use of technology for feedback and development dr christopher stone, ucl david wolfenden, nhs

The use of technology for feedback and development

Dr Christopher Stone, UCLDavid Wolfenden, NHS

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

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.

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

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.

Class work feedback

• Interpreter training involves a variety of teaching techniques:

• Lecturing

• Discussion

• Interpreting pre-recorded work

• Interpreting live role-plays

• Interpreting live monologues

Giving Student feedbackiMovie editing

QuickTime™ and a decompressor

are needed to see this picture.

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.

Student annotationUsing iMovie and subtitle feature

Student annotationUsing ELAN

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

Professional development

• Currently professional development falls into several categories of action:

• Mentoring, Supervision

• Diagnostic Assessment/Review

• Peer support/supervision

• Training, webinars, etc.

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

Recording workFlipCam, Pocket DVCam etc.

Sharing workUse of dropbox

Remote mentoringPeer group mentoring - two sites

Remote mentoringPeer group mentoring - two sites

Remote mentoringPeer group mentoring - three sites

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

Feedback from participants

• Need for clear agenda

• Rules of communications

• Promptness (GMT vs EST)

• Chairing of sessions

• Cutting your losses - dropping the video

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.

The use of technology for feedback and development

Dr Christopher Stone, UCLDavid Wolfenden, NHS