Media and Learning Webinar

201511 June

Video in a multilingual MOOC context

Ruth Kerr

University of Naples Federico II (Italy)

Outline of presentation

Introduction and theory

Video in multilingual context ✔✔5 uses: Lecture; Demonstration; Report; Stimulate recall; Trigger

(Janne Lansitie)

Factors:

technology aesthetics pedagogy sustainability

Specifics for multilingual context

•Creation and post-production pointers

•Sustainability includes editing costs

•The translation editing continuum

•Language vs cultural translation

Conclusions

Introduction and theory

•Video in a multilingual context ✔✔

•5 uses: Lecture; Demonstration; Report; Stimulate

recall; Trigger (Janne Lansitie)

•technology aesthetics pedagogy

sustainability continuum

Factors

Pedagogy

CostTechnology

Aesthetics

• In order not to copy the traditional classroom mode

directly into a different context – online pedagogy,

we need to deploy technology and to deploy

technology, we will need money.

• The solution is the balance. Pedagogy should be

the negotiating partner between financial and

technological issues.

• Pedagogy should dictate the right amount of

cost/technology to be used.

• And its important not to forget that technology

should not be used to fill the gap of appropriate

pedagogy.

The Balance

Pedagogy vs Technology

Pedagogy vs Technology (cont.)

Specifics for multilingual context

• Creation and post-production pointers

• Sustainability includes editing costs

• The translation editing continuum

• Language vs cultural translation

• Conclusions

Specifics for multilingual context

• The total is the sum of the parts –

each component is important and

how they are combined in the

whole even more so ie editing

• Background colour – legible

subtitles

• Speaker

• Audio

• Sustainability – translation editing

as added cost

Post production techniques

Varying levels of on-screen

“teacher presence” with

images and text

Post production + subtitles

One clear finding is that drop-out/non-completion rates are substantially higher

than in more traditional education” (Clow 2013)

Translation editing continuum

Machine Error correction N.S. Style

Editing – classic challenges + errors

1. Transcription – names, complex/specialist terms

“heuristico” “patrimonio” “patròn relleno”

2. Translation – word order

Inizialmente vengono acquistati e recuperati due palazzi ottocenteschi in rovina

3. Punctuation

Editing – continued

4. Redundancy

5. Sentence length

Sentence and segment length

Cultural heritage

Quante volte ti è capitato di andare ad un teatro e di non potere vedere

le sale che magari ti hanno spinto a visitare questo teatro per carenza di

personale. Tante altre volte ci capita di dovere fare una lunghissima fila

ad un cinema o un museo perche la struttura non è attrezzato per farci

acquistare via web il biglietto

Social Pedagogy

Translating culture

Cultural heritage

Quante volte ti è capitato di andare ad un teatro e di non potere vedere

le sale che magari ti hanno spinto a visitare questo teatro per carenza

di personale. Tante altre volte ci capita di dovere fare una lunghissima

fila ad un cinema o un museo perche la struttura non è attrezzato per

farci acquistare via web il biglietto

Social Pedagogy

faccio l'esempio del lavoro che si fa attraverso un procedimento

complesso come quello della grounded theory, che in realtà organizza

una serie di dati, mettendoli in relazione tra loro e quindi focalizzandosi

sulle relazioni, relazioni che possono poi essere costruite in termini di

relazioni di relazioni tra costrutti interpretativi che noi utilizziamo per

esplorare questi dati per relazioni, che individuavamo tra i fenomeni

che abbiamo osservato

Final remarks

The Changing Value of Knowledge – Cristobal Cobo

It would appear that we can translate the container through

multilingual interface and signposting language

It would appear that, thanks to UPV and with a certain amount of

effort, we can translate the content of our MOOCs - even the

assignments and conversation forums

The question remains as to whether we can translate the context of

learning – whether learning and teaching styles are really

translatable and whether a pan-European audience is interested in

the cross-cultural, multi-disciplinary learning opportunities offered

by Automated translation systems

Thank you!