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The use of technology for feedback and development Dr Christopher Stone, UCL David Wolfenden, NHS.

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1 The use of technology for feedback and development Dr Christopher Stone, UCL David Wolfenden, NHS

2 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

3 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.

4 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

5 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.

6 Class work feedback Interpreter training involves a variety of teaching techniques: Lecturing Discussion Interpreting pre-recorded work Interpreting live role-plays Interpreting live monologues

7 Giving Student feedback iMovie editing

8 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.

9 Student annotation Using iMovie and subtitle feature

10 Student annotation Using ELAN

11 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

12 Professional development Currently professional development falls into several categories of action: Mentoring, Supervision Diagnostic Assessment/Review Peer support/supervision Training, webinars, etc.

13 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

14 Recording work FlipCam, Pocket DVCam etc.

15 Sharing work Use of dropbox

16 Remote mentoring Peer group mentoring - two sites

17 Remote mentoring Peer group mentoring - two sites

18 Remote mentoring Peer group mentoring - three sites

19 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

20 Feedback from participants Need for clear agenda Rules of communications Promptness (GMT vs EST) Chairing of sessions Cutting your losses - dropping the video

21 References: Ficchi, V. (1999) Learning consecutive interpretation. Interpreting 4, 2, Ko, L. (2006) Teaching interpreting by distance mode. Interpreting 8, 1, 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,

22 The use of technology for feedback and development Dr Christopher Stone, UCL David Wolfenden, NHS


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