Building an online library for interpretation training: explorations into an effective blended-learning mode

Abstract

This paper reports on a blended-learning project that aims to develop a web-based library of interpreting practice resources built on the course management system Blackboard for Hong Kong interpretation students to practise outside the classroom. It also evaluates the library's effectiveness for learning, based on a case study that uses it to assist in-class instruction of a first-year undergraduate interpretation course. Future improvements and modification of the library design and contents, and the implications of this case study for course design in blended learning and computer assisted interpreter training are also discussed.

Review of Studies on Technology-Enhanced Language Learning and Teaching

“…A book which is composed in or converted to digital format for display on a computer screen or handheld device is an e-book. There is a difference between an e-book and a digital library; scholars [108,109] consider a book in digital format for reading as an e-book, whereas a digital library is a collection of documents in digital format (i.e., not only books but also newspapers, magazines, papers, images, sound files, and videos) for reading, listening to and watching [110].…”

Creation of an Online Library Instruction Course for Faculty

“…By blending sessions, "it is possible to offer relatively comprehensive information literacy instruction in the course of a single classroom seminar if the seminar is supplemented by online materials" (Peter, Leichner, Mayer, andKrampen 2017, 1127). Chan (2014) also found the blend between online and F2F learning led to student success. In addition, blended learning provides librarians with an "opportunity to develop their roles as educators, building skills in areas such as educational design, development, and innovation" (Schulte, Tiffen, Edwards, Abbott and Luca 2018, 686).…”

Distance learning as an effective tool for medical interpreting training in Turkey

“…The most common Open Learning 117 telecommunication technologies used in interpreter training are teleconferencing by telephone, videoconferencing through local area networks and videoconferencing through the internet (Ko, 2006, p. 67). As for BL in interpreter training, threedimensional virtual worlds such as second life (Ritsos, Gittins, Braun, Slater, & Roberts, 2013) and learning management systems such as Moodle and Blackboard (Chan, 2013;Tymczyńska, 2009 among others) are employed. Among the pioneering projects involving DL in MIT are the joint project undertaken by the Vancouver Community College in Canada and the Open Learning Agency in Vancouver (Carr & Steyn, 2000) and the project in The Arctic College, Northwest Territories in 1993 (Sammons, 1993, p. 49).…”