The challenge of evaluating open interpreter training resources: case study of ORCIT

IF 1.8 1区 文学 0 LANGUAGE & LINGUISTICS
Svetlana Carsten, D. Ciobanu, Dalia Mankauskienė
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引用次数: 1

Abstract

ABSTRACT Measuring the quality of information and communication technology (ICT) tools and their impact on learning outcomes is not an easy task. Carol Chapelle, the leading authority on the evaluation of computer-assisted language learning (CALL) tools, wrote in 2008: ‘Evaluation of innovation is perhaps the most significant challenge teachers and curriculum developers face when attempting to introduce innovation into language education’. This applies to innovative tools in interpreter training. Using the example of the set of interpreter training online resources, developed by the European ORCIT (Online Resources for Conference Interpreter Training) project, this paper discusses the popularity and perceived usefulness of such resources as measured by the combined analysis of online evaluation questionnaire responses and resource access tracking data. Qualitative, survey-based, evaluation or quantitative Google Analytics data can present a fairly accurate popularity rating of a learning tool and are widely used to test the appeal of technology among learners. Yet these two methods do not reflect the objective effectiveness of online resources on learners’ progress. Therefore, a set of relevant parameters of the Holistic TEL Evaluation Framework is also discussed together with a methodological framework for the evaluation of ORCIT’s impact on learner gain.
开放口译培训资源评估的挑战:ORCIT个案研究
衡量信息通信技术(ICT)工具的质量及其对学习成果的影响并非易事。Carol Chapelle是计算机辅助语言学习(CALL)工具评估方面的权威,她在2008年写道:“当教师和课程开发者试图将创新引入语言教育时,对创新的评估可能是他们面临的最大挑战。”这适用于口译培训中的创新工具。本文以欧洲ORCIT(会议口译培训在线资源)项目开发的口译培训在线资源为例,通过对在线评估问卷回答和资源访问跟踪数据的综合分析,讨论了这些资源的受欢迎程度和感知有用性。定性的、基于调查的、评估的或定量的谷歌分析数据可以提供一个相当准确的学习工具的受欢迎程度评级,并被广泛用于测试技术对学习者的吸引力。然而,这两种方法并不能反映在线资源对学习者进步的客观有效性。因此,本文还讨论了整体英语教学评估框架的一组相关参数,以及评估英语教学对学习者学习效果影响的方法框架。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.90
自引率
13.30%
发文量
19
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