A Corpus-Based Comparison of Self-Reflection Modalities in Process-Oriented Translator Training

2015 ◽  
pp. 346-361 ◽  
Author(s):  
Erik Angelone
Keyword(s):  
Problem Solving ◽  
Error Detection ◽  
Pedagogical Tools ◽  
Self Reflection ◽  
Translator Training ◽  
Recording Analysis ◽  
Process Oriented ◽  
User Friendly ◽  
Shed Light ◽  
Student Problem

In recent years, process-oriented translator training has gained popularity among trainers and trainees alike, thanks to new, user-friendly pedagogical tools geared towards fostering cognizance of problems and problem-solving. This chapter reports on a corpus-based exploratory study that set out to document variation in student problem-solving discourse when utilizing Integrated Problem and Decision Reporting logs and screen recordings as self-reflection tools. Variation was observed between the two self-reflection modalities, particularly in the domains of the textual level and locus (comprehension, transfer, or production) of problem solving. The discourse generated by students when using screen recording for self-reflection is suggestive of a multi-layered, granular approach, which may, in part, shed light on why screen-recording analysis has proven to be particularly efficacious for the purposes of error detection and mitigation.

scholarly journals Patient perspectives on tablet-based technology to collect risk factor information in primary care

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Leanne Kosowan ◽  
Alan Katz ◽  
Gayle Halas ◽  
Alexander Singer
Keyword(s):  
Primary Care ◽  
Information Technology ◽  
Risk Factor ◽  
Risk Behaviours ◽  
Patient Risk ◽  
Self Reflection ◽  
Primary Care Clinics ◽  
User Friendly ◽  
The Impact ◽  
Risk Factor Information

Abstract Background Primary care provides an opportunity to introduce prevention strategies and identify risk behaviours. Algorithmic information technology such as the Risk Factor Identification Tool (RFIT) can support primary care counseling. This study explores the integration of the tablet-based RFIT in primary care clinics to support exploration of patient risk factor information. Methods Qualitative study to explore patients’ perspectives of RFIT. RFIT was implemented in two primary care clinics in Manitoba, Canada. There were 207 patients who completed RFIT, offered to them by eight family physicians. We conducted one-on-one patient interviews with 86 patients to capture the patient’s perspective. Responses were coded and categorized into five common themes. Results RFIT had a completion rate of 86%. Clinic staff reported that very few patients declined the use of RFIT or required assistance to use the tablet. Patients reported that the tablet-based RFIT provided a user-friendly interface that enabled self-reflection while in the waiting room. Patients discussed the impact of RFIT on the patient-provider interaction, utility for the clinician, their concerns and suggested improvements for RFIT. Among the patients who used RFIT 12.1% smoked, 21.2% felt their diet could be improved, 9.3% reported high alcohol consumption, 56.4% reported less than 150 min of PA a week, and 8.2% lived in poverty. Conclusion RFIT is a user-friendly tool for the collection of patient risk behaviour information. RFIT is particularly useful for patients lacking continuity in the care they receive. Information technology can promote self-reflection while providing useful information to the primary care clinician. When combined with practical tools and resources RFIT can assist in the reduction of risk behaviours.

scholarly journals The Value of Abstraction

2019 ◽  
Author(s):  
Mark K Ho ◽  
David Abel ◽  
Tom Griffiths ◽  
Michael L. Littman
Keyword(s):  
Problem Solving ◽  
Relevant Information ◽  
Scaling Up ◽  
Limited Resources ◽  
Abstract Representations ◽  
Learning Research ◽  
Crucial Ingredient ◽  
Insight Into ◽  
Shed Light

Agents that can make better use of computation, experience, time, and memory can solve a greater range of problems more effectively. A crucial ingredient for managing such finite resources is intelligently chosen abstract representations. But, how do abstractions facilitate problem solving under limited resources? What makes an abstraction useful? To answer such questions, we review several trends in recent reinforcement-learning research that provide insight into how abstractions interact with learning and decision making. During learning, abstraction can guide exploration and generalization as well as facilitate efficient tradeoffs---e.g., time spent learning versus the quality of a solution. During computation, good abstractions provide simplified models for computation while also preserving relevant information about decision-theoretic quantities. These features of abstraction are not only key for scaling up artificial problem solving, but can also shed light on what pressures shape the use of abstract representations in humans and other organisms.

Broadening the scope of error categories in translation assessment through screen recording

2021 ◽  
Vol 22 (2) ◽  
pp. 143-157
Author(s):  
Erik Angelone
Keyword(s):  
Diagnostic Tool ◽  
Think Aloud ◽  
Translation Product ◽  
Focal Points ◽  
Recording Technology ◽  
Think Aloud Protocols ◽  
Error Annotation ◽  
Recording Analysis ◽  
Process Oriented ◽  
Made In

Abstract To date, the assessment of student translations has been largely based on configurations of error categories that address some facet of the translation product. Focal points of such product-oriented error annotation include language mechanics (punctuation, grammar, lexis and syntax, for example) and various kinds of transfer errors. In recent years, screen recording technology has opened new doors for empirically informing translation assessment from a more process-oriented perspective (Massey and Ehrensberger-Dow, 2014; Angelone, 2019). Screen recording holds particular promise when tracing errors documented in the product back to potential underlying triggers in the form of processes that co-occur on screen in their presence. Assessor observations made during screen recording analysis can give shape to process-oriented error categories that parallel and complement product-oriented categories. This paper proposes a series of empirically informed, process-oriented error categories that can be used for assessing translations in contexts where screen recordings are applied as a diagnostic tool. The categories are based on lexical and semantic patterns derived from a corpus-based analysis of think-aloud protocols documenting articulations made by assessors when commenting on errors made in student translations while watching screen recordings of their work. It is hoped that these process-oriented error categories will contribute to a more robust means by which to assess and classify errors in translation.

Process-Oriented Assessment of Problems and Errors in Translation

2019 ◽  
pp. 179-198 ◽  
Author(s):  
Erik Angelone
Keyword(s):  
Information Retrieval ◽  
Preliminary Data ◽  
Production Phase ◽  
Reverse Engineer ◽  
Translator Training ◽  
Diagnostic Capacity ◽  
Error Classification ◽  
Process Oriented ◽  
Empirical Means

Screen recording has gradually emerged as an efficacious tool in the context of process-oriented translator training. From an assessment standpoint, process protocols derived from screen recordings would seem to hold great potential as an empirical means through which translators and translation trainers can re-trace errors found in translation products back to underlying problem triggers that emerge during their creation. This chapter will begin by outlining how screen recordings can be utilized to reverse engineer translation products for purposes of process-oriented assessment. A series of directly observable indicators will be linked with various error classification parameters, including locus (comprehension, transfer, or production), phase (drafting or revision), and information retrieval type (internal or external) in providing assessors with a diagnostic gauge for pinpointing potential triggers. The chapter will conclude with some preliminary data on evidence of inter-rater consistency when screen recording is used in such a diagnostic capacity by various student populations.

scholarly journals The Empire Tweets Back? #HumanitarianStarWars and Memetic Self-Critique in the Aid Industry

2019 ◽  
Vol 5 (4) ◽  
pp. 205630511988865
Author(s):  
Peter Chonka
Keyword(s):  
Social Media ◽  
Power Relations ◽  
Meaning Making ◽  
Pop Culture ◽  
Digital Culture ◽  
Culture Studies ◽  
Still Images ◽  
Self Reflection ◽  
Star Wars ◽  
Shed Light

In 2015, a series of memes appeared on Twitter under the hashtag #HumanitarianStarWars. Combining still images from the original Star Wars movies with ironic references to humanitarian/development jargon and institutions, the memes presented a humorous reflection on the modern aid industry. While memetic content has become an increasingly scrutinized area in digital culture studies—particularly with regard to unbounded and anonymous online communities, and popular discursive contestation—this article examines #HumanitarianStarWars to shed light on the possibilities and problematics of social media auto-critique undertaken by “insiders” in a particular professional realm. Keeping in mind critiques of the racial and imperial connotations of the (Western) pop-culture mythology itself, the article explores the use of the Star Wars franchise as a vehicle for commentary on an industry at work in the “Global South.” It highlights an ambiguous process of meaning-making that can be traced through the memes’ generation, circulation, and re-mediation. Although the memes provide a satirical self-reflection on practitioners’ experiences and perspectives of power relations in the global development industry, certain tendencies emerge in their remixing of this Hollywood universe that may reinforce some of the dynamics that they ostensibly critique. The article argues that examination of the ideological ambivalence of an institutional micro-meme can yield valuable insights into tensions playing out in professional social media spaces where public/private boundaries are increasingly and irrevocably blurred.

Scaffolding student self-reflection in translator training

2019 ◽  
Vol 14 (3) ◽  
pp. 416-436
Author(s):  
Paulina Pietrzak
Keyword(s):  
Reflective Practice ◽  
Teaching Methods ◽  
Exploratory Study ◽  
Student Perspectives ◽  
Student Expectations ◽  
Self Reflection ◽  
Translator Training ◽  
Metacognitive Activity

Abstract This article advocates for structured self-reflection as a means to scaffold learning in translator training. Metacognitive activity in translator training requires students to actively regulate their own process of both translating and learning to become a translator. Therefore, the nature and typology of (self-)reflection is examined as are tools that offer students structured opportunities to analyze and evaluate their own learning. Given that additional (self-)reflection in the translation classroom requires trainers to alter their teaching methods, this article also examines how their role in training changes as a result of its inclusion. An exploratory study on translation students’ prospective and retrospective self-reflection is described with student perspectives on the same translation task compared. Student expectations prior to translation are examined both pre- and post-task, emphasizing what students and teachers learn from reflective practice.

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