The Linguist

@Linguist_CIOL APRIL/MAY The Linguist 17 LOCKDOWN LEARNING also apply them to our teaching evaluation. It was important to assess our ability to comprehend the changing context we are now working in, to ensure we can remain coherent, to adapt our language to make sure we connect at the right level, to enable the communication to flow well, and to repackage how we present our materials in a credible and accessible way. For online teaching, we make use of breakout rooms for student groups, but it is a compromise. Students can feel abandoned if they finish a task and the teacher hasn't dropped in because they've been delayed with other groups. We have to be very well organised, keep moving, and keep the communication going in the chat, in addition to plenty of forward planning to allow for learning at different speeds. Multi-tasking online feels so much harder because we can't make our presence felt in the same way. A steep learning curve To resolve the challenges of online contact, we have introduced tools to support topics such as the code of ethics, note-taking and voice skills. We produced a range of additional content, which we refer to as 'canned lectures'. These are video lectures on key skills, with exercises that expand on topics learned in class, taking the students through the process step by step. We've also provided training and forums for discussion on how to teach online, which have received a very positive response from our lecturers. They are both excited and apprehensive about trying new methods involving a range of technology. Working in a 'flipped classroom' format, where direct instruction is delivered via pre- recorded materials, allows lecturers to focus the class on a more interactive and dynamic style of online teaching. We've also introduced Padlet, a virtual posting board, which can be used to ask students questions relating to self-study materials in order to get the discussion started. These are shared at the start of a session, and can form a starting point for the session. We have also introduced new Sanako interpreting software that enables lecturers to create virtual booths or study spaces, and set exercises with a dual track facility to record an interpretation over a pre-recorded speech. This brings the multi-tasking features that are much needed in an interpreting environment. Learning how to use all these software packages has been a steep learning curve. Overall, this has been a positive experience. The opportunity to reevaluate our work is never wasted time; we learn so much in the process and we understand that you can always go further. It's also a chance for students to learn how remote interpreting works, and about its various challenges. Although our learning community is scattered across the globe, we are connected like never before through our single-minded resilience. We owe it to the younger generations, who have already lost so much, to give them more – and not least because they have so much to give to us. Westminster University made the transition to online teaching quickly and fairly seamlessly. The process of logging into Blackboard and entering the online classroom was simple and the technical aspects, such as video and sound, worked every time. The move to online teaching happened when I had three weeks left, so I found it an acceptable solution. I can imagine that starting a course purely online would be much more challenging, especially for interpreting as it is very useful to gain experience in an actual booth. Our sessions were reduced from three hours to two hours because it can be difficult to concentrate in an online learning environment for a long time. This worked well but it did mean that we missed out on some teaching hours overall. There were only four students in the interpreting sessions, but some of the other modules were less successful, because it is much more difficult to interact when there are 20 people in an online classroom. We had 24 hours (instead of four hours) to complete our final translation exam at home and upload it. I felt comfortable doing the exams because we were told that we wouldn't be penalised for any technical difficulties that may arise. Elizabeth Coveney A student's view FINDING SOLUTIONS It is challenging learning online but breakout rooms for student groups can be helpful © IMAGES: SHUTTERSTOCK

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