Abstract:

Nowadays, the labor market is constantly changing and evolving as a result of globalization and the development of new technologies. Consequently, new professional profiles are emerging, developing dynamic activities that demand specialized knowledge in concrete IT tools that are useful for Translation and Interpreting. In recent years, within the field of Translation, new multifaceted profiles have arisen that require a strong command of new technologies (Olvera-Lobo and Gutiérrez-Artacho, 2017). This would be the case of post-editors, in charge of revising machine-translated texts, or localizers and Transcreation professionals, who deal with cultural adaptation and (re)creation of texts. These new profiles are characterized by working with interactive and multimodal texts, in which come into play linguistic elements, images, colors, layout, animations, voice, music, etc. (Jiménez-Crespo, 2013). These are, for example, texts intended for webcasting.

In order to shape future professionals for these new profiles, it is necessary to teach specialized subjects in the specific competences of these concrete programs. The current undergraduate program in Translation and Interpreting in Spain includes a core subject whose main goal is to enable the student to use the appropriate computer tools for each stage of the translation process.

Due to the situation of uncertainty generated by the COVID-19 pandemic, the faculty had to apply new teaching methodologies that may be adapted to all the possible scenarios that could arise.

The subject “Herramientas informáticas para Traductores e Intérpretes” (IT tools for translators and interpreters) has traditionally followed a continuous evaluation, with various activities and a final test that allowed assessing the contents taught. Nonetheless, since the beginning of the pandemic, the final test has been replaced by the creation of an explanatory video where students not only demonstrate their skills with the different programs, but also carry out a short lecture session about the activities they perform.

Therefore, in this paper we will state some innovative and disruptive methods that can be adapted to remote and online education. Secondly, we will identify different tools and resources that may help both teachers and students to apply these methodologies successfully. Finally, we will outline future lines of work to apply these methodologies in the educational sphere and design assessment procedures adapted to the requirements of the current health, social and economic context. Our research shows that these innovative and disruptive methodologies are suitable for online contexts and constitute a promising and necessary future line of research.

Keywords:

Computer tools, videos, Translation, Evaluation.