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On the Use of “Optimum-Cost-Ware” in Translator Training on Localisation

On the Use of “Optimum-Cost-Ware” in Translator Training on Localisation. manuel_mata_pastor. ucm&uam_spain. ullrc21_sep_04. ttl10nocw. contents. where do we stand? l10n market ICT training OCW: an alternative? concept implications feasibility pros & cons challenges

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On the Use of “Optimum-Cost-Ware” in Translator Training on Localisation

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  1. On the Use of “Optimum-Cost-Ware”in Translator Trainingon Localisation manuel_mata_pastor ucm&uam_spain ul\lrc\21_sep_04

  2. tt\l10n\ocw contents • where do we stand? • l10n market • ICT training • OCW: an alternative? • concept • implications • feasibility • pros & cons • challenges • case studies and examples

  3. tt\l10n\ocw where do we stand? > market • highly segmented/fragmented (MLVs, SLVs, cel-LVs, f/l) • price-based competition • the in/out-sourcing pendulum • “glocolocomania” (cf. Mossop) • from sw to web/e-content l10n • de-standarisation • market needs > training

  4. tt\l10n\ocw where do we stand? > training • cost-constrained approach • market-oriented approach (based on reliable data?) • tool-centered approach • product-based approach • teacher-centered approach • one-way transfer of knowledge • teacher’s background weight • loose curricular approach

  5. tt\l10n\ocw where do we stand? > Spain • background: life after 1991 • ICT in undergraduate studies: • >25 TTIs offering degrees in T&I • shift from Philology • workload of ICT training (<10%!) [ICT > CAT* > L10N] • limited to ICT-related courses • loose integration in t9n courses • the trendiness of l10n (media t9n) • postgraduate: • Tradumàtica, URV, UJI, UIMP...

  6. tt\l10n\ocw where do we stand? > Spain • sample scenario: CAT • registered: >100 (2-3 groups) • lecture time: 45-60 hours • 25-30 PC-lab (general purpose) • software: WIN +Office + 1 TMS (X) • contents: CAT tools through X • objectives: how to use X • methodology: tools as an end • materials: not CAT-related • assessment: proficiency in X • some e-learning support (email, distribution lists, chat)

  7. tt\l10n\ocw OCW: concept • pool of resources: • demos • shareware and freeware • “satellite” versions • open source • beta versions • self-made applications • ... • standard desktop applications • pragmatic approach to training: • to minimise costs • to streamline learning process

  8. tt\l10n\ocw OCW: minimising costs • what do we need? • tools (the more, the better!?): • for TTIs • for students/trainers (+home) • for graduates (> prof€ssionals) • support: • training, upgrades • materials • feedback: • standards, practices... • market needs (profiling) • job opportunities

  9. tt\l10n\ocw OCW: minimising costs • what can we offer? • promotion and advertising • feedback: • as advanced users of tools • as media-savvy consumers • GILT services: • localisation • documentation • language/cultural consultancy • authoring (tutorials, samples) • internationalisation • alpha/beta testing • sales/training to SLVs (!)

  10. tt\l10n\ocw OCW: TTIs as mediators • free licensing • flat-rate licensing • volume discounts • services for licences • OCW as learning materials • ASP:the LOTS model

  11. tt\l10n\ocw OCW: streamlining learning • shift in: • curriculum contents: integration • objectives: learning to learn (life-long learning strategies) • self-learning focused on: • tasks and processes (not tools) • problem-solving strategies • methodology: • learner-centered • constructivist • project-based • materials: CAT/L10N-related

  12. tt\l10n\ocw feasibility: pros & cons • pros: • cost (long-term) • traning quality • flexibility • for the benefit of the majority (esp. undergraduate level) • cons: • investment (short-term) • trainers’ training • shift in learning paradigms and learner/teacher roles

  13. tt\l10n\ocw feasibility: challenges • collaborative learning • learners’ empowerment • peer & curricula coordination • cooperation and exchange • negotiation • inwards: institution • outwards: market stakeholders

  14. tt\l10n\ocw case study • 4.5 credit course • 4th year of BA degree in T&I • not compulsory • lecture time: 45 hours (f2f) • course contents: l10n 101 • teacher’s role: mediator • course assignments: • tool analysis review (indiv.) • “real” l10n project (teams) • peer-to-peer assessment (indiv.)

  15. tt\l10n\ocw some examples • imade (standard DT products) • trados2tmx (documentation) • waikoloa (open source) • rainbow (open source) • Star’s collateral (S4L) • austraat’s tutorial (l10n 101) • lafferty (l10n 101) • elect-on-line (market knowldg) • winmat (project-based) • saharawind (market oriented)

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