So no pleasure for me to
share these fascinating session on that.
Actually, the Washington sexual
transmission excuse, because as we know,
because we should decision has a fair amount of potential
when it comes to and of
the excuse.
But what about translation?
So maybe this is a way to explore these here.
And then we have
the honor of having you here
and and to kick around down there.
Look, I'm going to introduce them.
So Professor MacPherson, to get around the electoral implications.
So picking at university like I spent as she wants a
in translation and interpreting from the University of Malaga
extraordinary a work being from 1875.
Exceptional.
The reception establishing translation,
our translation all the picture translation and media
activities, artistic translators, training.
So she has many pieces of research published nationally
and internationally in these fields, you know, for regional, national
and European research projects and international research space
in Argentina, Australia, Belgium, France, Ireland, the states.
And she has also become research in various places
and focuses the National Research Group.
So she's the member of the research Group in Translation
Irish Relations, development,
scientific dissemination projects, activities to promote
our knowledge transfer of social value between university and society.
And we are also on of having Europe the different.
He's currently working on the University of
at the Department of Spatial Interpreting give My research focuses
since
to where she can help me
in our research about the intention of the translation
of the know Umberto Eco and been able to go.
Since then.
She has published several articles on book chapters about diving
subtitling and about education in prestigious journal
of the new Trans
Asian Studies publishing houses as promoters
Peter and other as she has studied English.
The combination of French, Spanish and English Spanish.
We're focusing on different aspects ready to market
a more recently, reception studies
on subtitles seem to some, and she teaches
AVP translation in seven must think that in universities
after a research interest is interpreting.
And she just thought conversing with you
too much time is hard to read.
So we have a real honor having been here.
And Beatrice, your talk about training and media accessibility
in professions since you.
Thanks for your
your kind words of thanks to all of you for being here.
And we would like to thank
the organizing committee for giving us the opportunity
to share our experiences and to learn from from one another.
As you can see, the title of my presentation
is Training Media Accessibility Professionals
and Employability and Knowledge Transfer Experience.
This is going to be the model we have the two blocks.
First of all, we are going to talk
about the context of a project that we carried out last year,
and then we want to talk a little bit about the project itself.
And as you know, since we
since we joined the Bologna process, bologna process
employability is understood as a quality criterion for universities.
And this
there's something missing here.
Okay.
This is next that universities must formulate academic
and professional qualification criteria in order to respond.
Thank you to the demands of the European labor market
and to the educational, social and job challenges.
And as far as Spain is concerned,
we have an extract of a document
of Marco Solon 1323 Panel
in Pursuit of a superego,
and it says that formative objectives of official degrees
will have generally considered a professional orientation.
This is our main concern.
This means that they must provide a general training with encompasses
general basic competencies, transversal competencies
related to an integral training of the people
and also specific competencies in order to enable a professional
orientation allowing graduates to integrate into the labor market.
If we look at the situation at translation
and interpreting studies to see how this employability is dealt with,
we can see that there are few works and the relationship
between recent graduates and companies.
Translation Companies.
We have some names where they could meet among us, among others,
and going a little bit further, We have found that
there are very few works focused on how we can improve
at the universities, the employability of our students.
We have also seen some examples.
Cal vocal we moron already saw one
recently two years ago.
If we
if we take a look at this
studies, there are several ideas and work lines
that they are they suggest this offers.
The first one is that not enough attention has been paid to
employability and mentorship inertia in translation studies, degrees
and more steps should be taken in order to integrate this
capacity in our curricula.
The second idea is that a direct contact
between professionals and students, especially the last years of the
in the last phases of the training should be boosted
because they need something else than what the teachers say.
They need some other kinds of experience.
A third idea is that cooperation between different instances
is advisable, and this means teachers, practices, coordinators,
vice rector, translation companies, or external translators.
And the last one is concerns
in that methodology and the main
the main activities carried out by the studies developed
until now are conferences, roundtables and especially workshops
where students are supposed to to carry out some tasks
related to the labor market.
And if we consider the University of Malaga,
our university where we work, we can see that there is a special
interest in trying to
some. Of that.
To. Boost
employability.
So every year there is a call to
to try to promote some actions among the teachers
to try to to improve the employability of our students.
And that's what we are going to present at.
Our action belongs to the action line
number of three 731 curricula, training
for the improvement of employability and or interpersonal shape
which is framed within the work line.
7 to 3 of our university professional orientation in training activities
which belongs
at the same time to the third, a strategic aim of our university,
which is to integrate integration of training in society
and in the production system.
So this is what we're going to present
now at our project that belongs to these actions.
The professional practice of media accessibility in television.
In the
context of this project, we have some data.
The type of action was employability,
because there are to two possibilities employability or entrepreneurship.
And we chose employability.
The title of the activity I have already mentioned,
the convener is my colleague here in the center,
and we are we were two teachers participating and meeting.
I said the degree is a translation and interpreting and we were working
in two models audiovisual translation as would be language, English.
My colleague
and in my case, audiovisual translation as a language in French
we have we had a number of students, 47
in English and 32 in French.
And as far as the objectives
are of our project are concerned, we have
we were working in the competence at 2.12
of our teaching guides
because it must be included on our teaching program,
which is general knowledge of professional aspects
of the translation labor market.
And the purpose of this competence is to show the students
the professional processes related to media access.
Not, not, not, not the purpose of the
of the competencies, but the purpose of our project
was to show the students the professional processes
related to the media accessibility on a TV channel.
In order to do so,
we organized two activities.
The first one was a guided visit to the Andalusian radio and television
studios, namely namely Kennesaw, which is located in physically in Malaga.
And we did so to show the students
how the workflow in the television station is developed
and then how accessibility is integrated in their schedule.
And the second activity we
carried out was a professional online seminar given by the company Media.
Look at the Vigo,
which is specialized in accessibility to the to the media.
And during this seminar its technical director covered
the main aspects of professional, accessible translation services,
like who are the clients?
How is the workflow?
How are the deadlines?
How to access the profession?
What are the translators competencies, the let line deadlines, etc.
And so on.
About the methodology,
we can say that what we wanted to to
obtain was an active question participation of students.
We organized the activities to be voluntary
because we thought it was the best way to achieve the first goal,
and we invited the students to interact with the external
influences to take advantage of their expertise because
they have the teachers
every day and they have the chance to learn from the teachers.
But once we organize of this of diabetes,
they were invited to ask questions and to really interact with the guided
with the guide and and the visit and with the responsible for the company.
During the during the seminar,
the budget we had was €600.
We had €400 for the film visit to the to the television studios and €200
for the professional online seminar is not so much but
enough to do that.
And now my my colleague will go on
with the presentation about all the details.
Thanks. Yes.
Well, I know the project was executed
as it was planned in the following terms.
You can we can see in the slide the guided feel.
The visit to the organizer was carried out
in two consecutive mornings on the Thursday, Thursday, on Friday,
the 12th of May 2022, on the third of the 30th of May 20, 22
one the first one for the English students group
and the second one for the French students group.
Although we had to make some some small adjustments
due to some students availability, of course,
they told a number of the students that who were involved in the visits
and it was 24 out of the 79 students that were enrolled in their modules.
That is 30% of the students actually committed to this activity.
As for the professional seminar entitled
Professional Processes of Media Accessibility in Television
given by if you did a photo
with the technical director of the legal
and winner, also the real words for accessible
subtitling in their first edition was held online via Google
Meet on the 20th of May 2022, and only eight students attended it
for presenting a rather small 10% of the total.
The research tools that we use to assess the students feedback on
the experience were two satisfaction questionnaires each for one action
provided by the University of Malaga that could be filled in online.
The questionnaires were divided
into two different formats one allowing the quantitative analysis
with closed questions and the other one
a qualitative and quantitative analysis with one open question.
The closed questions related to the students perceptions
and several items like the global assessment of its contents
of information and diffusion diffusion given update and its usefulness.
The open question gave the students
the opportunity to freely comment on the action.
As for the results of discussion, the participation was very high,
reaching 90 96% in the case of the field visit
and 75% in the case of the seminar
alone was quite a significant interpretation of the results.
These are the results we got from the questionnaires.
Very mind, of course, said that the high grade is five.
So we've
got here, as we can see, even though the
the global assessment is slightly higher for the field visit,
the professional center has been just as more useful for the prospective
accessible work of this translator, an interpretation
that could be somehow we think related to its contents,
where we can also appreciate a mother age difference,
information and diffusion of both actions was similar
through the Moodle platform of the University of Malaga
to the school to couples with dual.
But as the students who attended both activities were not all the same.
Maybe their interpretations differing this point
and this
the screen
are not the qualitative results we got from the question, or some are
going to read all of them out, but just a few.
As regards a guided field visit to Qatar.
So for example, some of them said that it was a very useful activity
that has allowed us to take a closer look at such a fascinating
professional context.
For example, I have enjoyed the visit very much.
I believe that carrying out similar activities would contribute
positively, both to the interest of the students
and to the development of the module itself
or not.
So good one.
It's interesting, but it doesn't have much to do
with accessibility or audiovisual translation.
Professional seminars and the seminar was has been quite interesting.
We had we just had one three comment on the professional seminar.
The only one that we can see here.
The seminar has been quite interesting since it has taught us many things
in the worlds of accessibility
that can be of great support to us in our work.
Although
it can be said that both activities
were positively regarded by the students as enjoyable,
which is always a motivational educational spring, and also useful,
which implies that perceived accomplishment of the objectives
obviously is the first
and foremost limitation of this project or this experience.
That is the course participation.
The main reason was that it was not compulsory but optional,
although we had to include this activity in the teaching guides.
As my colleagues said before, in the two modules,
we were not allowed to modify the assessment part of them
so that the students are not assessed by this activity.
They don't do they take it too seriously.
On the bright side, those students who make them were highly motivated.
So it's good.
As for prospective activities, we are currently developing
another similar action again for the same groups of the students,
the same groups, but different students, of course,
because we are a year after this experience,
but this time focused on the professional processes
of the subsection of the cloud and video and video game localization
with two professional seminars are going to be held
face to face in the month of May and June 20, 23.
Moreover,
we, together with three more lecturers, said the university
and its specialists happy use, and we've wanted
a project for the University of Malaga that is entitled to
audience in training an additional and accessible translation
towards a professional practice from university to the labor market
as part of our Constitution, as a permanent group of
educational innovation in audiovisual and accessible translation.
So we threatened to go. What
to. Conclude with the We can claim that this project
understood as a didactic exploratory activity, highly demanded
by the students themselves, and borne from the special interests
of the researchers and trained nurse in the transferring of loiter
at this stage of their training boosts the academic reflection
on the convenience of continuing with similar projects in the theater
so that a students can experience first hand the word
the work context in which their future work will take place.
And of course, that knowledge
about the professional processes of media accessibility.
And here you've got some pictures of the activity
we took last year that we were waving our face.
That the masks.
So that so thank you very much for your attention, this operation.
If you've got any questions. You
say thank you for such an inspiring told.
I think it's very thought provoking because we should put
students in the center.
We should focus on their needs and what they need.
I think that the degree in translation or interpreting studies,
it should focus on acquiring skills for the future
because at the end of the day they want to go into industry
and so to work on different contexts and showing how professional works,
I think it's really better work for them.
I want to ask the audience doubts comments.
I guess.
You know, I think we have a.
Because.
If you want, you can come here because they can see us.
All we have in mind to your.
I. Here as.
I say.
All Yes, your CV has been very simple.
I really enjoyed your presentation.
And could you could you hear me?
Yes. Yeah.
Yes, That would get you there.
Yes. Exactly.
Okay.
So thank you so much for this incredible presentation.
I really enjoyed and I think is very necessary because
although their professional competence is in our.
Curriculum.
At this and saying
I think the administration
and most of the people that are here, I think do think so,
though the administration is mistreated professionals
and they are not very well paid and at the same time,
I think it's a double standard.
So they are requiring something that they don't provide for the value.
So in your opinion, what would you would have done differently
or what kind of help would have
you would have needed
from the administration for your university, apart.
From. Funding?
I don't know, something different like long term or longer.
Term.
Projects, for example, something like this.
Thank you.
Thanks.
I want to go on and think about
that.
Yes. Okay.
Well, I will try to give you an answer.
You want to say yes.
So you're
probably got a Internet connection.
I got.
Yes, we have. Yeah.
So where
So just to answer the question, I would like to see
what we would like it to show you what to think here.
You sound well.
I think I.
I do know things one, but a few years ago, I think
our university started with something
new that we actually I heard about something like two or three years ago
because a friend of mine who works there, but now they are.
It seems that since 20 the.
2015 years.
May 15, we have a service
at our university, which is a named
service.
You have an essay service of employability and entrepreneurialism.
There's a whole service but different
branches for different people working in different lines.
And they do a lot of things that we don't know.
Usually
this here we when we were checking the list of
actions for teachers,
we found one which was a course about these.
Employability and so on, diversity.
So we have attended to this course for teachers
and we have found a lot of things that we ignored completely
and that students usually ignore as well.
And actually the Court the training course has been very interesting,
but at the end we had the responsible person for this service
who said to everybody, Please talk to students about that.
We do.
We do exist. We are here at the service.
They don't know us.
It's very difficult for us to reach them.
We send emails, massive emails and so on,
but they have a lot of services for for both for
the students but also for teachers
to try just to integrate these competencies related
to professional life into our curricula every day.
And they have and
they have lots of things we need to to do it.
So last last week we finished our our
because they employ every ten year of internship.
We learned a lot of things that our university is now
fostering is in the last few years.
There are two links are I.
We invite you to have a look at these.
You're interested because these are for students
employability
differential work placements.
They can even
make some recommendations.
Are there are CV study diversity and links but you must take
this are projects.
This are professional projects that are being held at university
together with the students and private private companies.
And so there are many things that can be done.
But we had one complaint that the areas of humanities
are not so much involved in these projects, but not because
they are not possibilities.
It is because maybe we are not integrated enough
in this set of ideas and sort of ways of.
So we are looking for that.
They told us they're very interested in getting some idea,
receiving ideas of how we could and
and. Cooperate or
collaborate in the in different in different than disciplinary
our project safe but they are very just integrated so
it is that it consists.
Of we thank you very much again I think another approach course
that's an interesting.