Teaching Note-Taking to Beginners Using a Digital Pen

Teaching consecutive interpreting comprises the teaching of many different skills, inter alia note-taking. Translation scholars such as Gile [1983], Matyssek [1989], Andres [2002] and Gillies [2005] have drafted a plethora of manuals, books and articles that suggest different rules, structures, de...

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Autor principal:	Eleonora Romano
Formato:	article
Lenguaje:	EN FR PL
Publicado:	Ksiegarnia Akademicka Publishing 2018
Materias:	digital pen note-taking teaching methodology consecutive décalage Translating and interpreting P306-310
Acceso en línea:	https://doaj.org/article/52a5f265310444529e946521f654b8ba
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spelling	oai:doaj.org-article:52a5f265310444529e946521f654b8ba2021-11-27T13:05:17ZTeaching Note-Taking to Beginners Using a Digital Pen10.12797/MOaP.24.2018.42.011689-91212391-6745https://doaj.org/article/52a5f265310444529e946521f654b8ba2018-12-01T00:00:00Zhttps://journals.akademicka.pl/moap/article/view/362https://doaj.org/toc/1689-9121https://doaj.org/toc/2391-6745 Teaching consecutive interpreting comprises the teaching of many different skills, inter alia note-taking. Translation scholars such as Gile [1983], Matyssek [1989], Andres [2002] and Gillies [2005] have drafted a plethora of manuals, books and articles that suggest different rules, structures, detailed symbols and abbreviations for note-taking. Teachers of consecutive interpreting face the difficulty of analyzing the students’ notes, giving direct feedback and personal advice at class, often with very limited time at their disposal. Orlando [2010; 2015] suggests using digital pen technology in note-taking training to concentrate on the process of note-taking itself in order to observe improvements and strategies needed to acquire this skill. Thanks to this technology, teachers and students can reflect upon the reasons why students noted in a certain way and used a particular structure. This article sets out to describe how this approach has been tested at note-taking classes at Innsbruck University, with particular attention given to the analysis of different aspects of the process. The aim of the article is to demonstrate if a digital pen can be useful in training, what are the main advantages in terms of efficacy of teaching and time efficiency inter alia and if it can be used at the beginning of a note-taking course. Eleonora RomanoKsiegarnia Akademicka Publishingarticledigital pennote-takingteaching methodologyconsecutivedécalageTranslating and interpretingP306-310ENFRPLMiędzy Oryginałem a Przekładem, Vol 24, Iss 4 (42) (2018)
institution	DOAJ
collection	DOAJ
language	EN FR PL
topic	digital pen note-taking teaching methodology consecutive décalage Translating and interpreting P306-310
spellingShingle	digital pen note-taking teaching methodology consecutive décalage Translating and interpreting P306-310 Eleonora Romano Teaching Note-Taking to Beginners Using a Digital Pen
description	Teaching consecutive interpreting comprises the teaching of many different skills, inter alia note-taking. Translation scholars such as Gile [1983], Matyssek [1989], Andres [2002] and Gillies [2005] have drafted a plethora of manuals, books and articles that suggest different rules, structures, detailed symbols and abbreviations for note-taking. Teachers of consecutive interpreting face the difficulty of analyzing the students’ notes, giving direct feedback and personal advice at class, often with very limited time at their disposal. Orlando [2010; 2015] suggests using digital pen technology in note-taking training to concentrate on the process of note-taking itself in order to observe improvements and strategies needed to acquire this skill. Thanks to this technology, teachers and students can reflect upon the reasons why students noted in a certain way and used a particular structure. This article sets out to describe how this approach has been tested at note-taking classes at Innsbruck University, with particular attention given to the analysis of different aspects of the process. The aim of the article is to demonstrate if a digital pen can be useful in training, what are the main advantages in terms of efficacy of teaching and time efficiency inter alia and if it can be used at the beginning of a note-taking course.
format	article
author	Eleonora Romano
author_facet	Eleonora Romano
author_sort	Eleonora Romano
title	Teaching Note-Taking to Beginners Using a Digital Pen
title_short	Teaching Note-Taking to Beginners Using a Digital Pen
title_full	Teaching Note-Taking to Beginners Using a Digital Pen
title_fullStr	Teaching Note-Taking to Beginners Using a Digital Pen
title_full_unstemmed	Teaching Note-Taking to Beginners Using a Digital Pen
title_sort	teaching note-taking to beginners using a digital pen
publisher	Ksiegarnia Akademicka Publishing
publishDate	2018
url	https://doaj.org/article/52a5f265310444529e946521f654b8ba
work_keys_str_mv	AT eleonoraromano teachingnotetakingtobeginnersusingadigitalpen
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Teaching Note-Taking to Beginners Using a Digital Pen

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