What do interpreter-trainers want from a pedagogy-led smart online training tool?

ACTIVITY - Synchronous sim: recorded source speeches in FR and ES, virtual double-booths interpret into EN (turn-taking) and are recorded - Asynchronous follow-up: trainer evaluates all recordings - Live workshop PARTICIPANTS - 1 trainer/ checker (EN "A") - Numerous FR and ES source speakers (video recordings) - 4 interpreters (ES "A"/ EN "B") / pure customers for booth-mates (turn-taking) - 2 interpreters (FR "A"/ EN "B")/ pure customers for booth-mates (turn-taking) - Rotating team of 6 coordinators and troubleshooters dealing with all logistics ADDED VALUE/ POTENTIAL If a training tool could allow greater flexibility in assignation of roles, the class could be more efficient and pedagogically useful (e.g. FR "A"s are pure customers for interpretation from ES, trainer can channel-hop to compare strategies, replay extracts of original speeches and performances in the workshop). Conferencing tools allow for speaker/ listener, and RSI tools for "interpreter", but training requires a more sophisticated range of options for who-listens-to-what-when, and replaying extracts of output from one channel for the benefit of the group. BACKGROUND In-person classes can include rapid changes of role and physical flexibility (e.g. being in the booth vs. in the "room", listening to booth-mate as pure customer i.e. without headphones) according to pedagogical needs. Existing online tools can feel a bit clunky and "pre-defined" by comparison. Much of the labour-intensive troubleshooting by coordinators was necessary due to technical difficulties or the shortcomings of the platform used.

Lecturer based in Europe, all others in China ACTIVITY Lecture in EN (sim interpretation into ZH) Questions from floor (bilingual interpretation) PARTICIPANTS - 1 lecturer (speaks EN) - 2 interpreters (bi-active simultaneous EN-ZH) - 120 students (mainly ZH "A", with 9 different "B" languages)- listen in ZH/ EN, ask questions in ZH/ EN - 20 teaching staff, academics and officials (ZH "A")- listen in ZH/ EN, ask questions in ZH/ EN ADDED VALUE/ POTENTIAL OF TRAINING TOOL The lecturer connecting online from a different continent can overcome some logistical difficulties (travel, visa etc.) Students with an individual connection to the tool (and mic) would not have to wait for a roving mic (in-person), or all share 1 connection (Zoom for hybrid with all students in person). The "back-channel" communication for coordination between organisers and interpreters, and "hand-raise" procedure/ submission of written questions in chat, could all be streamlined through one tool (currently use numerous channels and apps which is a source of distraction and delay) BACKGROUND Completely different technical set-ups have been used each year recently- a tool permitting all permutations of in-person, hybrid, online would help organisers adapt smoothly to rapidly changing circumstances.