These resources are designed to help users learn how to use the IVY environment and to make best use of it. There are learning activities for interpreting students and a guidelines and best practice document for interpreting students and users of interpreting services.
The learning activities for interpreting students include generic as well as dialogue and monologue-based activities.
The generic learning activities are designed to be used with all dialogues and monologues created in IVY. They include preparatory, skills-based and reflective activities.
Generic Learning Activities
Generic preparatory activities include the following:
• how to analyse a brief of an interpreting assignment,
• how to use different resources for background research,
• how to research relevant words, terms and phrases,
• how to explore communicative functions relevant for an interpreting assignment.
The generic preparatory learning activities include guidelines on how to make best use of the BACKBONE corpus search interface as a way of preparing for an interpreting assignment. These can be found in English here or in Polish here.
Generic reflective activities require students to reflect on their preparation for an interpreting assignment and to analyse and assess their interpreting performance. These can be found in English here or in Polish here.
Specific Learning Activities for IVY Monologues and Dialogues
The IVY environment also provides learning activities based on some of the monologues and dialogues that are available in the environment. There are preparatory and reflective exercises.
As in the generic preparatory activities, the specific preparatory activities also include:
• activities related to working with the brief,
• activities focussing on background research about the subject,
• activities supporting research on words, terms and phrases.
The aim of these activities is to point students to resources and approaches that are relevant for the preparation of a particular interpreting assignment based on a selected dialogue or monologue. The preparatory dialogue and monologue-based learning activities also make use of the BACKBONE corpus search interface.
The specific reflective learning activities focus on the interpreting challenges that may have been encountered when interpreting the respective dialogue or monologue. These challenges may relate to issues such as performance, memory, lexis, utterance, and discourse and explore how these can be dealt with while interpreting.
Accessing IVY Learning Activities
Watch the video below to find out how to access the learning activities in the IVY environment.
A ‘Guidelines and Best Practice‘ document has been created to help uses maximise the learning potential of the IVY virtual learning environment.
If you are an an interpreting student: The “Walkthrough” section (3.1) shows how you can work through the different interpreting activities in the Interpreting mode of the IVY environment; the “Practice planner” section (3.2) shows you how to make best use of your interpreting practice session if you know what skill or aspect of interpreting you want to focus on.
If you are a client working with an interpreter in your professional life: The Guidelines in section 4 show you how to make best use of the Exploration and Live modes in the IVY environment to learn about interpreting and to practise in collaborative settings with colleagues and (trainee) interpreters. Section 5 provides suggestions for using the IVY environment in your own institution.