Digital education, the integration of technology into various curricula to enhance learning, has seen an emergence in recent years, both in interpreter education and beyond. This volume is comprised of descriptions of research and application in new developments in interpreter education in a digital world. With the fast moving advancements of educational, mobile and communication technologies, so is the use of these technologies to support interpreter education. This volume will explore how innovation, access and change are leaving a digital print on the world of signed and spoken language interpreter education and will provide an opportunity to educators and professionals to deepen their own understanding of the many layers of digital education from a research perspective.
We welcome abstracts that fall within (but are not limited to) any of the following topics:
• Quality of Technology Enhanced Learning Processes
• Mobile Learning in Interpreter Education
• Quality of e-Learning technology
• e-Portfolios
• Learners' Support & Services
• Learning Objects
• Social, cultural, legal and political issues in e-Learning and interpreter education
• Quality Assurance for e-Learning
• Content Development
• e-Assessment & e-Evaluation
• e-Learning Tools & Technologies
• e-Learning Effectiveness & Impacts
• Providing and Attaining Excellence in e-Learning
• Theories that underpin openness as a key principle in interpreter education
• Using OER (open educational resources) in teaching and/or course development, including reusing and re-purposing existing resources for different contexts or resource-based learning
• Integrating learner-generated content into language/interpreting/
• Developing a culture of sharing amongst the teaching community (barriers to and advantages of sharing)
• Sharing resources and/or practices in teacher education and professional development (e.g. through peer review of resources)
• Sharing resources and intellectual capital with others to raise individual or institutional profiles (e.g. through publishing resources on iTunesU, contributing to a resource repository, open access publishing of research papers)
We will give priority to abstracts that are based on research conducted on digital education in interpreter education, but will also consider abstracts that present critically reflective analyses of strategies for incorporating digital education into interpreter education.
Submission process:
1. If you are interested in having an abstract considered for the volume, please notify the editors of your intention to submit an abstract by May 3, 2013 to: This email address is being protected from spambots. You need JavaScript enabled to view it.
2. Receipt of full abstracts are due by June 14, 2013 to: This email address is being protected from spambots. You need JavaScript enabled to view it., and should include:
a. Title of the paper
b. Name and affiliation(s) of all authors
c. Abstract of 300 words that includes: rationale, evidence of current practice and/or research with supporting details/ examples, theoretical framework, key issues that will be covered in the chapter, and implications for interpreter education.
3. All interested parties will then be notified if their abstract has been accepted by August 9, 2013. At that time, GU Press Authoring Guidelines will be sent to all successful contributors.
Please feel free to contact the editors at This email address is being protected from spambots. You need JavaScript enabled to view it., if you have any questions/concerns.
IMPORTANT DATES:
Notification of intent to submit to editors May 3, 2013
Receipt of abstracts June 14, 2013
Confirmation of contributors August 9, 2013
Authors submit manuscripts to editors January 6, 2014
Editing January-April 2014
Submission of manuscript to GUP April 5, 2014
