Effective Presentations for Professionals
Approved for 7 CE credits by ATA
CE credits will be granted on the final attendance certificate only for sessions attended live as registered by the GoTo Training platform. Recordings will be available for attendees as a courtesy for participants to be able to review the material.
This series of five workshops of an hour and a half each will support interpreters and translators who give presentations to professionals.
This will be through an interactive platform with breakout rooms where participants can practice the skills presented and demonstrated by the instructors.
Cost: $180 for all five sessions
Discount: $30 for members of professional associations (code: MEMBER) (members pay $150)
1. Writing learning outcomes appropriate for a specific audience.
2. Drafting the presentation. Using sources to support our research.
3. Ways to engage the audience during the presentation.
4. Differences between presenting online and in person.
5. Practicing our skills with a a rubric to evaluate each other in breakout rooms.
This will be an interactive presentation using breakout rooms, and it will not be recorded.
From the Oregon Health Authority:
On the Interpreter Training Programs page, the forms to become an OHA approved training program have a list of ideas for engaging with the participants actively during a session.
A suggested syllabus for Remote Interpreting as a Specialty
- As a reference for verbs commonly used to write learning outcomes, please check the Blooms Taxonomy of Measurable Verbs.
- The taxonomy of measurable verbs should be used in the context of Bloom’s Taxonomy of Learning
- Kolb’s learning styles and experiential learning cycle provide another perspective.
- Planning a course: learning outcomes and backward design – by the University of Arizona
- The Public Speaking Bar Chart has good ideas for preparing a presentation.
- HBR’s 10 Must Reads on Public Speaking and Presenting
- 18 Ways to Make Your Presentation More Interactive
- Teaching, learning and assessing in remote learning environments – by the Association of American Colleges and Universities
- Improving verbal and nonverbal communication with students online and face to face – by the University of Arizona
- How to develop culturally responsive teaching for distance learning – by KQED
- For how to write test questions, check the NBME Item Writing Guide.
- How designing accessible curriculum for all can make online learning more equitable – by KQED
- Collaborative learning – by the University of Arizona
- A comparison between online and in person learning by Marjory Bancroft CLI 2019 online training Abridged
Lesley Andrews has a Masters in Education and has taught in university settings. Helen Eby has a degree in teaching and has taught in college settings as well as designing long courses. Both are ATA certified translators and will be co-teaching this series. Helen and Lesley have been working together on projects for many years.
Lesley Andrews is a freelance translator with ATA certification in Spanish > English and Portuguese > English Translation. She has been translating professionally since 1990, and made the switch to full-time translating in 2018. She has an MA in Teaching English as a Second Language, and has taught university courses in Spanish, English, and Spanish-English Translation. She also worked in educational technology for 18 years. She is vice president and a board member of the New England Translators Association, for which she helps to organize annual conferences, hosts hybrid and online events, and provides tech support.
Helen Eby is a freelance translator and interpreter. She is ATA-certified in both English to Spanish and Spanish to English translation. She is also a Spanish state-certified (Oregon) court interpreter and a medical interpreter certified by the Certification Commission for Healthcare Interpreters (CCHI) as well as the Oregon Health Authority. Helen graduated as a teacher in Argentina, has taught university courses in Spanish, and has taught and designed short and long trainings for interpreters and translators. She has also written instructional materials through her blog and other platforms, as well as her book on Spanish writing.
Schedule and syllabus
All sessions are live, from 5 to 6:30 pm Pacific, 8 to 9:30 pm Eastern. There are no recordings, since we will use breakout rooms in all sessions.
|Jan. 13, 2021||What is a learning outcome? How to write one.
Describe your target audience. How will you reach different audiences? Describe several audiences and try to explain the same concept to each group.
|Jan. 27, 2021||Writing your presentation.
Including a why we are here section.
Presenting items in a logical order.
Researching the topic with credible sources.
Including a source we don't agree with and disputing it credibly.
|Feb. 10, 2021||Practicing a variety of ways to involve the audience in the presentation.
Participation options for online vs in person audiences.
Differences between synchronous and asynchronous delivery.
|Feb. 24, 2021||Presentation platforms. Adapting to the technology in an online presentation. How can we take advantage of the technology? What do we do when the technology fails? Can the technology fail in an in-person setting?|
|March 10, 2021||Short presentations by participants and comments, using a rubric.