Now the floor is open to all the questions you may have.
So please,
anyone.
I have my own mike.
Okay.
I don't know to what extent you would be able to answer this,
but this is like, well, you. Yes.
Ethical question you can ask or.
Okay.
Well, it's perhaps to all of you as well and as included.
I cannot wait to see this method,
a logical proposal that is didactic or division of translation
being implemented in the Spanish curriculum.
So I can't wait.
I really believe in it.
So how long how long do you think we will have to wait
to see this happen?
Because it will happen.
Well, we have at the time, I don't know if I may have only
one possible answer.
Maybe this is an open roundtable.
We are at a time now that we are, you know, the the
the plans of the degrees of primary education are being questioned now
and technologies become in a huge part of it.
So maybe, maybe at that point.
But I think it's our responsibility.
You know, it's more more than any curriculum plan.
Vacation is more, you know, the responsibility of
of the teachers themselves.
Why becoming an English language teacher is a lifelong learning
activity
where you have to update yourself with new methodologies that work.
So maybe it's not so much the curriculum has to change.
It's the teachers that need to learn.
Yeah.
Ten years ago, we didn't use that much technology in the classroom.
Not not that much.
And if you think about it, are probably the most single.
I don't know if
media literacy is today and
ICTs literacy is today absolutely key.
So probably in two or three years we are going to be using much more
advanced things.
I don't know if audiovisual translation in the classroom
is going to be in the study plan, but we are going to do using
we are going to be using more and more technology.
So we have to teach teachers on how to critically
and creatively use it with their students.
But this should also find a place,
an important place for secondary education.
Yeah. May I?
I think on the one side,
we should be talking about how the politicians deal with all this
and if we give answers to this is never.
So I think the other side is trying to implement
these kind of activities as we are doing
now in the faculties of education at primary, secondary
and even early childhood education level.
I think it's very, very interesting
issue to explore.
And as as far as we teachers
help pre teachers to start doing this kind of activities.
I think maybe, as I said, ten, ten, ten years ago,
there was nothing about these maybe ten years after that
teaches us faculties of education are
at least they know how these work and they can use
that they can implement it at primary school and secondary and
and early childhood level I think.
Perhaps in the same line.
May I ask you, did you ask them about their willingness
to to use this active dove in in the future?
Because we were talking about that we have to think of future
teachers of future English, teachers of English.
But they were
they were showing some of certain willingness to to put into
to implement these active Dublin tasks.
Yeah, I think one of the questions of the questioner that was this
precise question is the same as when we are at the Faculty
of Education asking them to to deal with PBL.
Probably the base learning is something similar many years ago
no one was talking about PBL and now our future teachers,
at least in Galicia, they are at least they know
and they, they, they, they got the idea on how to implement
PBL or in this case, start activities.
So I think it it's it's going to work and positive.
Thank you.
Questions please.
Okay.
Well, hello.
Thank you, all of you, for your wonderful presentations.
I was going to contribute a little bit
on that last comment and as well to ask little question.
I also work under active litigation, a real
I implemented dubbing activities with my first year students
three years ago and now they are my final dissertation.
You prepare pupils and they are interested in
working on their innovation proposals using inserting
without being creative dubbing. So I think we are onto something.
That's the idea that it's very much alive in this case.
But it was very interesting to check the same kind of concerns
that they have is that it can also
it can only be implemented in high levels of primary school.
So is there any kind of alternative activities
that could be used for lower level primary
education contexts?
Yeah, Yeah.
Surprisingly, we we even these call, but not in this one but in previous
research has been introduced that even elementary
education can be they say teacher say can be
fit for purpose to to introduce
zapping not creative dubbing, but something similar for instance,
using voiceless videos where students have to narrate.
This is what students in infant education do.
They are just presented with a video and they have to invent a story
or say, what is going on there?
I don't know.
That's not really creative dubbing.
That would be storytelling narrating, but that would be we are going to
coin a new name for a new audiovisual excitation modality.
Okay.
So yes, yes.
Not creative dubbing, but dubbing in general.
We know that in primary education students there is a preference
of dubbing over subtitling.
In primary education.
The students prefer dubbing to subtitling
because it is more amusing, it is technically less demanding
and it is more cooperative probably, and it is funnier for them
in secondary education, it tends to be more a bit more even.
But standard dubbing, I would say not, not creative.
Maybe in the lower levels of primary education.
I was thinking about creative body description maybe for that.
Well, that modality
I was going to ask
about the drawbacks that they find the possible.
Yeah, drawbacks were there are list of preset possibilities
or was it what is an open question?
We have a list of preset possibilities,
but there was a possibility of seeing other.
I've seen other.
And that's where gamification, I believe it came for what I recall.
But so it was a preset.
And then but most of them we have to digest from
they chose from those.
In the other questions I have.
I have one question for you
which really caught my attention from the results of the the study.
As you know, like previous study at least.
Yes. Angelica.
And I don't know if she's here
and also even myself, you know, previous studies that we did
and with the results from all the data collected in in trial legs,
one of the main concerns of the students
was the challenges that AZT, AZT poses.
Why, in our case, for example, AZT was not seen as a challenge
because we for future teachers, try to make it easier, right?
Not asking them to use any particular
up to to program or opt to do it.
But I know that with studies they were asked to use,
they were asked to use specific software.
And for your students, it didn't imply any obstacle
or hindrance in the application of the
of the methodology, which is kind of, you know, very much
it doesn't go in line with previous studies.
Studies show that it's improving. Right.
The view of, you know, technology because we are
and we are becoming more and more digitally.
So maybe this is not going to be coming in the future.
Right.
But in present time in your study, it didn't seem to be a problem
for the students at all.
Well, yeah, that was what I was about to say.
We we dealt with engineers, future engineers and architects.
And it's funny to see that sometimes it is
so weird for them to to use technical
software in a different way.
And even those in, in, in I.T engineering,
they,
well, I have to say this with computer in engineering
they are more used to, to work with them obviously
is more like data analysis and that sort of thing.
So when they come in to the English class they,
they say, yeah, but we are here for technical English.
So yeah, it has to do with that.
And then it is just a clash in their minds.
But then they the it's
is like they like it Lucas will say.
And yeah, it's quite funny to see how, how much you, how much involvement
do you perceive in their every voice in activities.
And at the end is so funny to see
how they get real actors and actresses.
So that is like coming there
and then with the rest, as we were saying,
A, we proposed one which was a screen
classified because we thought it was easier for them.
Perhaps
we create in the
group last year, as you all know, manuals
like a kind of easy and user friendly manual. Yes.
To get familiar with with their software.
But then they some of then the they like on at first
that's one of the main problems we found it was the time required
at the very beginning because they were not familiar,
they were not familiarized with this with it.
But then they also ask me, we use this,
or maybe we used LAT works, which was quite funny to see.
They were more used to, to use it.
And so yeah, I mean were my intention is Yes.
To, to get Russell to get a product and when you say
the word product is like hey that's it.
So for an engineer product, final product
is what they say in their minds and it works and they use it.
Yeah. Is the final result what I, what I need.
And if you use different type of software that's mine,
as soon as you get, you know
comfortable using it the person.
But it was quite funny
as as you were saying when when below face was so not.
Yeah yeah yeah.
But you know I realized they the
they see the ups into their environment
but not outside and sometimes they they cannot perceive
all the potential, all the potential they have and sometimes it's
funny to see for example I remember
talking about the voice recognition and sorry to
yes to to address to,
to fairly some of here, but there was with voice recognition.
Think of what's up.
Do you did you did you record yourself on.
Does it. Yes.
What's up since the message of voice recognition
and then since sometimes sense whatever it is
and sometimes you find funny things there in the message but
say, yeah, I'd say, well, this is sort of it.
You have to put your voice using another tool on and then it works.
So but I think the key is not to limit themselves to the type of software
is. Yes.
A recommendation because it was something they didn't like to be
just stuck there on. Okay.
And what about if I don't know how to use to use this?
I'm perhaps giving time, especially for the first lesson plans.
The first lesson plan was with dealing with voiceover.
It took them ages to complete it first,
then the audio description.
As you've seen, the results were much
better than in in voiceover,
even if I at least it's my opinion.
But it was more difficult in terms of creativity, in terms
of trying to find, you know, the gaps for,
of the describing the scene.
But they were more used to,
to this type of soft work and it was easier for them.
So perhaps giving more time on
to get familiar with with this is a good point.
Yes. To a start.
So now
have a few questions now.
So let's go for a coffee and then we will have
the nice opportunity to listen to food.
Selma, which is the greatest bread in the city.
So enjoy it.