Audio Description Training: A Snapshot of the Current Practices

Autor/inn/en	Mazur, Iwona; Chmiel, Agnieszka
Titel	Audio Description Training: A Snapshot of the Current Practices
Quelle	In: Interpreter and Translator Trainer, 15 (2021) 1, S.51-65 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mazur, Iwona) ORCID (Chmiel, Agnieszka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2021.1880263
Schlagwörter	Audio Equipment; Teaching Methods; Audiovisual Aids; Visual Impairments; Translation; Professional Education; Program Descriptions; Comparative Analysis; Teacher Surveys; Course Descriptions; Information Technology; Technological Literacy; Computer Software; Transfer of Training; Higher Education; Teacher Attitudes; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Audiovisuelles Medium; Visual handicap; Sehbehinderung; Berufsausbildung; Kursstrukturplan; Informationstechnologie; Technisches Wissen; Training; Transfer; Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Ausland; Europa
Abstract	Audio description (AD) is a mode of audiovisual transfer which involves making audiovisual content and live performances accessible to people with sight loss. With the growing demand for this audiovisual translation (AVT) practice, a need has arisen to train professionals in the area. As a result, AD courses have sprung up, both in the form of university courses and professional in-house training. In this article we present a snapshot of the current AD training practices that were reviewed as part the ADLAB PRO project. We report on the results of a survey conducted among 86 AD trainers, involved in the delivery of a total of 192 courses. We first present some general information about the courses and the trainers, and then compare academic and non-academic courses vis-à-vis taught skills, conducted activities as well as competences and transferable skills that are deemed important. The results show that both course types are very practical and do not differ significantly. The only two statistically significant differences encountered were the group size and the importance of vocal skills. IT-related skills, such as using special software, were not prioritised in either of the two types of courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01