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[LTA intro music]

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LiveTextAccess.

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Training for real-time
intralingual subtitlers.

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This is Unit 1.
Understanding accessibility.

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Element 3. Embedding accessibility
in working environments.

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In this video lecture,
we show the first part of an interview

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with Mohammed Shakrah,

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a real-time intralingual subtitler
from Sweden.

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He will talk about the role
of real-time subtitles

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in the educational setting.

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My name is Piero Cavallo

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from the Internationale Hochschule
SDI München, in Germany.

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I have prepared this video lecture

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in collaboration with Rocío Bernabé Caro,
also from SDI München,

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and the European Federation
of Hard of Hearing, in short, EFHOH.

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On completion of the training sequence,

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you will be able to advise customers

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about how to best set up

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an accessible real-time
working environment

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for persons with hearing loss

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in the trained working contexts
and settings.

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To achieve that,

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we will show testimonials
and interviews of professionals.

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The agenda is very short.

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First, I am going to introduce
our invited speaker, Mohammed Shakrah.

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Then, I will illustrate the topics
of the interview.

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Finally, we will end the video lecture
with a summary.

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Please note, that this is the first part
of the interview.

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First of all,
let me introduce you Mohammed Shakrah.

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Mohammed Shakrah is from Sweden.

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He has medium long, brown hair and a beard.

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He has been working
as a real-time subtitler for 15 years.

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He is the founder
of Svensk Skrivtolkning,

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a company which provides
real-time subtitles services

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across Sweden since 2013.

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Let me give you some information

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before watching the first part
of the video.

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In the first part of the interview,

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Mohammed talks about the importance

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of real-time subtitles
as an access service

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to provide accessibility
in educational settings,

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primarily for schools
and higher education.

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Then, Mohammed highlights
the importance of planning

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when working in this particular setting.

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Finally, he talks about
the equipment needed.

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OK, let’s watch the video now!

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-[Piero] Hi, Mohammed.
-[Mohammed] Hi.

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[Piero] This interview will be about
providing accessibility

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with real time-intralingual subtitles

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in the education field.

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You have been working
in this field for many years.

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Can you introduce yourself a little bit?

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[Mohammed] Sure!
So, my name is Mohammed Shakrah,

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I’ve been working
as a speech-to-text interpreter

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for about 15 years now.

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And, basically,
I started the company Skrivtolkning.se

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8 years ago now.

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Our aim has basically been
to develop the field,

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as well as provide services
within the field.

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From the beginning until now,
it has grown,

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it has spread to Deaf users
and a lot more people are using it,

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also within higher education,

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which has taught us about

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how to work with...

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different parties in being able
to provide good live captions.

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[Piero] OK, so...

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As a professional who works
in this field, in the educational field,

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what do you need to provide
a good service

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and provide accessibility
to your end users?

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[Mohammed] Before I start answering
this question,

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I’d just like to say that, usually,
I talk about primary users

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and secondary users,

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where the primary users are
the ones making use of the subtitles,

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and the secondary user is
the one conveying information in any way.

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I say this, because,

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usually, when we work as interpreters,

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we try to keep a neutral stance

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between the primary user
and the secondary user,

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for them to feel
that the interpreter is unbiased

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or, is not...

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changing or altering
the message in any way.

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Whereas in the educational context,

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we view the interpreter
as closer to the secondary user.

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So, for example, the teacher
or the team or teachers

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in a course
or a class around the students,

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we need to actually establish

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a professional and well-working
cooperation or partnership

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with them,

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because our goals, in a way, intersect.

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The teacher holds classes,

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where they try to convey
knowledge or information

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and, as interpreters,
we’re actually the "can do it"

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for that aim of knowledge acquisition,

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or knowledge transference

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to the students.

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As I said, I think this is quite…

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quite a different way
to view one’s own role

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in an interpreting context
or environment.

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The main goal, I think, is to...

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try to build an understanding
with the teachers or the staff

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of the possibilities and the limits
of speech-to-text interpreting.

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I’m going to give a couple of examples.

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For example, we say "maths"

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and you have a math teacher, usually,

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the teacher writes equations
on the board.

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Depending on the level of maths,

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obviously, the equations aren’t gonna be
a straight line

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with pluses and minuses.

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They're going to be crossed lines,
you know,

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and they’re going to start writing
or painting arrows

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from one place to another,
and dots, and everything.

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And that’s very difficult to get

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in any software.

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Plus, the higher up you get into maths,

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you’re actually running
a higher risk of...

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misrepresenting
whatever the teacher is saying.

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So, in this case,

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it becomes really important
for the interpreter to know

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when to rant and when to point
at what it’s being written on the board.

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And establishing a procedure,
which is very clear.

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Both with the teacher,

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so that the teacher knows
when do we point,

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and when do you represent or...

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translate or type
whatever is being said.

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But also for the student,

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so [to] understand where should put
his or her attention

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at any given time,
so that they can actually--

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they have the time...

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to acquire the message
or the information from the teacher.

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If we take physical education
as an example,

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in high school or up in secondary school
or whatever,

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it’s...

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important to make the teacher understand,
for example, that--

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[to] give the instructions
maybe before the lesson starts,

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or, at least, don’t give instructions

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at the same time
as in [the] ongoing activity.

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Let’s say you’re playing dodgeball.

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Maybe give the instructions
to dodgeball before dodgeball starts,

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and then, if you have--

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like players swap, or something,
during the game,

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maybe also talk to the teacher about,
you know,

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if you want a signal
or stuff like that, have visual signals

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or something, because...

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I won’t be able to interpret whatever
you’re saying during the activity.

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So, this relationship,
or partnership with the teacher

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actually helps to plan

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for accessibility, for the students.

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It's key in this type of situations.

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But other than that,

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I'd say, obviously,
understanding the curriculum

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and the learning objectives.

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[It] might not seem very important
for you as an interpreter,

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but actually [it] is,
so that you know how does this

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that we’re doing today
tying to the long-term goal.

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So, while you’re interpreting, you know

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what to put in that’s not being said.

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Sometimes, that's needed in order
for the message to come across clearer.

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And how to handle the actual lessons.

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But also to plan

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for things in the curriculum.

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I'd say also understanding
the fundamental pedagogy

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of different types of subjects,
so, how do I handle maths,

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for example,

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to how I am going to handle
more practical subjects, like cooking

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or whatever,
from a technical point of view.

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And overall setting:

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actually knowing what rooms
you are going to be in,

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so you know
if you can sit close to the--

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If there’s a front bench
that you can actually sit on,

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or if you’re outdoors.

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If you’re going to a museum,

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are there going to be chairs there
or should I bring my own chair?

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if you wanna sit down while typing.
Or should I have one of these...

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I don’t know if you’ve seen them, like
a board that you hang on your stomach,

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so you can walk around typing.

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So: understanding the setting,
understanding the context,

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understanding the environment,
basically,

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to help you plan
for what you need to bring

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and what you need to teach,

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in terms of, you know,
from the primary and secondary user.

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[Piero] So, planning is very important?

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[Mohammed] Planning is everything when
it comes to this type of interpreting,

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because it’s based on, you know--

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Your role is not just
to convey information;

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your role is to be part of knowledge,

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the transfer of knowledge, which is--

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You need to see yourself
almost as a teacher in a way.

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I want to really point out
the importance of this partnership

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in order to be able to plan.

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And in order for the teacher,
the staff and the student to accept

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you as an authority.

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In getting your plans accommodated,
or your ideas taken into account.

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And I say partnership
because I wouldn’t say “consultant”,

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where you come in and tell the teacher
what to do and what not to do,

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because you have to respect
their authority and their knowledge.

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But if you build a working relationship

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they’re going to provide you
with information you don’t need, even.

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Because they’re going to ask you,
because they respect you,

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"Do you need this?
Do you think this is all alright?”

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"I’m thinking about this session,
I was planning to do--

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switch places in the middle of the lesson,
do you think that would work?”

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Just being a part of the planning

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really helps you
to be able to influence,

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but also get information that you...

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you need without asking along
every step of the way.

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[Piero] Does the teacher usually send you
the information before the lesson?

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How does it work?

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[Mohammed] I’d say there are two types
of teachers, you know?

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One type of teacher, like, goes,

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“OK, so these are the books
we’re going to have this semester.”

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And another type of teacher
that actually,

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either asks you for, maybe, once a week,
or once every two weeks

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to just go through what’s going
to happen the next week or two.

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And look at mainly
the practical side of their lessons.

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Usually we have like a start up meeting
at the beginning of the semester,

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where we kind of explain how we work,
what we usually do,

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just to raise their awareness
and have them come up with--

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understand the situation,
so they can come up with questions

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in relation to their subject,
for example.

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And then, obviously,
you don’t want to be too pushy.

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We kind of have them decide the pace

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Do they send us information
before each lecture?

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Or do they want a meeting
once every week,

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two weeks, or a month to talk about...

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what’s coming up ahead?

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I mean, the most hurdlesome
kind of situation

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is where you send an email
before each lecture,

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or date, or teacher, and you go,

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"Hey, I’m coming back tomorrow again.
Could you send me some information?”

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What you want is for them to include you

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in their mind, but also...

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in practice.

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If there’s, say, a guest lecturer,
you can get the teacher to actually...

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speak for you or include you
in their communication with others.

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[Then] you can focus
on the important task at hand of...

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preparing for the lessons.

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[Piero] What about
the equipment you use?

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What kind of equipment do you need?

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[Mohammed] Obviously,
background information and materials,

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like lectures, speakers notes,

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sort of lectures plans are always
a part of preparations.

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And then,

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a computer and a keyboard of choice.

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I’d say, preferably, the most silent
keyboard you can find.

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And a software.

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00:15:36,528 --> 00:15:39,997
For us, a suitable software
is a software that,

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00:15:40,504 --> 00:15:44,434
in educational settings has
two main properties:

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one property is that

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00:15:48,723 --> 00:15:52,879
the text can be scrolled through
during the lecture, because...

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00:15:53,754 --> 00:15:57,543
we work with students that have
visual impairments, for example,

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00:15:58,145 --> 00:16:02,762
or with dyslexia,
or with attention [deficits],

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00:16:05,192 --> 00:16:08,575
on top of their hearing impairments.

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00:16:10,738 --> 00:16:16,738
Actually being able to acquire the text
at a pace that suits you

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00:16:17,309 --> 00:16:20,395
at the same time
as you’re taking in the room

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00:16:20,696 --> 00:16:23,911
and your surroundings,
what’s happening on the board,

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00:16:24,668 --> 00:16:28,801
in the room, for example,
I think it’s very important.

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00:16:29,102 --> 00:16:32,262
And you also want a solution,

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00:16:32,563 --> 00:16:36,700
where the student gets
a cordless device,

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00:16:37,098 --> 00:16:39,848
so they can read the text
on their tablets,

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00:16:40,149 --> 00:16:43,293
a smartphone, or a computer.

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00:16:43,989 --> 00:16:47,481
Because you want them
to be able to move around,

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because sometimes
the lesson requires that.

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00:16:53,301 --> 00:16:56,684
But also from an integrity
point of view:

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00:16:56,985 --> 00:17:00,160
you don’t want them
connected to you via chord,

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00:17:00,461 --> 00:17:05,192
because it’s about freedom of movement,
obviously, and personal integrity.

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00:17:05,747 --> 00:17:10,106
And a mean of communication
between you and the student

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00:17:10,489 --> 00:17:15,278
via STEM software,
where they can ask you questions,

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00:17:15,707 --> 00:17:20,208
“Could you please make the text
bigger on my screen?”

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00:17:22,192 --> 00:17:24,301
Just so that you can talk to them.

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00:17:25,090 --> 00:17:26,926
Even if you don’t know sign language,

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which a lot of us that work
with speech-to-text interpreting don't.

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00:17:31,747 --> 00:17:33,747
Then you can still communicate
with them.

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00:17:34,048 --> 00:17:38,996
And obviously, if possible,
a comfortable chair, if you're on-site,

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which is adjustable in height.

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00:17:42,965 --> 00:17:47,145
It’s very difficult to decide
on what table am I going to sit at,

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because most usually we want to sit

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00:17:50,161 --> 00:17:51,364
at the front of the room.

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00:17:52,090 --> 00:17:55,145
Or, if we can’t sit in the front
of the room,

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00:17:55,817 --> 00:17:58,777
we usually bring, like technical aids,

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00:17:59,078 --> 00:18:01,535
that people that have
a hearing impairment use.

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00:18:01,836 --> 00:18:07,004
Either you go via the induction loop
and you have like a hearing aid yourself

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00:18:07,305 --> 00:18:10,528
so that you hear everything
that goes into a microphone clearly.

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00:18:11,622 --> 00:18:15,590
Or we have a version
where you put a microphone

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00:18:15,891 --> 00:18:19,637
close to the teacher or to the table
and you’re listening through a receiver.

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00:18:22,065 --> 00:18:23,353
That’s important:

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00:18:23,654 --> 00:18:27,565
if you understand that we’re going
to sit in a big meeting hall.

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00:18:28,963 --> 00:18:32,401
And we’re sitting way up back, because--

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00:18:33,877 --> 00:18:38,127
We want to make sure that we can bring
equipment to be able to hear

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00:18:39,018 --> 00:18:41,073
what’s being said easily.

290
00:18:41,752 --> 00:18:44,236
But most often we'd just sit

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00:18:45,369 --> 00:18:46,916
at the front of the classroom.

292
00:18:47,237 --> 00:18:48,948
Yeah, I think that's it.

293
00:18:49,249 --> 00:18:52,737
Pen and paper. It's always good to have
pen and paper when you go to class.

294
00:18:53,038 --> 00:18:55,025
Yeah, in terms of equipment
that’s definitely it.

295
00:18:55,326 --> 00:18:57,377
And obviously,
if you’re sitting remotely

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00:18:57,678 --> 00:18:59,002
that’s the main difference:

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00:18:59,303 --> 00:19:03,525
you can have your own technical set-up
the way you like it, the way you want it.

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00:19:04,494 --> 00:19:08,002
With two screens, where you have
reading material on one,

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00:19:08,303 --> 00:19:09,885
and your software on the other,

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00:19:11,088 --> 00:19:12,588
where you can Google stuff

301
00:19:12,889 --> 00:19:17,205
when your co-interpreter is interpreting,

302
00:19:17,506 --> 00:19:20,526
so you can support them with spelling,

303
00:19:22,002 --> 00:19:25,338
or corrections, or things like that.

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00:19:27,213 --> 00:19:28,752
I’d say...

305
00:19:30,307 --> 00:19:33,072
for remote working,
then the technical set up

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00:19:33,373 --> 00:19:36,362
and the ergonomic set up is usually
a lot better.

307
00:19:37,994 --> 00:19:43,307
Whereas the auditive situation
or possibilities...

308
00:19:44,221 --> 00:19:47,064
are worse, because
it’s going to depend on, you know,

309
00:19:47,365 --> 00:19:50,916
how good a microphone
that everyone has in the setting.

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00:19:52,182 --> 00:19:55,369
How good are they
at turning their microphone off

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00:19:55,670 --> 00:19:56,939
when they’re not talking.

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00:19:58,651 --> 00:20:03,604
[Piero] Is the school that provides you
with the equipment when you’re on-site?

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00:20:05,033 --> 00:20:09,041
[Mohammed] We have our own equipment.
Basically, that’s what we provide:

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00:20:09,342 --> 00:20:12,838
is the technical equipment
to be able to provide the service.

315
00:20:13,744 --> 00:20:16,479
Because, I mean, there are as many...

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00:20:17,260 --> 00:20:19,971
kinds of keyboards as there are people.

317
00:20:20,416 --> 00:20:22,025
For example, we as a company,

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00:20:22,326 --> 00:20:25,768
we have some interpreters
that write on a Velotype.

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00:20:26,783 --> 00:20:30,987
And that’s asking quite a lot from,
for example, a school.

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00:20:32,221 --> 00:20:34,752
To also provide a keyboard
that costs that much.

321
00:20:35,510 --> 00:20:37,502
Also when it comes to computers

322
00:20:37,948 --> 00:20:40,494
some might like a computer
that’s one way

323
00:20:40,795 --> 00:20:43,276
and others might want a computer
that’s another way.

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00:20:43,682 --> 00:20:46,463
We as a company have
all these kinds of equipment.

325
00:20:47,330 --> 00:20:51,580
And we choose the equipment
based on the user preference,

326
00:20:51,881 --> 00:20:53,698
or the situation at hand.

327
00:20:54,119 --> 00:20:55,385
That’s what we provide.

328
00:20:57,229 --> 00:21:00,478
The school supports us,
obviously, with--

329
00:21:01,151 --> 00:21:04,612
like, if they have classrooms
that have induction loop,

330
00:21:05,205 --> 00:21:10,737
they might prioritize our students
and us for those classrooms.

331
00:21:11,455 --> 00:21:15,713
Or they might provide us
with a comfortable, adjustable chair,

332
00:21:16,014 --> 00:21:18,158
for example,
so we don’t have to bring our own.

333
00:21:18,459 --> 00:21:22,174
But, other than that,
we bring the technical equipment

334
00:21:22,713 --> 00:21:23,877
that we need to work.

335
00:21:24,178 --> 00:21:28,323
That’s what we get.
We get paid to provide the service.

336
00:21:29,260 --> 00:21:34,635
Obviously, some schools,
they’re really, really accommodating

337
00:21:35,979 --> 00:21:38,127
with, like a really good chair.

338
00:21:38,428 --> 00:21:41,815
We have a place
where they got us the best chair ever.

339
00:21:42,190 --> 00:21:43,971
And you’re really happy about that.

340
00:21:44,276 --> 00:21:47,908
But it’s nothing
that we ask for or require.

341
00:21:49,221 --> 00:21:50,237
The summary.

342
00:21:52,026 --> 00:21:53,291
To briefly sum up,

343
00:21:53,705 --> 00:21:57,783
we can say that real-time subtitles
in the educational setting

344
00:21:58,084 --> 00:21:59,752
work as a bridge,

345
00:22:00,221 --> 00:22:04,470
where the knowledge is transferred
between students and teachers

346
00:22:04,771 --> 00:22:06,213
by the subtitlers.

347
00:22:06,806 --> 00:22:07,806
Because of that,

348
00:22:08,107 --> 00:22:09,847
it is important from one side

349
00:22:10,148 --> 00:22:13,668
to establish a good working cooperation
with the teachers

350
00:22:14,098 --> 00:22:16,067
and, from the other side,

351
00:22:16,488 --> 00:22:21,707
also know the relevant information
that needs to be transferred to students.

352
00:22:23,285 --> 00:22:26,410
Then, we have seen
that planning is essential

353
00:22:26,711 --> 00:22:28,848
when working in the educational setting.

354
00:22:29,613 --> 00:22:31,871
In order to prepare for the job,

355
00:22:32,172 --> 00:22:35,176
you will need as much as information
you can get.

356
00:22:36,442 --> 00:22:37,934
And to get those information,

357
00:22:38,235 --> 00:22:42,317
you will need to build a trustworthy
relationship with teachers.

358
00:22:43,254 --> 00:22:46,738
Finally, we have seen
that schools usually rent

359
00:22:47,039 --> 00:22:50,496
a real-time subtitling service
from companies.

360
00:22:51,246 --> 00:22:55,285
Because of that,
it is up to the subtitler or the company

361
00:22:55,586 --> 00:23:00,395
to choose the equipment that best adapts
to the user’s preferences

362
00:23:00,754 --> 00:23:02,231
or the situation.

363
00:23:02,785 --> 00:23:05,746
Every school or university is different

364
00:23:06,067 --> 00:23:09,004
and has different possibilities.

365
00:23:10,598 --> 00:23:11,824
Exercises.

366
00:23:12,434 --> 00:23:16,238
The exercises for this video lecture are
in the Trainer’s Guide

367
00:23:16,539 --> 00:23:19,199
and the PowerPoint file of part 2.

368
00:23:19,721 --> 00:23:25,721
[LTA outro music]

369
00:23:30,370 --> 00:23:32,690
LTA - LiveTextAccess.

370
00:23:33,456 --> 00:23:36,081
Universitat Autònoma de Barcelona.

371
00:23:37,003 --> 00:23:40,159
SDI - Internationale Hochschule.

372
00:23:41,260 --> 00:23:44,831
Scuola Superiore
per Mediatori Linguistici.

373
00:23:45,971 --> 00:23:47,628
2DFDigital.

374
00:23:48,690 --> 00:23:52,049
The European Federation
of Hard of Hearing People - EFHOH.

375
00:23:53,128 --> 00:23:54,127
VELOTYPE.

376
00:23:55,057 --> 00:23:56,401
SUB-TI ACCESS.

377
00:23:57,573 --> 00:24:02,495
European Certification
and Qualification Association - ECQA.

378
00:24:05,932 --> 00:24:09,963
Co-funded by the Erasmus+ Programme
of the European Union.

379
00:24:11,823 --> 00:24:13,385
Erasmus+ Project:

380
00:24:14,057 --> 00:24:25,830
2018-1-DE01-KA203-004218.

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00:24:27,120 --> 00:24:30,526
The information and views set
on this presentation

382
00:24:30,885 --> 00:24:32,572
are those of the authors

383
00:24:32,873 --> 00:24:36,346
and do not necessarily reflect
the official opinion

384
00:24:36,667 --> 00:24:38,049
of the European Union.

385
00:24:39,128 --> 00:24:42,737
Neither the European Union
institutions and bodies

386
00:24:43,253 --> 00:24:45,979
nor any person acting on their behalf

387
00:24:46,503 --> 00:24:49,151
may be held responsible for the use

388
00:24:49,518 --> 00:24:52,885
which may be made
of the information contained here.