Overview

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Assessment

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The initial phase of the project involved a comprehensive needs assessment of both the organization (MIFI) and the learners. It was essential to understand the gap in digital literacy and the dependency on basic translations among the students. The findings indicated that students enrolled in full-time francisation programs had limited digital literacy, making it necessary to develop an in-person training format that would allow real-time support and facilitate active engagement.

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Design​

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Format of the Program

 

Chosen Medium: Live, Classroom-Based Training

Justification:

The in-person training format was selected for several key reasons:

1. It addresses the limited digital literacy of students, offering a guided, hands-on learning experience.

2. The format allows for immediate instructor support and real-time engagement.

3. Live classes ensure the training is aligned with francisation program requirements and can be integrated into existing schedules with no additional technological costs.

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Structure of the program: ​

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​​Development

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The development of the program included in-class instruction guides, handouts for students, and a self-study guide to reinforce the training content. These materials support learners in their post-session practice and ensure they can revisit key concepts when needed. The training was designed to align with the program’s limited budget while effectively addressing learners’ needs.

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Final Products

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In-Class Instructional Guide:

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• Purpose:

This comprehensive guide serves as a step-by-step reference for the instructor, ensuring that each segment of the training is delivered with clarity and consistency. The guide includes an outline of each unit, instructional strategies, and techniques for providing support to learners with limited digital literacy.

 

• Components:

Detailed lesson plans for each unit.

Instructor prompts and key discussion points.

Suggestions for interactive activities and group work.

Assessment criteria and methods for evaluating learner progress.

Contingency plans for addressing varying levels of learner engagement and understanding. The instruction guide is in documented as below: 

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Student Handouts for In-Class Use:

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• Purpose:

These handouts are designed to accompany the training session, providing students with visual aids and written instructions to help reinforce the concepts introduced during the class. The handouts include visual representations of Google Translate’s key features and are tailored for learners with minimal technical knowledge.

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• Components:

A printed step-by-step guide for setting up Google Translate, customized for both mobile and desktop use.

Diagrams and screenshots of advanced features such as pronunciation, context-based translation, and saving vocabulary.

Sample phrases and sentences with contextual variations to practice translating using Google Translate.

Space for students to take notes and track their progress throughout the session. The student handouts are printable deliverable, here is an example: 

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Self-Study Guide for Continued Practice:

 

• Purpose:

To ensure continued learning after the in-person training session, this guide will support students as they apply what they’ve learned in real-world situations. It aims to foster autonomy in language learning and reduce dependency on instructors.

• Components:

A series of guided exercises that prompt learners to practice using Google Translate independently, such as translating different types of phrases, listening to pronunciation, and reviewing word choices for contextual accuracy.

Suggested daily or weekly practice routines to reinforce key skills, such as using the vocabulary saving feature and revisiting translations.

Links to online tutorials and additional resources that allow learners to deepen their understanding of Google Translate’s functionalities.

Reflection prompts to encourage students to track their progress and set personal language learning goals. This interactive self-paced practice was designed in Canva and made available for students after the training via their e-mail: 

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Evaluation Tools:

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• Purpose: To assess both the effectiveness of the training and individual learner progress. These tools will provide immediate feedback and ensure the training meets the established objectives.

• Components:

A Level 1 Evaluation Form for learners to provide feedback on the training session, including their satisfaction with the content, delivery method, and overall learning experience.

A Short Assessment in which students apply the skills they’ve learned by using Google Translate to translate a sentence in context, save vocabulary for future review, and practice pronunciation.

Evaluation criteria that will help instructors measure learners’ mastery of each feature, focusing on practical application rather than theoretical knowledge.

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Presentation Materials:

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• Purpose: To support the live instructor-led sessions and ensure clarity in content delivery. These materials will assist in maintaining student engagement and providing clear visual explanations.

• Components:

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PowerPoint Presentation outlining each feature of Google Translate with screenshots, step-by-step instructions, and key takeaways.

Interactive activities integrated into the presentation that encourage students to participate actively and apply what they’re learning in real time.

Embedded questions and polls to gauge understanding and encourage participation throughout the session.

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