| Training 21st century translators and interpreters: At the crossroads of practice, research and pedagogy M Orlando Frank & Timme GmbH, 2016 | 104 | 2016 |
| Digital pen technology and consecutive interpreting: another dimension in notetaking training and assessment M Orlando EUT Edizioni Università di Trieste, 2010 | 81 | 2010 |
| Evaluation of translations in the training of professional translators: At the crossroads between theoretical, professional and pedagogical practices M Orlando The Interpreter and Translator Trainer 5 (2), 293-308, 2011 | 74 | 2011 |
| A study on the amenability of digital pen technology in a hybrid mode of interpreting: Consec-simul with notes M Orlando Translation & Interpreting: The International Journal of Translation and …, 2014 | 67 | 2014 |
| Training and educating interpreter and translator trainers as practitioners-researchers-teachers M Orlando The Interpreter and Translator Trainer 13 (3), 216-232, 2019 | 39 | 2019 |
| Translation as a sub-set of public and social policy and a consequence of multiculturalism: The provision of translation and interpreting services in Australia J Hlavac, A Gentile, M Orlando, E Zucchi, A Pappas International Journal of the Sociology of Language 2018 (251), 55-88, 2018 | 38 | 2018 |
| Training of professional translators in Australia: Process-oriented and product-oriented evaluation approaches M Orlando Global trends in translator and interpreter training, 197-216, 2012 | 33 | 2012 |
| Digital pen technology and interpreter training, practice, and research: Status and trends M Orlando Interpreter education in the digital age: Innovation, access, and change …, 2015 | 29 | 2015 |
| Implementing digital pen technology in the consecutive interpreting classroom M Orlando To know how to suggest... approaches to teaching conference interpreting …, 2015 | 22 | 2015 |
| Training and educating interpreter and translator trainers as practitioners-researchers-teachers. The Interpreter and Translator Trainer, 13 (3), 216-232 M Orlando | 12 | 2019 |
| Intake tests for a short interpreter-training course: Design, implementation, feedback J Hlavac, M Orlando, S Tobias International Journal of Interpreter Education 4 (1), 4, 2012 | 11 | 2012 |
| Simultaneous-consecutive in interpreter training and interpreting practice: use and perceptions of a hybrid mode M Orlando, J Hlavac Interpreters Newsletter, 1-17, 2020 | 10 | 2020 |
| Note-taking for consecutive conference interpreting B Ahrens, M Orlando The Routledge Handbook of Conference Interpreting, 34-48, 2022 | 9 | 2022 |
| The impact of globalization on translator and interpreter education M Orlando, L Gerber The Routledge handbook of translation and globalization, 202-215, 2020 | 8 | 2020 |
| Interpreting eloquence: when words matter as much as ideas M Orlando The AALITRA Review, 58-65, 2010 | 8 | 2010 |
| Interpreting training and digital pen technology M Orlando | 7 | 2013 |
| Former les interprètes et les traducteurs de demain: Développer les savoirs, savoir-faire et savoir-être M Orlando Education is a whole-person process: von ganzheitlicher lehre …, 2017 | 4 | 2017 |
| Former les traducteurs et interprètes de demain: développer les savoirs, savoir-faire et savoir-être M Orlando Education is a whole-person process, 45-64, 2017 | 4 | 2017 |
| ‘Blended learning’in the training of professional translators L Gerber, M Orlando, S Tobias TRANSLATOLOGIA: Issue 1/2020, 1, 2020 | 3 | 2020 |
| Testing digital pen technology in a hybrid mode of interpreting M Orlando | 3 | 2017 |
Jim HlavacSenior Lecturer, Translation and Interpreting Studies, Monash UniversityVerified email at monash.edu
