Struggling to communicate, being misunderstood, or not being understood at all, is a very stressful and daunting feeling for anyone especially when it affects your lively-hood. The class I’m currently teaching is experiencing this very feeling. And although they attend ESL classes on a daily basis, their English comprehension levels are lacking.
This is where WorkPlace ESL comes into play. For those of you who may be unfamiliar with this branch of ESL, it’s a program that was designed some time ago to help those who need specific language training in order to excel in the work force. Continue reading →
Images can be a great visual tool especially in ESL, but the process in making them technologically effective can be overwhelming. This post is the second post of a 3-part series of Images with Impact by John Allan.
Copyright & Images
The best way to approach copyright with your images is to assume that the images are copyrighted by someone.
4 means of including images legally for your LOs are
purchase a license to use images,
locate images in the public domain meaning that they are on open repositories,
have expired copyright, or
as Kelly Morrissey posted on January 13, create the images yourself.
I currently teach an Academic Preparation course, and as I wrote in my previous blog, last summer I set up a Moodle-based course site. The purpose of the Moodle site is to give students access to course material from home, as well as give them experience with using these kinds of sites, since they will most likely have to use them in whichever college or university they go to from my class.
Practical Moodle Usage
Moodle is an incredibly versatile platform, and there are a number of things it can be used for. If desired, an entire course or program could be run entirely through such a site.
My course consists of 3 modules of 4 weeks each. Each day, there are 4 classes (Vocabulary, Reading/Writing, Listening, and Speaking), so the content on the site Continue reading →
Images can be a great visual tool especially in ESL, but the process in making them technologically effective can be overwhelming. Images with Impact will be a 3-part series of posts by John Allan in order to give you researched information and the opportunity to reflect at each step.
Instructors and Images
Many instructors are expected to create their own presentations, worksheets, or online learning materials called learning objects (LOs) to enhance their classroom offerings. This situation is tricky since most LOs in the modern classroom include multimedia objects. For now, let’s focus on images. Image handling is a very common problem for instructors. This problem is especially onerous for instructors who may not have access to image editors, image repositories, or media design support. Continue reading →
Have you heard the phrase AODA (Accessibility for Ontarians with Disabilities Act)? The accessibility movement is a global phenomenon that has implications for all stakeholders in education. In Ontario, colleges and boards expect (I hope this is not too much of a generalization) that materials produced for instructional purposes comply with accessibility standards based on the media being employed. Media includes printed documents, electronic documents, web based offerings, and interactive and passive multimedia presentations. The United Kingdom, Australia, and the United States have also passed accessibility legislation.
I have found that following good practices to create accessible digital documents results in an improved experience for all. Some general guidelines to improve document readability are
easier to understand tables ,and
colour contrast considerations.
Last year, I attended accessibility certification workshops. Four days of training involved document accessibility design, mobile App design, video captioning, and web accessibility design and Continue reading →