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 →
It all started with Lynn Hainer. She’s a local councillor in St. Marys and a good friend. She’s also a bit of a techie. During her recent campaign, she asked friends to provide adjectives to describe her. I provided a few. The result was a word cloud full of positive attributes. I wondered if I could take this idea and use it in my ESL classroom. I decided to try it.
First, I asked my class to put adjectives on a white board that they could use to describe a person, both positive and negative. They came up with many. I added a few. We used them in sentences
to help define the meanings. For example, we discussed different ways to say that somebody was thin, such as slender and skinny, and that using slender was much more polite than using skinny.
Second, I gave them recipe cards. The students put their names on the top. The cards were Continue reading →
Technology and using it in the classroom have become a major issue in the last few years. Teaching online and using more computers and computer-based resources in the classroom are becoming commonplace in almost every school. One word that you may have heard in passing (or may have already been using in class) is Moodle.
I have been working with Moodle for almost two years, and it has the potential to be a great resource for any ESL class.
What is Moodle?
Moodle is a Learning Management System (LMS) platform that many education providers use to host either a few courses, a whole program, or a MOOC (Massive Open Online Course)! 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 →
So you’ve been hired to teach ESL – congratulations on making it this far! But the question now remains: How? What? And where? If you were to look online for ESL resources, you’ll be surprised and relieved (perhaps also overwhelmed?) at what you’ll see before you.
There are many resources available to you aside from your colleagues (an obvious choice, and an invaluable one at that). Scouring the Internet can prove daunting and endless. However, here are a few tried and tested sites that will take you to your class with confidence.
Some good finds:
ESL Gold is a very popular and widely used site for ESL teaching material. The site is categorized nicely for you to easily select what area, skill, and level(s) you’d like to focus on, which is especially Continue reading →
My multiple initiatives to kick-start an extensive reading program using the MReader resource at 4 different institutions flopped for a variety of reasons. My disbelief in these failed attempts led to another kick at the can.
Dozens of outreach attempts through email, voice messages, coffee break chats, and scheduled meetings resulted in the opportunity to run a formal presentation to appropriate stakeholders. At last, the concept of using MReader as a motivational measuring stick while promoting an extensive reading culture was accepted.
At the college where I teach, the extensive reading program, monitored by the MReader, has now completed its first pilot and will encompass additional students and instructors in the fall. Why was I so persistent in promoting this package? Continue reading →