All posts by John Allan @mrpottz

Independent Language Learning with CanAvenue 


Written by - John Allan @mrpottz
woman studying in her apartment
Source: Getty Images

A new, free, and open learning platform was recently launched. CanAvenue is for learners aiming to improve their language skills outside of the classroom. This LMS is designed to support learners at high beginner to intermediate stages through interactive-self-directed activities, practice modules, and resources that help them navigate Canadian language learning without formal classes or instruction. As there are no registration restrictions, CanAvenue is openly available, making it a tempting resource for newcomers or anyone looking to improve their additional language skills in a self-directed environment.   Continue reading →

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Customizing H5Ps 


Written by - John Allan @mrpottz

There are thousands of H5P learning objects available online through repositories, open education resources and shared courses.  Many of them have a Reuse button.  By clicking on this button, educators can download an H5P and use it as it is or they can customize the H5P.

H5P, HTML5 Package, is an online set of tools that facilitates the creation and sharing of interactive, multimedia content.  These are normally used for educational purposes.  They enhance learner engagement with interactivity, immediate feedback and mixed media. H5P offers a variety of content types like quizzes, interactive videos, presentations, and games, which can be easily integrated into online learning platforms such as Canvas, Moodle or Brightspace.  One of the best attributes of H5P is the ability to customize existing H5Ps.  This can save time, energy and development costs. It also saves training time for teacher-developers.   
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Poodll on Moodle 


Written by - John Allan @mrpottz

I was fortunate enough to have moderated a few Avenue webinars on Poodll technologies in June.  The webinar speaker was Justin Hunt, the founder and CEO of Poodll.  I have since been developing learning experiences for the CanAvenue.ca project using Poodll technologies and would like to share some of the basics with the TESL Ontario community through this blog post and a TESL Ontario webinar. 

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GPTs for Language Instructors


Written by - John Allan @mrpottz

I know this is going to be confusing, so let me try to sort out this alphabet soup. GPT, or Generative Pre-trained Transformer model, is a type of artificial intelligence model developed by OpenAI. You should be familiar with ChatGPT, which is the most common tool. For language instructors, these tools can perform various tasks such as language translation, text summarization, question answering and much more, including: 

  • content creation 
  • customer support 
  • educational tools  
  • personalized learning experiences 
  • research assistance.
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Make Your Word-Processed Documents More Accessible


Written by - John Allan @mrpottz

Most of us are aware of the importance of the issues around digital accessibility through our own disabilities and supporting our students in virtual and blended classrooms. Some organizations offer accessibility training for educators and learners. Due to accessibility legislation and policies, software vendors build accessibility features into their wares. This opportunity allows us to make our documents more accessible. This post suggests some features available in the Microsoft Word app that instructors may leverage to make their digital documents more accessible. Please be aware that this is not a comprehensive accessibility resource, but an introduction for interested educators.  Continue reading →

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ChatGPT Prompting the Basics 


Written by - John Allan @mrpottz

During interactions over the past year with language instructors in various venues, I have observed a trend with educators’ generative chat usage.  Instructors are aware of generative chat technologies such as ChatGPT and Microsoft Edge Copilot through mainstream media, social media, relatives, students, or their peers. However, few have gone beyond sampling these tools a few times with basic prompts out of personal curiosity or to commence using prompts for lesson preparation.  

Attempts at generating resources with a generative chat tool do not always result in usable content because instructors often give up after a few prompts.   They do not understand that creating suitable content is an iterative process that involves structure, a defined target, skill, and imagination.  In this post, I offer guidance for language educators trying to create content for instructional purposes through prompting generative chat tools.   Continue reading →

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Climbing Up and Sliding Down the AI Slope of Enlightenment


Written by - John Allan @mrpottz

It has been a year since OpenAI released its generative chat app, ChatGPT. As an avid education technologist, I must confess that I jumped headfirst into the ChatGPT spectacle. This enthusiasm is documented by more than twenty professional development activities that have been facilitated or written over the past months. These are listed in the Resources section below. 

Recently, I have taken a breath to reflect on ChatGPT and how it has dominated the conversation in education technology in 2023. Within this reflection I have mapped my experience against Gartner’s Hype Cycle of new technologies to document how I am faring in relation to education’s adoption of generative chat technologies. 

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Coping with the AI Challenge


Written by - John Allan @mrpottz
Image by Alexandra_Koch from Pixabay

September is here! The past eight months of warnings of artificial intelligence- or AI- generative chat calamities were heeded by some and ignored by others. Hopefully, you are one of the fortunate ones who work in an institution where AI policies, guidelines, just-in-time support and plagiarism teaching-learning plan statements are ready and accessible to supervisors, instructors and learners. If this is not your situation, this post is for you. Read on to quickly pick up some tips to cope with AI generative chat technologies while your institution works towards comprehensive strategies.  
 

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Digital Citizenship and the Challenge of AI 


Written by - John Allan @mrpottz

The past six months have witnessed an unprecedented technological phenomenon that has the potential to revolutionize most professions. Education is now challenged with developing innovative teaching and assessment strategies. As well, stakeholders in education will need to adjust to the deepened pressures that AI tools pose for plagiarism and misinformation. Weekly, waves of new and reinvigorated AI powered tools are being touted continuously through social media and education sources. Active curation and training will be required to sort these out. This will include revising institutional policies and codes of ethics.

As some educators are over the shock and fear stage of this disruption, they are now looking for guidance on how these technologies can be used to enhance teaching and learning.  Applying digital citizenship principles to map out practical activities is one approach that may assist educators in successfully integrating AI chat tools into their lessons. 

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ChatGPT Extensions: Make it Your Personal Assistant


Written by - John Allan @mrpottz
Generated by DALL-E 2 with the prompting of John Allan

Whether you’re aware of it or not, the recent release of artificial intelligence-powered chatbots is transforming the way we interact with technology. OpenAI’s ChatGPT, Chat Generative Pre-Trained Transformer, allows anyone to engage with it in a human-like manner to achieve a response. Over the past few months, scores of GPT-powered web apps and browser extensions have appeared due to AI-powered chatbots resulting from the release of the OpenAI’s GPT API (applications programming interface). The API allows apps to work with ChatGPT. This allows software developers to create more powerful applications. The browser extensions described below will help language instructors use ChatGPT more effectively to enhance their lessons and daily digital tasks. 

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