All posts by John Allan @mrpottz

Images with Impact: Using and Referencing Images (Part 2)


Written by - John Allan @mrpottz
a collage of images that represent, images and copyright
Created with a ChatGPT prompt

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.

Continue reading →

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The TESOL Electronic Village 2015


Written by - John Allan @mrpottz
TESOL 2015 logo
Screen grab from TESOL International

The TESOL International Convention is happening in my own backyard, and I can’t participate as I am working in Qatar.  I hope that my fellow TESL Ontario professionals have the ability to attend and participate in the massive spectacle that is the annual TESOL Convention.

I have had the good fortune to attend three conferences in person and a few more online. My favourite part of the conference, after the professional and personal networking, is the Computer-Assisted Language Learning Interest Section (CALL-IS) TESOL Electronic Village.  It is a place where one can Continue reading →

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Images with Impact: Editing Images (Part 1)


Written by - John Allan @mrpottz
images on a table
Created with a ChatGPT prompt

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 →

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Good Habits to Consider When Creating Accessible Documents


Written by - John Allan @mrpottz
Digital Accessibility Habits
Created with ChatGPT

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

  • consistent titles,
  • legible fonts,
  • 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 →

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Encourage Extensive Reading with MReader


Written by - John Allan @mrpottz
a student reading text on a digital tablet
Generated with ChatGPT.

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 →

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