#epgdm — Public Fediverse posts

Now to adapt the Racket `slideshow` script from the Covid-19 on-line classes. I can show the class free-software applied with the D.R.Y. principle. (Though I fail to practice it at times...) I'd like them to see alternatives to PowerPoint, and having their pictures move around is probably something the proprietary apps aren't good for.

But maybe just these posts, and the printed worksheets with the images is enough? Taking a PC into class is a pain.

#epgdm #LearnerLineDrawings

The students said it was ok to make use of their line drawings with the scripts and posts. They seemed a little embarrassed but maybe thought it was all funny too.

Mabye I'll get the time and motivation to make the code clearer and put screenshots and paragraphs in to cover the entire workflow (Shotwell, Gimp, potrace, racket... maybe add some Image Magick `convert`). It could be the first exposure to free software for many of them.

https://codeberg.org/bsmall2/paper-line-drawings-to-screen-uses-Racket
#epgdm #LearnerLineDrawings

More EFL learners agreed to a CC-BY-NC-SA license for their in-class line-drawings. After the app Shotwell gets the photos from my camera into the computer I use Gimp to get the line drawings. There's a "git repo" for the scripts that convert the .jpg photos of the line drawing into .svg images, and then those .svg images into this .png image with this post. A script also makes most of the alt text for the .png file too.
https://codeberg.org/bsmall2/paper-line-drawings-to-screen-uses-Racket.git
#epgdm #LearnerLineDrawings

A learner made pictures in our class. He gave an agreement for use of the pictures under the CC-BY-NC-SA^1 license.

I made a program to put the 5 pictures into one image. Another program adds "watermarks" (a license and name) to jpg files before yet another script converts jpgs to svgs.

With permission I may put the programs and these pictures into a git repository.^2

^2 https://codeberg.org/bsmall2/ep-gdm-classes-1
^1 https://creativecommons.org/licenses/by-nc-sa/2.1/jp/deed.ja

#EPGDM #TEFL #CCforGDM #GDMandLicense #FreeSoftwareAndEducation

I'm trying to get better about putting upcoming events on a Mobizilon group page. Untill now I've mostly put up announcements about the events the day after. The form never lets me set the time for the event though. The start and end times are always for the hour that starts after you start working on the form. My work around is putting the right time in the title of the event.
https://mobilizon.fr/events/94fdacd4-3ca0-4c80-a434-624def51ab3d
#Mobilzon #OnlineEventOrganizing #EPGDM #EP3book #WisdomPages #EP3Wisdom

Here is a screenshot of _English Through Pictures_ p207 that mentions an ancient Chinese poem or thinking about our approach to time.
This one page with a simple drawing and using a limited number of English words offers the same sort of thought as a few dense paragraphs in William Empson's _Seven Types of Ambiguity_.
#TaoChien #EP3 #EPGDM #EnglishThroughPicturesBook3
#EnglishThroughPictures3
#EP3p207 #WilliamEmpson #TypesOfAmbiguity #SevenTypesOfAmbiguity

Lewis Mumford's _Technics and Civilization_ on the camera's influence brought this to mind:
> If #Instagram showed us what a world without art looks like, #TikTok shows us what a world without shame looks like. The old virtues of restraint — prudence, discretion, tact — are gone. There is only one virtue: to be seen.

https://www.roughtype.com/?paged=3

#NicolasCarr #CarrOnTikTok #TikTok #TechnicsAndCivilization #LewisMumford #MumfordOnTheCamera #SelfExposure
#GDM #EP3 #EP2 #EPGDM #IARichardsOnMedia

> [Ben Franklin's] conclusion.. [was that a powerful speaker could be heard] from Market Street to a particular part of Front Street in Philadelphia, and by 30,000 people.
> Putting Franklin’s experiment aside, we may say that #EnlightenmentPhilosophes were not unaware of the connections between political life and communication.

With 1050 English words #EP3 lets us ease into the conversation. #EP3 #GDM #EPGDM
#BuildingABridgeToTheEighteenthCentury
#BenFranklin #Aristotle on #HumanVoiceLimits

With Inkscape I was able to put the pictures togehter. All of the pictures are together in one image now. To make a square image putting the 5-koma sequence into a 4-koma sequence seems good. If I put the 1st and 2nd panels of the 5-koma sequence togethe the sentences for each picture are:


1.
- 一 (4) This is a man.
- 二 (4) This his a hat.
- 三 (4) This is his head. optional
- 四 (4) The hat is on his head.
- 五 (4) This is his hand.

2.
- 一 (8) He will take the hat off his head.
3.
- 一 (8) He is taking the hat off his head.
4.
- 一 (6) The hat was on his head.
- 二 (6) The hat is in his hand.

#EPGDM #TEFL #NonEliteEnglish #SenSits #SentenceSituations
#FourKomaEnglishLearning #FiveKomaEnglishLearning
@[email protected]

With Inkscape I was able to put the pictures togehter. All of the pictures are together in one image now. To make a square image putting the 5-koma sequence into a 4-koma sequence seems good. If I put the 1st and 2nd panels of the 5-koma sequence togethe the sentences for each picture are:


1.
- 一 (4) This is a man.
- 二 (4) This his a hat.
- 三 (4) This is his head. optional
- 四 (4) The hat is on his head.
- 五 (4) This is his hand.

2.
- 一 (8) He will take the hat off his head.
3.
- 一 (8) He is taking the hat off his head.
4.
- 一 (6) The hat was on his head.
- 二 (6) The hat is in his hand.

#EPGDM #TEFL #NonEliteEnglish #SenSits #SentenceSituations
#FourKomaEnglishLearning #FiveKomaEnglishLearning
@[email protected]

With Inkscape I was able to put the pictures togehter. All of the pictures are together in one image now. To make a square image putting the 5-koma sequence into a 4-koma sequence seems good. If I put the 1st and 2nd panels of the 5-koma sequence togethe the sentences for each picture are:


1.
- 一 (4) This is a man.
- 二 (4) This his a hat.
- 三 (4) This is his head. optional
- 四 (4) The hat is on his head.
- 五 (4) This is his hand.

2.
- 一 (8) He will take the hat off his head.
3.
- 一 (8) He is taking the hat off his head.
4.
- 一 (6) The hat was on his head.
- 二 (6) The hat is in his hand.

#EPGDM #TEFL #NonEliteEnglish #SenSits #SentenceSituations
#FourKomaEnglishLearning #FiveKomaEnglishLearning
@[email protected]

With Inkscape I was able to put the pictures togehter. All of the pictures are together in one image now. To make a square image putting the 5-koma sequence into a 4-koma sequence seems good. If I put the 1st and 2nd panels of the 5-koma sequence togethe the sentences for each picture are:


1.
- 一 (4) This is a man.
- 二 (4) This his a hat.
- 三 (4) This is his head. optional
- 四 (4) The hat is on his head.
- 五 (4) This is his hand.

2.
- 一 (8) He will take the hat off his head.
3.
- 一 (8) He is taking the hat off his head.
4.
- 一 (6) The hat was on his head.
- 二 (6) The hat is in his hand.

#EPGDM #TEFL #NonEliteEnglish #SenSits #SentenceSituations
#FourKomaEnglishLearning #FiveKomaEnglishLearning
@[email protected]

With Inkscape I was able to put the pictures togehter. All of the pictures are together in one image now. To make a square image putting the 5-koma sequence into a 4-koma sequence seems good. If I put the 1st and 2nd panels of the 5-koma sequence togethe the sentences for each picture are:


1.
- 一 (4) This is a man.
- 二 (4) This his a hat.
- 三 (4) This is his head. optional
- 四 (4) The hat is on his head.
- 五 (4) This is his hand.

2.
- 一 (8) He will take the hat off his head.
3.
- 一 (8) He is taking the hat off his head.
4.
- 一 (6) The hat was on his head.
- 二 (6) The hat is in his hand.

#EPGDM #TEFL #NonEliteEnglish #SenSits #SentenceSituations
#FourKomaEnglishLearning #FiveKomaEnglishLearning
@[email protected]

Bill Templer keeps me focussed on simplicity:

.> This is a paper about the need for a fundamental rethink of what we are doing. Especially for the many of us teaching English as an international language (EIL) to non-elite students on the myriad peripheries. It argues for flexibly re-exploring in depth the simplified auxiliary language BASIC developed by C.K. Ogden, I.A. Richards and their associates, along with Richard's amplified version Every Man's English, attuned to the needs of the mass teaching and learning of EIL today.

Bill Templer keeps me focussed on simplicity:

.> This is a paper about the need for a fundamental rethink of what we are doing. Especially for the many of us teaching English as an international language (EIL) to non-elite students on the myriad peripheries. It argues for flexibly re-exploring in depth the simplified auxiliary language BASIC developed by C.K. Ogden, I.A. Richards and their associates, along with Richard's amplified version Every Man's English, attuned to the needs of the mass teaching and learning of EIL today.

Bill Templer keeps me focussed on simplicity:

.> This is a paper about the need for a fundamental rethink of what we are doing. Especially for the many of us teaching English as an international language (EIL) to non-elite students on the myriad peripheries. It argues for flexibly re-exploring in depth the simplified auxiliary language BASIC developed by C.K. Ogden, I.A. Richards and their associates, along with Richard's amplified version Every Man's English, attuned to the needs of the mass teaching and learning of EIL today.

Bill Templer keeps me focussed on simplicity:

.> This is a paper about the need for a fundamental rethink of what we are doing. Especially for the many of us teaching English as an international language (EIL) to non-elite students on the myriad peripheries. It argues for flexibly re-exploring in depth the simplified auxiliary language BASIC developed by C.K. Ogden, I.A. Richards and their associates, along with Richard's amplified version Every Man's English, attuned to the needs of the mass teaching and learning of EIL today.

Bill Templer keeps me focussed on simplicity:

.> This is a paper about the need for a fundamental rethink of what we are doing. Especially for the many of us teaching English as an international language (EIL) to non-elite students on the myriad peripheries. It argues for flexibly re-exploring in depth the simplified auxiliary language BASIC developed by C.K. Ogden, I.A. Richards and their associates, along with Richard's amplified version Every Man's English, attuned to the needs of the mass teaching and learning of EIL today.

It would be great if students had fediverse accounts and shared their langauge-learning sequences in OnLine-facilitated communities. The drawings should be produced with Free software too. People could transfer drawing from paper to svg, or draw directly to digital with Inkscape or Krita.. There's probably a way to do this with Racket's Pict too.. But for now I think jamming the first 2-koma together is the easiest way to get 4-koma posts from our 5-koma work. #EPGDM #TEFL

Sometimes students give me permission to use their drawings of 5koma sequences that make use of the sentences we work with in class. It takes me a long time to get digital pictures of the drawings, then convert them jpgs to svgs. A jpgs-to-svgs scripts help with the process but unclear/dark jpgs need bitmap trace tuning in Inkscape. Would be great if everyone had Free bitmap and svg editing software and Fediverse accounts for sharing sequences like this.

^1 https://codeberg.org/bsmall2/racket-picture-showing/src/branch/main/scripts
#EPGDM

For the last ten years or so I've been re-working this way of teaching a few "acts"(verbs) combined with "directions"(prepoositions etc.) from _English Through Pictures_ book 1 by I.A. Richards and Christine Gibson. The 4-koma, KiShoTenKetsu-like layout is good for the little book and Mastodon posts. But a more consistent and gradual 5-koma sequence could make it easier for harried, distracted students to see the 3-tense pattern. Usually I skip "it" during a 7- to 10-class courses.
#EPGDM

NEW CORN
> Swiftly the years, beyond recall.
> Solemn the stillness of this fair morning.
- https://www.gutenberg.org/files/42290/42290-h/42290-h.htm

On p207 of English Through Picture book three the simplified version is
> Quickly the years fly past forever
> Here forever is this spring morning

#EP3 #EPGDM #WilliamEmpson #ArthurWaley #TaoChien #Poetry #Chinese #Trasnlastion #EP3p207

“Large numbers of people will learn English as a foreign language in the 21st century, and they will need teachers, dictionaries and grammar books. But will they continue to look towards the native speaker for authoritative norms of usage?”
- https://www.elgazette.com/david-graddol-the-man-who-saw-the-future-of-english/

#EFL #DavidGraddol #EnglishNext #NativeSpeakers #EPGDM #OgdensBasicEnglish #IaR #IaRichards #FutureOfEnglish