Set-ups

The teacher needs to:

• Create an H5P interactive video in the content bank on Moodle (e.g.: LMO at XJTLU).
• Make the H5P video available to students in a Moodle folder.
• Prepare Moodle (LMO) to show students how to access videos.

Step 1:

Upload ‘How AI will change the world’ H5P file to the content bank on Moodle (LMO) and click ‘Save Changes’. See the attached file at the bottom of the page.

Step 2:

Go to your Moodle (LMO) page and turn on editing if using Moodle 4.0 or later. Select ‘Add an activity or resource’ and add an H5P activity to your own page.

Step 3:

Name the H5P activity using the same name as earlier (How AI will change the world) and select the H5P package under ‘package file’ and ‘content bank’. Finally, click ‘Save and display’ at the bottom of the page and test the H5P activity yourself before directing your students to complete it.

Note: Go to ‘Create your own H5P Interactive video’ (below) for instructions on how to set up, design and use your own H5P videos on Moodle.

Procedure

Step 1:

Instruct students to bring an Internet-compatible device to class. This may include a tablet (e.g. iPad), laptop, or even a smartphone, although a larger screen will make the content clearer.

Step 2:

Explain and demonstrate how to find the H5P activity on your Moodle page at an appropriate stage in the class. This may be best after a lead-in activity and any pre-teaching of vocabulary from the video.

Step 3:

Students complete this H5P activity.

Step 4:

Bring students back to class content by integrating the H5P video with overall content. Discussion or reflection questions work particularly well as a follow-up to interactive H5P content since they allow for meaning-focused communication on the same topic.

Note: interactive H5P videos can effectively be allocated as a self-study activity, but this is only recommended once students have become familiar with the H5P format through in-class use.

Create your own H5P interactive video

Step 1:

Navigate to the content bank in Moodle or open an external app where H5P content can be created (e.g. Lumi).

Step 2:

Click Add and select ‘Interactive video’ to get started (Image 1).

Step 3:

Add a title for the H5P video activity.This will only be seen by other teachers. Then upload a video file. You may either upload a video file from your computer (.mp4 or .webm file) or paste a URL link. The content bank suggests a YouTube link, but a link to any supported video source URL should work (Image 2).

Step 4:

Add interactive elements to the video. At this stage, bookmarks can also be added to the video to simplify navigation both for the teacher/editor and students. Basic interactions include text, images, statements, multiple choice, drag-and-drop, mark the words and more (Image 3). These can be added by either navigating to a specific time on the timeline and selecting an option or dragging the option directly onto the video.

Once a question type has been selected, you have to choose how the question will display, how long it will appear, and how students will interact with it.

You should also decide how long the question will be displayed on the video, whether the video will be paused for this duration, and whether the question will be displayed as a button that the user must press to open or a poster that covers the screen (Image 4). These options allow the teacher to customize students’ experiences by highlighting or hiding questions and forcing students to answer a question before proceeding or allowing more freedom.

Secondly, questions and options are relatively straightforward to set up but remember to spell out all options carefully and clearly identify the correct option by ticking the relevant box before clicking ‘done’ and adding other questions (Image 5).

Finally, behavioural settings should be considered. These include whether to allow students to retry a question, whether to enable viewing of the solution, whether to randomize answers, and whether to require an answer before the solution can be viewed (Image 6). Each of these options is likely to have an impact on how the task is performed by a group of students, as well as the overall user interface and how it may best be used in or outside the classroom.

Step 5:

Include the H5P video in a Moodle activity (e.g. page or text and media area) or set up an H5P activity on your lecturer page by selecting the package file from the content bank with the same title you entered in Step 3 (Image 7). Note that students will not be able to access content from the content bank unless this is linked to a Moodle activity.

Step 6:

Test the H5P activity carefully, note any errors and make changes as needed before presenting it to students and other teachers. Pay particular attention to question formatting, clarity of interaction instructions, results of correct and incorrect answers, and the overall behaviour of the activity. Consider editing content by going back to step 4 if something does not work as expected.

Caveats and Alternatives

Behavioural and adaptivity settings allow for more advanced H5P videos to be created. These could include points systems, delayed feedback and actions for students that get the right or wrong answers, such as moving forwards or backwards in the video as appropriate.

Another option is to use self-created videos and embed them with relevant H5P questions, comments, and activities. These videos could be used for course feedback, summaries of core requirements, and blended or flipped learning. In this case, a video will first have to be designed and generated using software such as Camtasia. This can then be uploaded before following steps 3-6 in setting up the activity for your students.  

Example H5P Video

You can download the example H5P Interactive Video_How AI Will Change the World (TED)  here.

References

1. Bong, C. J. & Khoo, E. (2014) Adding some TEC-VARIETY: 100+ Activities for Motivating and Retaining Learners Online. Bloomington, Indiana: Open World Books.
2. H5P (2022) Content Types and Applications. Retrieved from: https://h5p.org/content-types-and-applications
3. Reinders, H., Dudeney, G. & Lamb, M. (2022) Using Technology to Motivate Learners (PDF). Oxford: Oxford University Press.
4. Thomas, A. C. & Thomson, C. (2022) Applying the SAMR Model to aid your digital transformation. JISC Guides. Retrieved from: https://www.jisc.ac.uk/guides/applying-the-samr-model

Set-ups

Steps to create your account:

Step 1: Go to Edform and register your account by clicking “Sign up for free”.

Step 2: Choose your role by clicking “I’m Teacher”.

Step 3: Create your account using your email address (a private or university address can both work).

Steps to create the worksheet:

Step 1: Click “Create Edform” and choose the pattern for your blank design. Take “Blank Slide” for an example.

Step 2: A new Edform opens. On the right, you can find various features.

As you can see, there are three main categories which are “Auto-graded Questions”, “Manual graded Questions” and “Additional Elements”. In fact, unlike our traditional online quiz, these three parts will be superimposed like layers when needed and function accordingly.

Here we are going to create a vocabulary practice in Spanish with its matching functions.

2.1. Name the title of the practice

Click the “Text” from “Additional Elements”, and then click the desired position. The field will appear in that spot. Adjust to the desired size.

2.2. Use the same feature to name the introduction of the practice. Click on the very left area to change the font, font size, colour, etc.

2.3. For matching practice, you need to have two sides. Therefore, write the corresponding text on both sides using “Text”. Note: Each text element requires a separate text box, i.e., you cannot edit everything in just one text box. In the example provided, there are actually six text boxes.

2.4. If you want to distinguish between different texts using different colors, you can use the “Shapes” function in the right-hand toolbar. The default colour is black, but you can click the settings button to change the colour and change the background opacity when necessary.

By clicking the icon next to the Settings icon, you can duplicate the shape or choose the element’s position relative to other elements, like “Send to back” or “Send forward”. It is suggested to first move the graphic to the text area to cover the text, then duplicate the graphic and finally select “Send to back”.

2.5. Choose “Matching” and click the desired position to adjust the size. The matching box should cover all the following squares.

2.6. Click “add pair” and a new matching box appears. Drag the box to the correct matching spot, and a correct matching pair is configured with a connecting line.  

Repeat the same steps to finish all the matches.

You can click on the preview function at any time to see the view from the students’ end.

Step 3: Finish editing and publish

3.1. Click “Finish editing” and you will be directed to the page with two assignment modes. “Teacher-led” stands for live in-class practice mode where the assignment will be under the teacher’s supervision and control. “Student-paced mode” refers to an asynchronous learning approach, which can be set as homework for students.

3.1

3.2. When clicking on “Student-paced mode”, you will be asked to choose from general settings to monitor this assignment.

3.3. Share the links with your students.

Students’ view is as displayed.

Step 4: When the assignment closes after the deadline, teachers can download the results for further research.

Step 4

Procedure

Use “Teacher-led” mode for real-time practice when introducing new content to check students’ understanding of new knowledge.

Students can participate by simply scanning the QR code.

By checking the numbers and responses at the bottom of task, tteachers can easily know students’ participation level and simultaneously supervise students when they are doing the practice, rather than waiting until students finish the task.

By checking the colours, teachers can also see students’ responses and accuracy and therefore, know more about students’ levels and understanding of the new points.

If most students have difficulty answering the same question, teachers can then explain the answer to the class. If most students answer the question correctly, teachers can ask those who understand to give an explanation or an example of the new word to the students who fail to get the answer. It also helps to motivate students and facilitate their learning. Sometimes students provide unexpected examples and their ways of explanation can be better understood by their peers.

Use “Student-led” mode to receive feedback

Students can receive detailed written feedback promptly. If teachers have pro functions, students can listen to audio feedback after the feedback recording is uploaded. Feedback can be helpful in revision classes, tutorials, and CS workshops.

Alternatives

Transform your existing worksheets to live task with one click

Your resources can be uploaded and you can easily edit them with the features you need on Edform.

Here in the example, I created a practice using “Fill in blanks” on Edform with my available materials. It saves a lot of time and the old materials are renewed and rejuvenated.

Use Edform to practice speaking with Pro functions

“Audio” is a striking function in this platform. By simply clicking the “audio” button, students can be assigned a task that requires speaking. Meanwhile, teachers can give feedback promptly based on students’ recordings.

Additional Information

Learn more about Edform here.

Set-ups

Teacher (T) designs 16 review questions and puts them into the Treasure Hunt PPT.

Procedure

1. T introduces the aims and rules of this activity.

2. T divides the class into 2 teams. There are two “XJTLU Birds” on slide 2. T first assigns one “XJTLU Bird” to each team. For example, Team 1 gets “Bird 1”, and Team 2 gets “Bird 2”.

3. T invites student (Ss) from the 2 teams to open different boxes on PPT. Each box contains a question and is worth 1 or 2 points. If Ss answer the question correctly, they can get the corresponding point. To show Ss the correct answers, T clicks the space in the answer box on the bottom right-hand corner of the PPT. T clicks “X” on the PPT to go back.

4. There are two ways to record scores. If Team 1 gets 1 point, T clicks on “Bird 1” on slide 2 once, and the animation will show an increase in the score bar. If Team 1 gets 2 points, T double clicks on “Bird 1”. T should do the same for Team 2. The team which fills the score bar first wins. Alternatively, T can write scores on the whiteboard instead.

5. T calculates the total scores of both teams and announces the winner of the game.

📥 Download

Treasure Hunt PowerPoint

Set-ups

Before starting:

Prepare a text that you want students to explore. Examples might include a body paragraph, an audio transcript, or a list of vocabulary.

Procedure

Creating a new activity in your LMO Section:

1. Open your LMO section, click “Turn editing on”, then “Add an activity or resource”, and click “H5P”.

2. A new activity opens. Add the name and description as necessary. I recommend beginning with something obvious, like “Week 2, Lesson 2” or similar.

3. At the bottom of the page, set “Group mode” under “Common module settings” to “Visible groups”. You may wish to add something to the “restrict access” options too, but that’s probably not worthwhile, as colleagues may wish to duplicate your activity.

4. In “Activity completion”, choose “Show activity as complete when conditions are met”, then turn on “Student must receive a grade to complete this activity”.

5. It would be wise to save now, but unfortunately Moodle doesn’t allow it.

6. Go back up to the middle of the settings, and select “use the content bank (opens in new window)”.

Creating H5P activities:

7. Enter the H5P content bank. You’ll see all previous H5P activities in your module.

8. On the right, after clicking “Add”, you’ll see a drop-down menu; scroll through until you find “Drag the word”. Choose it.

9. This opens a simple page for creating your activity.

10. Give your activity a title. I recommend keeping the same as what you wrote on your LMO.

11. In the “task description” box, write the instructions.

12. In the “Text” box, you’ll create the activity itself. Simply paste in your text and then add asterisks (*) in front and behind the important words or phrases.

13. There are options at the bottom for Behavioral Settings and Text overrides. It may be okay to keep the defaults, but I prefer turning on Enable “Retry”, but turning off Instant Feedback. Turning on the Enable “Show Solution” button allows users to obtain answers after only one attempt, which seems unwise.

14. At the bottom, click ‘Save’. You’ll see the finished product.

15. Check the finished product for any issues. On some occasions, the titles or subtitles might look a bit ugly or crowded. This may be fixed by clicking Edit, then adding some spacing or retyping the text.

16. Have a play with your activity to check functionality. Drag across some wrong answers to see what happens. Click “Check” and then “Show Solution” to see if the correct answers appear.

Adding your new activity to your LMO section:

You now need to connect your activity to your LMO section. To do that:

17. On the LMO page where you began creating task (steps 2 and 3), look back to where it says “You can drag and drop files here to add them”. Clicking this will open the content bank.

18. Find your activity and click on it.

19. You can choose to either duplicate it or link to it. Linking is fine as it means only one version exists; duplications may cause unnecessary clutter in your repository, and cause later confusion when trying to update the activity.

20. Next to “Package File”, you’ll see your activity. Save your activity and return to your LMO section. The new H5P activity should be ready for use.

Caveats and Alternatives

Generally, H5P is more a teaching tool than a testing tool. Therefore, it is not suitable for any kind of credit-bearing continuous assessment.

It should be possible to compile students’ scores on H5P activities into your student gradebook on the LMO, but this seems unnecessary for such a brief and trivial activity as Drag the Words.

With H5P tasks, teachers typically can’t see learners’ progress until students complete the activity. In online synchronous classrooms, I assigned H5P tasks and monitored the number of students who had completed, clicking refresh intermittently. But this doesn’t help identify places where learners struggled. This compares unfavourably to the “Quiz” activity on Moodle, which shows students’ progress question-by-question.

After a H5P activity, it still seems useful to check understanding by asking some brief comprehension checks.

H5P activities provide options regarding feedback. Ideally, we want learners to give the activity an honest try before checking the solutions. Of course, it is possible that unenthusiastic learners might click through without really trying.

To avoid formatting issues in the title, it seems better to type from scratch or paste unformatted plain text. In the main text, formatting problems are unlikely as it only allows unformatted text in its text editor. 

I noticed a possible software bug on a few occasions when checking my work. On some occasions, the activity’s title appeared a little ugly, so I went back to edit. This might be due to embedded HTML code in your text. However, after saving my edits, the activity still appeared incorrectly.  But later, these issues seemed to resolve by themselves.

Alternative uses and tasks

Example task 2: Analysing a body paragraph

You have a sample body paragraph and want students to notice the cohesive devices. Paste in the paragraph and put asterisks around the devices.

In the example image, the Drag the Words task is one of a set of tasks in a “H5P Interactive Book” activity. This valuable activity allows designers to place interrelated activities into a sequence.

Example task 3: Analysing an audio transcript

You have an audio transcript for listening lesson. Students found the lesson difficult, but you don’t have class time to go through it again and check what went wrong.

Take the audio script and pick out something you want students to notice, for example thematic vocabulary, transition signals or the answers to a prior task. Again, put asterisks next to the items.

Reflection

H5P offers a wide range of activity formats, far more than was conventionally available on our institution’s Moodle. H5P also trumps the LMO Quiz for aesthetic appearance, quick preparation, customisability, and range of uses. 

Further Links

• A brief overview of H5P Drag the Words can be found here.
• A general tutorial for new users is here. Note there are some differences to how the activity may appear.
• Information about H5P Interactive Book can be found here.
• Advanced users of H5P may wish to include its grades in their Moodle or other LMO. Some useful advice is here.

Set-ups

Teacher:

Step 1: Register for an account on ‘Slido’ by clicking “Sign Up”.

Step 2: Download and install ‘Slido’, which will show in the PPT menu once completed.

(Note: Slido integration works on Windows 10 21H1 version and later and also with Microsoft PowerPoint 2013 version and later. More about this here.)

Step 3: Create the listening questions directly in a PowerPoint (e.g. ‘multiple choice’). First, open your PPT. Click “Slido.”

3.1 Click “Go to Login.”

3.2 Log into “Slido.”

3.3 Click “Create session.”

3.4 Choose “Multiple choice.”

3.5 Copy the question and the options from the slide to the right.

3.6 Select the correct answer among the options.

3.7 Click “Add to presentation.”

3.8 A new slide (#Slide 2) is created (see the left). Click “Present with Slido.”

3.9 A QR code for this activity is generated by Slido.

Note: For creating the activities in PPT, teachers can find explicit demonstrations on the official website here.

Students:

• Bring a mobile phone or tablet to class.

Procedure

Step 1: Remind students to take notes before listening.

Step 2: Play the prepared recording (e.g. 5 to 10 minutes long).

Step 3: After listening, show students the QR code in the PowerPoint and direct them to scan it with their mobile phones to take part in the activity. Students can sign in by typing their names or anonymously.

(Below: from the student’s view)

3.1 See the question on the mobile phone.

3.2 Choose the correct answer.

3.3 Submit the answer.

Images for student view

Step 4: Reveal the answers on the PowerPoint when students finish.

Caveats and Alternatives

• Teachers can create questions using “Quiz” (setting a timer and leaderboard) to make the activity fun and competitive.

• Teachers can download the results of the activities for further analysis (2 examples in the screenshots below).

• Teachers may apply this method for reading tests.

Additional Information

• Teachers may consider using other functions in ‘Slido’ such as ‘open text’ (for a warm-up activity or writing practice) or ‘word cloud’ (for reviewing vocabulary).
• Teachers may encourage students to ask questions during classroom instruction to assist students’ learning. Enable “Audience Q&A” and instruct students to click “Audience Q&A” on their mobile phones, type their questions and press “send”.