Professional Development Opportunity

March Session - Thursday, March 28, 2019

Offered by the Center for Online and Extended Learning at Tiffin University

Creating Interactive Content in Your Courses Using H5P

Session Trainers/Leaders: Mr. Nathan Treadway – Date and Time: Thursday, March 28, 2019
Director of Academic Technologies (Live Attendee 10:00 a.m. EST
Leader)
**Each session will run approximately 2 hours,
Mr. Korab Imami – Academic Technologist (Virtual with 90 minutes of instruction and the final 30
Attendee Leader) minutes for Q&A**

Target Audience: Full-time faculty teaching one or Location: Hertzer Technology Center, Classroom
more online courses for the School of Arts & #121
Sciences at Tiffin University.
Virtual attendees can access the training live via
Attendance is voluntary, although strongly the following link:
recommended by the Dean of the School of Arts tiffin.adobeconnect.com/usingh5p-march
and Sciences.
Objectives
1. Faculty will create and edit their own interactive course content using H5P in this hands-on
session. The focus will be on the development of both an interactive video and slide
presentation.
2. Faculty will learn how share their newly created content with their students and colleagues
seamlessly across any H5P capable site.
3. Faculty will learn how to embed the newly created H5P content into their online Moodle
course shells.

Materials Assessment & Follow-Up

Leaders will need: Assessment/Checks for Understanding during
 Laptop or desktop computer session:
 Digital projector  Checkpoint one after the creation of
 Doughnuts, coffee, and water for the the free H5P accounts.
attendees  Checkpoint two after the hands-on
interactive video portion of the session.
Faculty will bring the following:  Checkpoint three after the hands-on
 A laptop or tablet of their choice interactive presentation portion of the
 An open mind session.

Everyone will need: Assessment Post-Session:

 An Internet connection – campus WIFI  Send a 5-8 question electronic survey to
connection provided at the beginning of attendees the day after the training
each session session requesting feedback and
suggestions for future sessions.
 Agenda
Time Minutes Description of Instruction/Activity
10:00 15 Introductions, overview of the training session, brief trainer-led demonstration
of H5P, attendees create their own free H5P account
10:15 30 Hands-on activity #1 – Creating an interactive video using H5P (Video Tutorial)
10:45 30 Hands-on activity #2 – Creating an interactive slide presentation using H5P
(Online Tutorial)
11:15 30 Hands-on activity #3 – Embedding H5P content in your online courses
(Printed Handout)
11:45 10 Q&A
11:55 5 Wrap-up

Using H5P with Moodle

Tutorials and Handouts:
 Video Tutorial - Creating an interactive video using H5P
 Online Tutorial - Creating an interactive slide presentation using H5P
 Printed Handout - Embedding H5P content in your online courses (see below)

Support and Extra Help:

 H5P is fully supported by the ITS Department on campus. If you have any questions
about H5P, please stop by the Help Desk during regular business hours or send an email
to pctech@tiffin.edu with “H5P Help” in the subject line and someone will assist you
within 24 hours.
 Additional help is also available on H5P’s website. The following links will direct you the
help areas on the website:
 The Basics
 Tutorials for Content Creators

How Will This PD Session Impact Your Learners:

Faculty cite “engaging and motivating students” as one of their biggest challenges, and constantly
strive to capture students’ attention. Faculty also know that using multimedia tools in the
classroom and demonstrating different ways to learn a concept increases engagement
significantly. Completely digital and highly interactive, H5P can help faculty engage with their
students by offering integrated media assets. When students are engaged, they’re more likely to
get valuable practice in building critical thinking skills.
Using H5P with Moodle
1. Create an activity or resource
Switch into the editing mode by clicking the green button in the top
right or by clicking “Turn editing on” in the Administration menu.

Once in editing mode, (you can tell because the button is red) create
a new resource or activity by clicking “Add a resource or activity.”
2. Select which activity to use
Select a resource or activity into which you are going to insert the H5P
content. Any of them that display HTML blocks will work.

The web page is probably the simplest, but you can string together a
series of H5P content using the book, presentation or lesson modules.
3. Set up your HTML page
Give your resource a title and description suitable for your H5P
content (mine is a hotspot activity about Junkanoo).

Scroll down to the content HTML block (this is where you will embed
your H5P content). Click the toolbar toggle button to expand the
toolbar.
4. Turn on HTML editing
To turn on HTML you will click the HTML tool at the very end of the
toolbar. It looks like this: <>

Once you have clicked the HTML tool, you will notice that all the
other tools are greyed out. This means that when you type in the
editing box, you will be typing HTML code. Now you are ready to
embed the H5P content.
5. Go to your H5P account
Go to https://h5p.org/ log in and go to your account page.

Once at your account page select “My content”

5. Go to your H5P account
At your account page select which H5P content you wish to embed
and click on it.

When your content opens up, click on the <>embed link to get the
embed code that you will copy to your Moodle activity.
6. Copy/paste the embed code
When the embed window opens, copy the all the embed code (it is
automatically selected). Note that if you want to change the size, you
may do so, but remember that the aspect ratio is not fixed, so you will
have to be careful to ensure that the object is not distorted. The code
will adjust automatically.

Switch back to your Moodle course, paste the embed code into the
HTML editor. To check that it worked properly, you can click the HTML
code tool again. Your H5P content should appear in the editor.
7. Check your content and save
Once you click the HTML editor tool, the H5P content should appear
in the editor. You should be able to launch it right in the editor.

Save the Resource. If you want to see whether it embedded properly,

click “Save and display”. If you want to go back to the course, click
“Save and return to course”. “Save and display” should take you to the
content:
8. All done!
You can check that the content is functioning properly (in this case I
clicked on one of the hotspots and the explanation popped up).

When you close your object, you should see your newly created
content appearing in your learning unit. (Note that you could also use
Labels to have H5P content actually appear on your course preview
page as well using the same method explained above).
 Professional Development Workshop Rubric
Leadership Advanced (3)
PD Planning (Quality of o Objective/outcome
of the workshop is
Content, Framing) clear
o Objective is directly
aligned with the most
important needs of the
school at the time of the
workshop
o Agenda includes
activities that are tightly
planned and
100% relevant to the
core objective
o High quality
discussion questions
are scripted
o There is a perfect
allotment of
time
for sharing, framing and
application
Delivery: Pacing/Time o Leader not only follows
the planned agenda
Management but also
makes good decisions
about when to adjust
the agenda on the fly
based on the pulse of
needs of the group
o PD maintains the perfect
illusion of speed due to
tightly managed
transitions,
sharing and clear
instructions for each
activity
Needs
Proficient (2) Working Towards (1)
Improvement (0)
o Objective/outcome o Objective/outcome o Objective/outcome is
of the workshop is of the workshop unclear
clear or can be can be deduced o Objective not aligned with
easily deduced or it is somewhat fuzzy school’s needs
o Objective is aligned o Objective is partially o Discussion questions are
with important needs aligned with important not scripted
of the needs of the school at the o Agenda lacks detailed
school at the time of time of the workshop organization and there is
the workshop o Agenda has some little variety in
o Agenda includes activities, but they lack activities/presentation
activities that are tight planning
well planned and o Discussion questions
relevant to the core are not of consistent
objective quality
o Quality discussion o There is an
questions are scripted imbalance in the
o There is a good time for
allotment of time sharing, framing and
for sharing, framing and application
application
o Leader follows the o Leader follows the o Pacing and timing are
planned agenda and planned agenda but way off: leader struggles
makes a good attempt either struggles to to hold on to
at stick to the times or any of the original
adjusting the agenda doesn’t know how to agenda items
when necessary even if address unanticipated o PD starts significantly
it doesn’t work challenges late (where leader could
perfectly o PD components, have controlled the start
o PD maintains a decent sharing and/or time) or ends much later
illusion of speed due transitions drag at than expected
to well managed times
transitions, sharing o PD starts and/or ends
and fairly clear more than
instructions for each 10 minutes late; some
activity faculty arrive late
 Professional Development Workshop Rubric
o PD starts and ends on
time and
faculty arrive
promptly
Delivery: Group o Framing component
of
Facilitation (Small the session concisely
Groups, Large Groups, and articulately sums up
Reflection) the key takeaways for
faculty
o Small/large group
facilitation skillfully leads
participants so that they
reach the right
conclusions mostly on
their
own; leader is highly
skilled in asking the
appropriate scaffolded
questions when
needed
o Reflection time is
adequately used to
capture most important
takeaways and/or help
participants capture their
action steps
o Leader talk is 30%
or less of the PD
Follow-up/ o The leader has clearly
planned
Accountability how to hold staff
Plan accountable for
outcomes and has
communicated this
directly
o PD ends within 5
minutes of planned
ending and faculty
arrive fairly promptly
o Framing component o Framing component of o Framing component of
of the the the session either does
session sums up the session doesn’t fully not sum up the right
key takeaways for sum up the key takeaways for faculty or
faculty takeaways for faculty causes confusion
o Small/large group o Small/large group around the key
facilitation leads facilitation often veers off takeaways
participants to the track, and leader pulls o Small/large group
right conclusions; them back on point but activities are mostly off
leader uses only after some task, and leader
appropriate scaffolded lost time struggles to bring them
questions when o Reflection time is utilized, back to a productive
needed and intervenes but workshop could use a place
to pull the group on little more or a little less o Reflection time is
track if they are off of it nonexistent
task o Leader talks more o Leader talk predo
o Reflection time is often than s/he needs minate s
used to capture big
takeaways and/or
help participants
capture their action
steps
o Leader talk is 40% or
less of the PD
presentation
o The leader has o There aren’t clear o It is apparent from the
clearly planned indications as to agenda or faculty’
how to hold staff how the school reactions that they do not
accountable for leader will hold feel any accountability
outcomes faculty accountable in implementing the action
to implementation of the steps from the workshop
PD post- workshop
 Professional Development Workshop Rubric

Tone o Leader is o Leader is positive and o Leader is positive but o Leader is negative
motivational and motivational not as motivational o The tone of the meeting is
inspiring o The tone of the o The tone of the cold and disrespectful or
o The tone of the meeting is meeting is meeting is somewhat unprofessional
consistently urgent, respectful, respectful, o Faculty are unengaged
respectful, professional, professional, and professional, and o Body language is negative
and warm warm warm
o Faculty are engaged in o Faculty are o Faculty are somewhat
the topic, asking and engaged in the engaged in the topic,
answering questions topic, asking and asking few questions
o Body language is answering questions o Body language is mixed
positive o Body language is
positive