I am just about ready to draw a line under H5P, and mark that big two year old Trello card ‘Done, Done’. We have a dedicated WordPress site within the team for creating content, with all H5P content types available, and everything I have tested has embedded into Canvas just fine.
In any case, to wrap this up I have spent some time today teaching myself how to use a half dozen content items that stood out to me as useful, all quiz / interactive elements, apart from the two picture slider (Image Juxtaposition) which is just really cool and useful.
Good chart showing the overlap of neurodiversities
The final Moodle Munch of this batch (I missed February’s!), began with James Brunton, Chloe Beatty, and Sophie Pallaro at DCU talking about their experience of conducting an accessibility review of a fully online open educational resource and the lessons learned. Good practice was achieved by using a standard template with a consistent layout and colour scheme and sharing that and other resources with staff via a central Moodle module dedicated to accessibility and inclusivity.
Some interesting points came out of this in the discussion. On the use of forums, there was a debate about the pros and cons of these for neurodiverse students, with some students reporting that the influx of messages are overwhelming, while others may prefer having more space to process a discussion and form their own responses. A reality check for the technological solutionists among us was a comment from a colleague that “some research on VLE content […] found that technical issues [were] less of a concern with the students they spoke to. […] It was the non-technical that needed addressing – clear writing style, plain English, clear sign-posting, clear headings (no not technical h1, h2)”.
The second presentation was from Andrew Field of Cambridge Assessment International Education, who talked about their experience of using H5P to develop rich, interactive content to enhance Moodle sites. They noted that while the available templates are good, they are rarely an exact fit and teaching needs to come before technology, and also to be aware of the potential danger of over-enthusiastic staff getting carried away with complex items which students can get lost in, and which may not be better than the VLE’s built-in tools – quizzes being cited as an example.
As always, recording and presentations are available on the Moodle Munch website.
My second Moodle Munch featured two presentations today, the first from Lisa Callaghan at Dublin City University Library who have used H5P to develop an interactive library skills tool, and the second from Ciara Reilly at the Marino Institute of Education who talked about their use of podcasting.
I really need to get H5P working in our Canvas. The tutorial Lisa has developed in H5P replaces a 2013 version made in Storyline, which itself replaced an earlier HTML / Flash version. However, the benefits of the new H5P version seem to come through the deployment of it using a Moodle plug-in called Subcourse which allows the library to create and manage the content centrally, and to get stats on it, a problem they had with the previous versions. I think it’s this method of pushing out content that’s really interesting. Within Canvas we could use Commons to similar effect, but this doesn’t automatically update the content, instead each course which has imported it from Commons gets a notification that a new version is available, and then the option to update. I got the impression that Subcourse in Moodle fully updates the content fully automatically. There was a useful discussion about the types of content that can be produced in H5P, and how accessible each tool and option is. Someone posted a link to this support document which breaks it down.
The second talk from Ciara was on various way of using podcasting to engage learners, such as delivering content in different formats to provide a break from screens, using it for audio feedback, and getting students to produce audio content which from their experience has helped students who are less confident writing to “find their voice”. Again, interesting debate on the pros and cons in the comments. It was interesting to note the increased use of podcasts during the pandemic, something I’ve found anecdotally and which colleagues here seemed to agree on. Ciara surveyed their own students and found that 52% reported listening to at least 4 podcasts per week. They also discussed the technology platforms they have experimented with, including Anchor.fm, Audacity, Vocaroo, and the native audio recording tool in Moodle’s Atto text box editor.
Recordings are available in the embedded YouTube above. They got that up quick, before I finished writing this! Makes me feel ashamed of the month-old draft blog post on my desktop about CanvasCon.
I’ve signed up for the winter series of Moodle Munches as I have taken on the admin of a Moodle install for a small charity I’m involved with, and I need to refresh my Moodle mojo! Moodle Munch is a series of monthly webinars which presents case studies on innovative use of Moodle, coordinated by Dublin City University.
The first presentation today was on extending the use of H5P to include student content production. H5P is a rich content creation tool, typically used by academics to create content for students to ‘consume’, but this project within a French language programme, wanted to involve students with creation and achieved this by first tasking them with updating content within a video provided by the programme leader, and then by sourcing their own video and annotating it using H5P. Students for the most part reported this being a positive experience, which included side benefits of improving digital and analytic skills. Going forward they are going to try changing the user interface of H5P to French, so that all work and instructions are conducted in French, as students from this cohort reported that switching from their work and the instructions, French, to the UI of H5P, English, was incongruent. All of this work was facilitated through the university’s Moodle and Mahara integration where H5P content was hosted and student work submitted.
The second presentation highlighted three different ways that content written in Word can be easily imported to Moodle via a couple of plugins which convert the Word content to HTML Moodle pages. First, a simple Word document was imported using the Atto text editor, Moodle’s default. The second was the same or similar process but imported a full 250 page ‘book’ written in Word which Moodle converted to a series of structured pages with navigation – very impressive! And finally importing a Word document to the Moodle quiz tool, with all question options and feedback in a structured table. Word templates to facilitate all of these imports are available online at Moodle2Word.net. All three of these demonstrations seemed to work really well, but of course are reliant on well structured Word documents as the input source. This approach benefits academics as it is often easier to work in Word to create material, and benefits students as the resulting HTML pages in Moodle are more easily accessible and navigable.
Both presentations were recorded and you can watch them in the embedded YouTube video.