Benjamin Evans and Marisa Rodriguez-Carmona
A consistent challenge in higher education is to engage students in their individual learning processes and strengthen student partnerships. This presentation aims to describe how new and traditional tools such as Html-5-package (H5P) and LaTeX can be incorporated into undergraduate modules to maximize student engagement whilst simultaneously improving the efficacy for educators – particularly when this efficacy is viewed over longer multi-year timescales (Killam and Luctkar-Flude, 2021; Sinnayah, Salcedo and Rekhari, 2021).
H5P is integrated with Moodle and refers to a series of digital tools one can use to produce interactive content. LaTeX is a free system for typesetting documents (Öchsner and Öchsner, 2021). Both are straightforward to use but require some training to produce complex content.
To investigate the potential value of H5P and LaTeX an undergraduate module was disassembled and reconstructed around interactive asynchronous H5P and LaTeX resources in the summer of 2021. The primary goals of this reconstruction were to make use of an increased understanding of asynchronous content delivery following the COVID-19 pandemic to retain the benefits of an increased level of student autonomy and flexibility whilst re-introducing face-to-face sessions. Additionally, it was of considerable interest to investigate the difference in student partnerships and engagement between a module specifically designed for hybrid learning and delivery and a module where asynchronous components had simply been added post pandemic.
LaTeX resources used for the creation of exams, worksheets, and course notes allow educators to focus on the course content and create efficient and professional documents without having to waste time with formatting. H5P resources are highly interactive, encourage active learning, and can enable a high level of resource efficacy – particularly with larger cohorts. Critically, such resources enable additional time for the consolidation of student engagement and partnerships and allow educators to focus on each student’s personal experience and understanding.
[0-15min] The session will begin with a review of H5P and LaTeX resources, including examples of where and how both types of resources are currently used. [16-24min] The session will progress to describe a comparison with a similar module where H5P and LaTeX resources are not utilised, and the metrics used to quantify engagement. [25-30min] Discussion Attendees will learn about implementations of both H5P and LaTeX resources, why they are used, when they can be used, and some reflections upon the optimal implementation of both. Questions to focus the discussion (at the end of the session) are:
· Do you think any of the examples described here could be applied to your own modules?
· Which application are you most excited about exploring or learning more about?
· Do you think you will use this information to inform any changes you make to your own modules in future?
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Killam, L. A. and Luctkar-Flude, M. (2021) ‘Virtual Simulations to Replace Clinical Hours in a Family Assessment Course: Development Using H5P, Gamification, and Student Co-Creation’, Clinical Simulation in Nursing. Elsevier Inc., 57, pp. 59–65. doi: 10.1016/j.ecns.2021.02.008. Öchsner, M. and Öchsner, A. (2021) Advanced Academia LaTeX in Applications in Research and Education.
Sinnayah, P., Salcedo, A. and Rekhari, S. (2021) ‘Reimagining physiology education with interactive content developed in H5P’, Advances in Physiology Education, 45(1), pp. 71–76. doi: 10.1152/ADVAN.00021.2020.
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