Contents
Dr Robert Noble (Lecturer in Mathematics) School of Science and Technology, City, University of London
[Lightning talk 5]
I will describe my experiences using HTML5 Package (H5P) to create formative and summative assessments in two undergraduate maths modules.
HTML5 Package (H5P) is a relatively new technology for creating interactive online content, which is only beginning to be implemented in university teaching. A key advantage of HP5 is that it enables the teaching of new concepts through structured activity in the individual learning space, which is a defining aspect of flipped learning [1]. HP5 content promises to boost participation and motivation among university students [2] but also requires a considerable time investment on the part of the content creator. I will share lessons learned from my recent experience converting two undergraduate maths modules – a large first-year course and a small third-year course – to flipped learning using H5P within Moodle. This included creating short interactive videos that, in accordance with the principle of constructive alignment [3], each corresponded to one or more of the week’s stated learning objectives. I then placed quick, formative quizzes either within or immediately after the videos to provide the necessary structure to learning in the individual space. In the group learning space, I assigned problems corresponding to the same learning objectives, which in turn aligned with the topics of assessment. I further trialled a new approach to summative assessment based on the idea of a concept inventory: a multi-choice quiz designed to test conceptual understanding rather than the ability to perform calculations [4]. I will outline the practical challenges I encountered in implementing these innovations and the improvements in student learning revealed by comparing student evaluations, participation data (from Moodle logs), and grade distributions before and after the changes. I will conclude with recommendations for colleagues who are considering using H5P and/or flipped learning in their teaching.
References
1. Talbert, R. and Bergmann, J., 2017. Flipped learning: A guide for higher education faculty. Routledge
2. Gil‐García, I.C., Fernández‐Guillamón, A., García‐Cascales, M.S. and Molina‐García, Á., 2023. Virtual campus environments: A comparison between interactive H5P and traditional online activities in master teaching. Computer Applications in Engineering Education, 31(6), pp.1648-1661.
3. Biggs, J., 2014. Constructive alignment in university teaching. HERDSA Review of Higher Education, Vol. 1.
4. Sands, D., Parker, M., Hedgeland, H., Jordan, S. and Galloway, R., 2018. Using concept inventories to measure understanding. Higher Education Pedagogies, 3(1), pp.173-182.
