 So first what is H5P? H5P is a tool that can be used to create interactive questions. So in using H5P you can create questions in many different places. So if you're based at UBC you can use the UBC open hub linked here. These slides by the way are shared online right now so any of these links are active if you want to be following along or clicking on any of the links. I'll just ask either Will or Simon would you be able to share the link that we had during the keynote to where the slides are so that anyone who has access to them can have them. So you can make H5P content at UBC at this tool if you are based in BC but not at UBC you can use press books for free and create H5P content there. You can also if you have your own WordPress Drupal or Moodle site you can install the H5P plugin for free or create using H5P.com which includes a paid service or Lumi. Once you create your H5P content you can put it anywhere that your course material is or anywhere you want so you can embed it within Canvas. You can put it in a WordPress site in a press book if you want to put it within the textbook or any other website that has an HTML editor. So some of the strengths of H5P is that it works really well for formative assessment. So something where students are using it to practice but it's not necessarily for grades it can be really flexible interactive elements so you can make an interactive element and then put it exactly where you want in your course rather than having it be like a separate test like thing like a Canvas quiz might be. It's really easy to integrate across many platforms so you could have the same questions sitting in many different places and when you edit it back on the H5P tool it updates in all of those places simultaneously which can be really helpful and another advantage is that it's really it's got lots of different question types and it's really easy to share them with other people. You are also able to reuse, download, embed other people's content if they choose to share them in that way and it has opportunities for students to also partake in making some of the questions. It doesn't work as the UBC instance currently doesn't have a way for you to easily integrate with grading or analytics that we'll hear on our panel tomorrow about how some people get around that and still use it very effectively for graded activities and the other thing that it doesn't work as well for is if you're in more of a computational science type course it doesn't work well for computational or formula based questions it doesn't smartly interpret numbers so you could have the answer as a number but it's not going to understand something like scientific notation or significant figures or something. So in terms of H5P there are a ton of different content types this is just a few of them if you want to explore any of these later on your own time these each link to examples of that particular content type and H5P can work well for displaying content in your course so for example the course presentations and course books and timelines and accordions it can also work really well for formative assessments so these are more question-based things that ask students to answer a question and they get some formative feedback. In this session and in the symposium we're focusing this time on looking at interactive videos now because interactive videos include putting questions within them we're also going to explore a little bit of multiple choice questions fill in the blank having image type hot spots as well as drag and drop and elements of the branching scenario they all fit within this interactive video. So why might we care about putting in the effort to make an interactive video? Well we know that active learning is the gold standard and that students learn better and retain the information for longer when they have active learning but as we've included active learning in the classroom sometimes we end up taking some of the content from the course and moving it outside the course into a video to make room for more active learning in the classroom but then some of these videos will just mimic the passive style that we're trying to avoid in the classroom in the first place so we know too that watching a traditional video can sometimes even lead to worse performance just then a textbook so what the goal of these interactive videos then is to bring some of the active learning back in when we're watching videos and to be able to have students have checks in their knowledge to have support of checking whether they're of checking whether they're understanding something and also to increase their motivation to be paying attention to the video and help and help them ultimately get more learning and longer retention out of it. So I wanted to show you some use case scenarios of when we have found interactive videos helpful in our courses so I'm just going to pull those up. So the first one here is showing how interactive videos can be embedded right into your course so for example this is a textbook on for first year psychology the open stacks textbook on the press books that Simon has taken the open stacks textbook and he has added in h5p elements so if you take the textbook and you get down here you see that there is now an interactive video that is integrated in this is our first year textbook in chemistry at ubc and again we have this interactive video down here that I'll show you in a moment and the letters on either side this is generally true of iupac names letters and numbers are separated by dashes for ease of pronunciation you will often see this name written as three heptanol. I'm pausing the video here for a moment so what you're going to see in a moment is the interactive part coming in so the idea of this video to give you some context is that our students in first year chemistry come in where some of them have done lots of organic nomenclature in high school and some of them have no idea what organic nomenclature is and we have one lecture to cover all of organic nomenclature so the idea of this interactive video is to give students a tutorial before they come to lecture that gets them all up to a similar sort of level on what we expect that what we were hoping that they would know from high school so students who know the information well can move through the video quickly and those who don't it's kind of holding their hand and scaffolding them through to help them get up to a similar level so you're going to see that in a moment of what that looks like in this context. Let's try another one. Select the suffix for this molecule. So the video is asking them to build up the name of this molecule so they're given this chart and they need to select what is the suffix it's built on invisible hotspots so they might select here. This molecule is a hydrocarbon it also has at least one other functional group with higher priority select the suffix associated with the highest priority functional group. So the student has received some feedback on why their incorrect answer was incorrect and asked to try again. Correct the alcohol is the highest priority functional group so the suffix is OL. What is the prefix for this molecule? So this video continues on and as they're naming these molecules it's taking them through step by step each piece of naming a molecule but instead of just telling them the answer it's asking them to do each step so they are the ones building the name of the molecules and they're given feedback and scaffolding and support as they need it rather than as a default just going through as a worked example. So another example that I'll show you is in the context of after lecture once they've already seen things or once they've already read in the textbook is back at Simon's example here in his textbook. I'm going to show you a little bit longer about this video because we're going to be recreating a little bit of it later to see the mechanics of how these work so I will show you the first maybe minute or two of this video. Hey doc your EEG machine thingy is beeping. What does this mean? Okay so you're seeing here a bit of a different style where the question instead of being instead of everything being built within the video and having those invisible hotspots now what we have is over here a question that is overlaid on top of the video so the question is still asked within the video but we're giving our answers as these buttons on the side so but just like the first video if we give an incorrect answer it's going to branch to a part that gives student information on just what they need. When we're awake and alert our brains exhibit beta waves in stage one of sleep we would expect to see alpha waves which are lower in frequency and higher in amplitude than beta waves. As the patient continued in stage one we would also expect to see theta waves which are even lower in frequency and somewhat higher in amplitude. In the EEG that Preston showed the patient does seem to exhibit theta waves but there's also a burst of high frequency high amplitude activity that is not consistent with stage one sleep. Which stage of sleep involves theta waves as well as brief bursts of electrical activity. Okay so again students had some feedback on why their answer is incorrect and asked to try again and if they get the correct answer the video will we'll see give a little okay stage two why. Okay so now they're asked to continue on with their answer and there's several questions as you can see by each of the little dots down here. Another example of of when we might use an interactive video is something like within my course one of the courses that I teach in first year chemistry at EBC students find substitution reactions a complex thing to work through and so when we send them home to do their first examples or first questions they often would struggle to do that on their own so a video like the one I'm about to show you can add some scaffolding where they are guided through their first question rather than having to do it all from scratch but it's asking them to do much more than just watching a worked example. Carbon select the correct curved arrow the red arrow or the blue arrow. So I'm going to select the incorrect one. The red arrow shows the direction that the carbocation moves but curved arrow should represent the movement of the electrons not atoms. The blue arrow correctly shows that the electrons from the oxygen are shared with a positively charged carbon. Since the reacting nucleophile and carbon cation have a net positive charge the product of this reaction here should also have a positive charge. Select the atom that bears the formal positive charge. Okay so and this question would continue on so you can see here that because these questions are involving molecules and drawings and stuff and it's a little more complex again we've used the the hot spots that are invisible within the video rather than using the text based questions like we did for the previous example. Now the videos that I showed you so far were fairly labor intensive to make because they are very specifically made with interactivity in mind and have different branches but they are also quite effective for our students but interactive videos don't necessarily need to be that complex. Here's an example of a video that I got off of YouTube and added interactivity to within a couple of minutes. So the first thing that I did was I took the video and I added some guiding questions that I might want to give to my students. For example what is the full chemical reaction? Why is this reaction endothermic or exothermic and why? What is the change in entropy? It could play when you are ready. I'm just gonna adjust the size here. All right guys so today I'm going to show you a combustion reaction. So this week we've been talking about combustion reactions a whole lot and I've been explaining constantly that they release a lot of heat but I think you need to see it to fully understand it. So what I have here is isopropyl alcohol and that is a hydrocarbon so that's the first piece. So they could click here and see a little bit more about what that isopropyl alcohol is. That we need for a combustion reaction. Oh no it's I've already done the question. I'm just gonna cap it and I'm gonna vaporize it. So I'm just gonna cap it and I'm gonna vape the first piece that we need for a combustion reaction. It's noting that I've already done the question and got it right because I did it just before so you can see though it's popped up with a question and it's asked well what is the other reagent and depending on what they picked it would give them text-based feedback for any answer that they gave and if they was incorrect it would ask them again just within this same text-based question and then they could continue on to the rest of the video. At the end there's some more questions that reflect back on those the initial questions. I'm gonna vaporize it so I'm gonna get all the liquid to turn it. Okay so let me bring back our okay so we've looked at each of these different examples and when they might be useful in class so maybe looking at applications from videos you find worked examples for helping with tricky questions practice like the sleep machine video a pre lecture video like the nomenclature one. In terms of what students find when they use these videos Simon and I have also done a number of studies on these specific videos that you've seen as well as others and I'm going to tell you briefly about some of them just to motivate why we might want to bother putting in the time to make interactive videos and Simon as I mentioned will be going into these studies in more detail is in the in the feedback talk tomorrow. So the general study for the general procedure for our studies one to three was that we took students and they were randomly assigned to watch either the traditional or interactive version of the video and then we asked them survey questions about their experience with the video they then were shown that there were actually two different versions of the video that they that were available and they got to watch both of them or clips of both of them and then they were asked to answer survey questions about each of the videos now having seen both of them as well as comparing them and so what we have here is students ranking what they thought of the videos that they watched from strongly disagree one to strongly agree seven and this is before they knew that a second video existed so they're ranking just based on the video that they saw so in blue you'll see students who saw the traditional video and only knew that existed and in green you'll see the interactive video who only knew that one existed so in terms of do you did the video help them better understand the material you see that both are saying that yes it is but all of the differences you're going to see are statistically significant here with p's less than point zero zero one and the numbers at the top are the coinc d reported so we Simon will talk a little bit more in detail about this in later sessions so you can see that students in the intro watching the interactive video felt like they were better able to understand the material they found it more enjoyable they thought the videos were more effective they felt like they had more control of the pacing over the video and they felt like the pacing of the video was more appropriate and this next one to me is especially important that they felt like they were able to master a concept before the video moved on to the next one so at this point we revealed to students there's actually two different versions and we showed them both and we asked them to rank to rate each of them individually from strongly disagree as one to strongly agree as five so you can see that students were ranking consistently these interactive videos as more effective more enjoyable more engaging and their preferred way to learn with these large effect sizes shown at the top if we ask students which one they would they would choose if they had both available we saw over on the left here is a strong preference for the interactive version and over on the right is a strong preference for the non interactive or traditional and you can see that we have a very strong preference for the interactive video both in terms of what they prefer to learn from what they found more enjoyable more engaging and also more effective but for for two different studies that they looked at the different colors here are based on what type of video they watched initially okay so if we look at what some of the students said if we ask them well what do you like about the interactive ones for those who are saying they prefer that why did you like it they said that when they were forced to interact I am able to take more risks and therefore learn more from the material being presented because it helps me stay engaged it helps me learn better and more efficiently it gives me some motivation to pay attention whereas a non interactive video gives me a higher chance to zone out and it promotes I appreciate the honesty of this last student who says it promotes active listening gives me free practice and when the video solves the question for me immediately it discourages me from actually doing the work because I'm lazy which lessens my understanding so we can see that this that this these interactive videos students are preferring they're finding effective in terms of their experience and they think that it is helping them stay more focused and engaged so what we're going to do next is then try to make some of these videos so depending on where you're joining us from you can try making some of the h5p content and I'm going to show you along with me if you want to if you would prefer you can watch me work through it or you can do it with me if you are at ubc you can use this link right here and log in with your cwl so that's h5p.open.ubc.ca there's a little tutorial on how to get in there if you struggle and if you are not at ubc then you can go to h5p.com and sign up for a free trial there to be able to follow along now and there are also then free ways depending on where you're at in the world that you could that you could be also using h5p for free but they take a little bit longer to set up right now so if you'd like to follow along and try using h5p right now go ahead and access via one of these two ways i'm going to go on via the ubc h5p open hub and be leading you along there and if you have any trouble with accessing anything you can let us know in the chat and somebody will help you out and i i'm going in a moment when we go through you'll see that on the slides if you're if you're falling along on the slides that were posted you'll be able to follow what i'm doing in case you've missed a step i have posted them there but i'm going to be going through them one by one so first i'm going to be getting on to the h5p open hub so once you get to h5p.open.ubc.ca you can log in with your cwl if you are at ubc and otherwise you can go make your free account at h5p.com okay so when you log in it first takes you to um making this profile you can update your profile pick your faculty and the first time that you're logging in and that's the only time that you need to do it then on the top left here you can see that there is the h5p content so um we're going to be adding a new content type here i'm going to give you a minute just to all get to this point where you're in h5p if you'd like to be following along and i'll show you what we are about to do there's two different ways you can go about making an interactive video you could find an existing video either one that you find that someone else has made or perhaps one you've made previously that you want to add interactivity to or you can be making a new video where you have interaction intentionally in mind the first thing that we're going to focus on is the simple of the two which is just taking an existing video and adding interactivity on top of what you've already made so we're going to start with our goal one which is to use h5p to add multiple choice to a simple youtube video that we find so that youtube video is going to be one that i will um the link in the chat it's one that i showed as one of the examples so i'm linking the youtube video here which you will need in the chat which you will need the link for when we're making the video so i'm heading back over to h5p to be making these and demonstrating it but you can follow along in the slides if you missed that um or if you're wanting to see what it looks like and you're not able to access h5p yourself right now okay so the first thing that we are going to do is come into the h5p environment and click on add new over here there's also a peer where you can add new as well so either of those will do the same thing so we're going to add new and then we need to pick our content type for me because i've made a lot of interactive videos it comes up um as my recently used but if it's not coming up for you you can use this search term to search for interactive video or you can scroll through and this is how you make any other type of h5p content as well okay so then i'm going to click on interactive video and it's going to open up um our interactive video the first thing that we are going to do then is add a title for our video so this is uh we're going to do this is our combustion demo uh with our interactivity example you can give it whatever title you want there's going to be three main steps you can um the first step is going to be that we're going to you put down the video that we're going to be building interactivity in the next step is that we're going to be adding the interactivity and the third step the summary task is like an end of video quiz and it's optional as to whether you want to include that depending on what you want for your video so the the two required steps that we'll be doing are the upload a video and add interactions so you can add a video by clicking on the little quest here and then you want to put in the link to the video that you want to put on top you can link um any source of an mp4 video for example youtube links work very well and if you are based at ubc you can also use the little tutorial here to be finding what the links are for your cal tour videos so that you can host the video on cal tour instead of ubc which gives you or instead of youtube sorry which gives you a bit more um control over it as well so for this first video we're going to be using the youtube link that i shared in the chat earlier and it's also shared on the slides and so you just put it in and click insert now down here there's a couple things that you could look at if you want to um we're going to skip by them for right now just to because they're things that we can't do with interactive videos i'll let you know that what it could let you do is for example add a poster as the first kind of slide overlaying your video um and it also would allow you to add some subtitles once you've added your video i'd recommend going into edit copyright and either giving credit to wherever you've gotten the video from or setting the copyright if the video belongs to you so i'm going to quickly take the time to put the information in here that i'm just gathering from the youtube video so this was called combustion chemistry demonstration and the author was mrs depruin from 2017 and i have just linked the youtube video again and the license doesn't specify so on youtube that means that it is copyrighted and then once you've put in whatever the information is you can just close out of here and that will be saved in with the metadata of the question okay so once we've got that we're going to go into the spot of adding interactivity so there's a couple ways you could do that you could click this button down here that says next step add interaction or you can also navigate across the three main buttons at the top so i'm going to click on add interactions at the top and you'll see that it just has this video loaded in from youtube so we're going to try adding in that same question that i showed you when we demonstrated it the one that i had already answered and so it wasn't letting us see it properly so we will get to now so in this video this um this seems like perhaps oh sorry it seems like perhaps a high school teacher showing a demonstration of a video and what we're going to do is add an interactive question in to show you a combustion reaction so this is a lot of heat but i think you need to see it to fully understand it so what i have here is isopropyl alcohol and that is a hydrocarbon so that's the first piece that we need for a combustion reaction okay so she's just put in one thing and said this is the first piece we need for a combustion reaction so the question we're going to ask our students um because it's not explicitly said in the video for quite a while is well what is the other reactant that i might want to ask my my students since i um and in chemistry so the way that we add interactivity is using this panel across the top and you'll see there's all different sorts of interactions that you can add so you can add labels you can add text tables links images statements uh a statement is like a um it's kind of like a multiple choice question but there can only be one answer and um it comes up as like a set of summary so every time you sell it's a series of questions and every time you get a right answer it adds it to the top and then the next right answer gets added underneath that so you're kind of building a full summary when you do statements and i'll talk through these a little bit in more detail of their advantages and disadvantages in a moment um this single choice set only allows one correct answer and it doesn't allow any feedback which is why we're not choosing that one right now what i'm going to choose here is multiple choice which i think is probably one of one of the most powerful of the of the ways of asking simple questions because it allows for um explanatory feedback which dr brain talked about being the most effective so when we click on this button here it brings up um in overlay where we're going to make our question you can see that up at the top it says display time and this is saying when it's going to show our element so you can have it show up as a pop-up button um and we saw that in this video here so this is the one we're making i'm going to show you what that pop-up would look like so pop-up looks like something like this where it's a button over the video and they'd have to click it to open up in this case it was just opening text but you could click it and have it open a question so that's what this button would do um as synthia mentioned it's best to force students to be answering most of our questions so we're going to be using the poster and so what the poster is going to look like i'm going to go back and show you is that it will be looking like this where it's going over top of the video you can make it cover the whole video or just a part you get to choose the size but it's layering on top of the video and asking the question there so that's what we're picking is poster this is how long the poster is going to be displayed from what time except that um one thing to note is that if they're answering a question and they've answered it and they press continue the poster will disappear so you don't need to worry that it's displaying for 10 seconds here because it's going to disappear once they've they've done the question so what i also recommend is it's automatically ticked when you click poster but make sure that it says pause video because you want the video to stop and have students answer the question you don't want the video underneath the poster to keep to keep talking and talking uh and continuing on with things that the student can't see so now down here is where we actually are going to put in our multiple choice question right here the title is where we put in the title of our multiple choice question you will be able to see this title so think about this as being helpful for you to be able to see um later on what the question was and maybe how you would search or organize within um within the back end but the students aren't going to see the title of this question so i could say this is a question about um the the second reactant and that might help me remember what it's about now in terms of what the question is um i'm going to copy into the chat what the question is i'm putting in if you want to put the same one and don't want to need to type it um i'm going to say the demonstrator indicates the isopropyl alcohol it's a hydrocarbon she notes that the hydrocarbon is the first reactant what is the other reactant that is necessary that is already inside the vessel so we can put in all different answer options here so i'm going to put in and that maybe it could be n2 or it could be o2 and you can put in whatever you want you'll see it's only automatically giving us two options you just kick this add option blue button to add as many different options as you want so let's say heat c02 you can indicate which of these yeah i can slow down okay so i'll give you a moment to catch up here so what i'm doing is just i so i've selected i've said that i want that multiple trace question i've put in a poster i've added the title that's just for you and then you can put in the question and the different options so it's also okay if you want to be just like practicing the functionality of it you don't need to be writing out exactly what the question is if you just want to be you could write in placeholders too of like this is the question um if you don't want to take the time to write it all out if you're just wanting to practice the functionality when you have all these different options you can select as many as you want to be correct and to get full credit a student would need to select all of those so in this case you can just click um o2 is our correct answer but you could have more than one correct answer if you want to for any option that you have there is a possibility of adding extra information so i'm going to show you what that looks like on one of these so everything has this every of these options in this multiple choice question has a tips and feedback if you open that up by clicking the little arrow you'll see that you can add tip text message to display if the answer is selected or a message that is displayed if it is not selected and so what we could do here is the tip would be if it would give the user something to see about that answer before they tried the answer the message displayed if selected is after they press submit if they do select that answer it gives them feedback based on that and you can also choose to give them feedback based on if they don't select that answer i find that generally the default that i will most likely use is what i want to tell the student if they selected a particular answer so it's usually this message displayed if answer is selected that i would use to give kind of traditional feedback on a particular answer so i'm going to copy paste out just to make it i'm going to copy paste out what the feedback is that i would be giving students here you can give as i said generic feedback just saying like feedback test or you can copy out a particular set of feedback so i'm going to do this for each different option is to put a message display for if the answer is selected for o2 we want to tell the students about how they are correct so i'm going to say yes you're right this is what it is for heat i mean it gives some feedback as well so a student thinking that heat is a chemical would be wrong so i want to give them some feedback on that and i mean i'm going through this part quickly because the chemistry is not the important part here um and i will give them some feedback on if they pick co2 that is not a reaction but it is about so once you've put in any feedback that you want to give the students and you've gotten all the ones that you want you've finished your question you can click done up at the top you can adjust when it's displayed if you want if you want to adjust that a little bit or you can leave it as it is so we're going to click done up at the top here and then you see that our video comes back where it now has this little dot that little dot shows you that you have an interactive question there at that time stamp of your video at 23 seconds and it has displayed this poster on top you can drag this poster anywhere you want and you can resize it however you want so sometimes you might want students to still be able to see the video for example so you might want to maybe like put the put it off on the side but you can see for this particular question they'd have to scroll a little bit and i don't really want them to have to do that and that's not really important for them to see the video so i'm going to make it the full size so you could make it whatever size you want okay now that we have got our question in there we just have a couple more things to do in order to get this made so up at the top here oh i see because i started this again i haven't put my title in for the overall things so i'm going to say this is my combustion video and what we can do now before we create the question is just put in a few things that are going to help us find our videos again for us to keep track of what we've gotten organize our question library in case you're making loss and also if you choose to share them to help other people find your content so one thing you can do is click this little metadata tag up here and you can see it should automatically have the title and your name as the author and then it automatically is put the license as attribution so you can though choose which license you would want whether you want to create a commons license or not and then you can just close out of this by clicking save metadata at the top and then the other parts that you can do is down at the bottom you'll see that it's automatically going to say the faculty that you're part of again this is for helping it be more easy to discover later if you want to do these steps your video is still going to work without these steps but it does help organization so i'm going to put in but it's a chemistry video so i'm adding a discipline the group is not available is not available for this particular one and then the other piece of piece of information you can choose are up at the top right here so you can add tags so for example i'm going to add the tag h5p symposium so that i remember what i was making this question for um you could also though do that it's a combustion reaction oh i see a question about what happens if the youtube video is taken down it would disappear um so that it is not copying the mp4 it is taking the link so youtube is still posting uh is still hosting the video so that's why depending on where you're at for example if you're at ubc you could do it on um on to kaltura or depending on where you have h5p for example you have your own instance you can also upload the direct mp4 to it um the ubc instance the ubc tool um is instead push is instead having you share the video via youtuber kaltura so that we're using the bandwidth of streaming the video from something that is set up to be streaming that video well to be able to be prepared to have lots of students using it at once and then over here you see that there's these display options so i'm going to go back to the video over here quickly so i'm just going to cap it you can see that it's got these little um at the bottom of the element it's got these little buttons reuse rights of use and embed and so this goes around your h5p element uh element that you're making but you can choose whether you want those things to be there so you can say whether you want to display that little toolbar at all whether you want other people to be able to download your content or not whether you want them to be able to embed it or not and whether you want to display copyright or not an important thing for if you're making it using this ubc tool is you're going to have to put it somewhere so you're going to need to embed it yourself so at least at the beginning you need to have at a minimum this display embed button so that you yourself can get the embed code and then you could remove it later if you don't want anyone else to embed it okay so i'm going to keep all of these display options on so that anyone can use and share this as they want and i'm going to click create up at the top you could also have gone to any other point in the video and added any other interactions you want you got lots of questions you could um do these summary tasks at the end at different types of questions but for now i'm just going to click create okay so now that we have made a basic interactive video we can try to put it in a course and you're going to be able to put it wherever you want so you click this embed button if it's not there it's because um you didn't include the toolbox within bed checked but at so you can go back and do that so you click embed you get the embed code here for the iframe that you can just copy and paste and then i'm going to go to my um test page over here on canvas and i'm just going to edit the page and in canvas you would just do as you would for any embed where you'd say insert embed and paste your embed code and submit and now when i save it we have our interactive video here within canvas so you can see it's got the interaction that we added right there we can check what happens when they get the wrong answer they get some feedback they can try again and then once they get the right answer it gives them their points at the bottom and they can continue on so i'm just going to cap it and notice that once you got the right answer the poster disappeared right away so it's not overlying the video um once they've proceeded there okay i'm going to continue on in the interest of time to um make sure that we also get to see some of these more advanced interactions and so this next set we're going to show you a video rather than one where we just found it off the internet or made it previously without thinking about interactivity this is a video that simon and i worked on together where we were very intentionally making the video knowing we were going to set up interactions within it and that we're going to use branching um and hotspots um for example in order to create the interactivity within the video so i wanted to give a quick moment just of talking about the different types of questions that you can include and why we might want to do this other version um so we can do things like statements and single point choice questions you might have also seen that you can do other types of questions in the h5p video too if you were exploring around there's things like drag and drop with with it you can do with pictures you do drag and drop words fill in the blank there's single choice um true and false for example and all of these questions you you'd be able to ask great questions for within your video but one thing um that they can't do is give detailed feedback built within the question so when we were just making the question with the multiple choice question we had that text feedback based on what option they chose you can't do that with most of the question types here you can give correct incorrect feedback but built within the question type is not a place to give that feedback so that's why we used the multiple choice version but then uh a nice thing that when you might want to use statements or single choice is that you can do multiple questions in a row so instead of asking one question and going back to the video you could ask them like maybe three four or five questions just little questions in a row to check with what um they are understanding so it might be helpful then something that the multiple choice questions can do that we didn't talk about was that if you want you can have the video jump to a different spot or jump to a different link based on their overall result so i'll show you where that is quickly um if we go back to edit and i'm going to my interactions again and i'm going to the interaction itself and double clicking to edit it if you were to scroll all the way down to the bottom you'll see that there's some extra settings that you can adjust if you want that that affect things like how the question happens like do you randomize the answers or not and there's also this one called adaptivity so for adaptivity you can say if they get everything correct in this question you should do this so take them to a particular time code in the video for example or give them a message or if they get something wrong you should instead go to this time point so you can add branching using a multiple choice question but that branching can only be on did they get it all right or did they get it all wrong and when we're asking a question usually in a multiple choice when there's other options they might be associated with different misconceptions so it might be that we want each different misconception to branch to a different part of the video and we can't do that within multiple choice it's just an overall branching of did they get it right or wrong so that's where we have found the crossroads and the navigational hot spots to be quite effective because while these aren't technically questions so they're not going to get a little one out of one yeah you got it right what they are going to get is that depending on exactly what they answer it can branch to a different part of the video and then the feedback and the right or wrong information is within that is within that chunk of the video that it has branched to so here we're able to give a different branch for each option which can then support detailed feedback in the crossroads you can put textual feedback in and then in terms of the navigational hotspot that detailed feedback you have to have thought about and put in your video initially you don't build it in that part in in h5c so what we're going to do is work through how you would think about making a branching interactive video how you kind of how we planned our videos and then we'll try one out and see that it's maybe intimidating at first to plan it but then once you've got it down it's actually quite quick to do an h5c so here's what we have done in terms of our branching videos we have some part of the question the video and it comes to question one and then we organize our videos so that right after question one we put a response to what we want to tell them if they make error one and then what we want to tell them if they make error two etc and we have all the little chunks of videos of what the feedback would be for each error directly after the question and then the very last thing we do is give the response to what happens once they get it correct and then moving on in the video which eventually we go on to question two and then all the errors about question two etc so a reminder quickly about which which type of videos we're talking about here is that if we go back here i showed you the nomenclature video where it's saying for example select the prefix and you're clicking over here great there are four cards these are invisible hot spots so that's using a hot spot to be able to jump from one chunk of the video to the other so if you are watching the timestamp here you'd see that it's jumping to a different chunk depending on your answer and then the sleep video that i showed here this what you see overlaid this is the crossroads and so depending on what you click here it is jumping to a different part of the video as well okay so those are the types of videos we're talking about are the ones like this which uses branching and the ones like this and like this which we're using invisible hot spots okay so here is our particular a very important tip is that h5p has reasonable precision for what time point you go to but i found it most effective that when you're thinking about these different segments include maybe a full second of blank space between each segment when you're making the video so that it's really easy to link into a time point without tap catching the tail end of a word or missing the beginning of a word um in your in your timestamp so i recommend leaving one or two seconds of blank space between each of these segments here is what simon and the sleep video that simon has in his psychology course how we made it so we have the first question coming in um at zero minutes and 38 seconds is when it starts to talk about that question and the question is in which day just sleep is the patient and so what we have are all the different possible answers and one of those is replay questions call so oh wait i need to hear the information again before i answer that question if they click that the video will jump back to the beginning of the question segment if they pick stage one it's going to jump them to 48 seconds where they're going to hear an explanation about why that answer is incorrect and get some feedback then at this little asterisk at 126 which is the end of this segment we ask the same question again but instead of replay the call we say replay the explanation then if they do another wrong answer stage 34 it's going to jump them to this time point one minute 30 where we explain why that's wrong again at the very end of that segment at one minute 59 we're going to put in the question again so that they get to try again and ultimately get it right before they move on if they do rent sleep or the patient is still awake we didn't think people would pick these as much we grouped the feedback into one video segment so both of those options ultimately linked to the same spot two minutes and two seconds at the end of that segment at 229 we ask the question again and if they answer correctly stage two it is the final one in our segment where it goes on and says yes you got it that's stage two and then starts on the next question okay so let's start making this so there's a raw video file is linked down here and that's what you're going to need to be able to make this video on on h5p and this slide here has all the timings and all the wordings of anything that you'll be doing so if you have access if you're following along on the slides that are posted um keep referring back to this slide here okay so i am going to open up h5p again and i want to make a new question so i am going to click add new here or add new at the top um if you are still in your other video you can still click it it's still all right there so i'm going to click add new and just like before i'm going to add an interactive video okay so this time we're going to do things a little bit differently which is we're going to add the video but instead of being a youtube link i've done the kaltura link down here if you were getting your video from yourself from kaltura you'd put in the media id because i have already done this part you could click up here and just paste that link in that i gave up in the same as the youtube link so i got that by making it using the media id earlier that i collected from my kaltura video so you should be able to click insert just like before and your video should be there okay so once you've got your video in click on add interactions just like before so what this video looks like without any interactivity is quite long it's 14 minutes but keep in mind that a student isn't going to see all 14 minutes of this video they're only going to see the parts that they need to see based on their understanding or misconceptions okay so what we're going to see if we watch through the video straight it is just going to play with no pauses here's the question here's your feedback here's your feedback here's your feedback and then it got it correct so that's what this video would play through if we did it right now the weights are sorry the high for the sound maybe i will mute that so that we're not stuck with it here um the first thing that we're going to want to do is put in this question and the question should go in at 47 seconds so i'm going to go back to that slide to show you where i'm getting that information so every asterisk is where the question goes in so the question gets asked by Preston around 47 seconds let's find that beeping what does this mean okay i'm pausing the video here it doesn't matter if you get the timing perfect because you can adjust it later but i'm pausing this here he said what does this mean and we want to have the student be the person answering this question up at the top we're picking the crossroads so click on crossroads and it's going to be similar to the multiple choice here where we're going to put in a question and different answers but instead of having an answer and feedback we're going to say go to so where in the video does it jump to if that's their answer it's going to take us a little bit to make this first question but you're going to see that once we make it once we can copy paste it to all those different locations so our question is in which stage of sleep is the patient and our options are that either we want them to be able to replay Preston's call if they're feeling like wait a minute i need to watch that again and i'm putting in the time stamp of 38 seconds because that's when that chunk of video starts we could put in stage one and that chunk of feedback starts at 048 you can put in decimals if you need to be more specific for your video we can put in stage two that's the correct one and that would go to two minutes 33 i'm getting all of this from that same diagram that i showed we put in stage three slash four and then i'd want that to go to one minute 30 they could be in REM sleep or awake and both of those are going to go to the same two minute two second option but i'll put them in separately now in each of these it says if chosen text you can give them text-based feedback based on a particular thing before it jumps to the video to the spot in the video where you said go to it would give them this little text and then they press continue and and then they would continue on to the jump so what i'm going to do is for when they get it correct is say yes um take a moment to explain to yourself why this is stage two sleep or you could give them an explanation of why it's true okay so we have put in our question at the top we put in each of our different options and for each option we're saying where we want it to go to and as an option you could put in text that would then pause and make them press continue before and read the text before they continue on one thing that we'll want to keep in mind for this one that was less important last time is the display time at the top i know that once i get to 48 seconds that's the start of my stage one explanation and i don't want someone to jump to 48 seconds with that feedback and get this question again right away i need this question to be gone by 48 seconds so at the top here i don't want it to last very long at all i want it to last maybe to like 47.8 so this question is only gonna last for half a second up there but the video is pausing while it's up so i would recommend having a small display time okay so now i'm going to click done so you can see just like before we get this box in the middle and it's not in in particular place we have to put it where we want it so i'm going to drag it over and i need the student to still be able to see what Preston's looking at so that's what he's asking about we need that image so i'm going to make this just on the right side of the video rather than the whole video like before so that they can still see the image underneath okay now that we have this element you can copy and paste it all the different places we need so i'm just going to pull up that image again we want this same question to come up at the end of every feedback statement stage um sorry feedback section so that the student has to answer the question again so we want it again at one minute 26 159 and 229 so what i will do is i'm going to click on this and there's all these different options up at the top and what i want to do is press copy then i'm going to go to one minute 26 where i know i want the video or i got to one minute 29 and i don't really want to keep scrubbing you can also just click paste so that's up at the top right here i'm going to click paste and then i'm going to double click to edit it and i actually wanted it at 26 seconds so i'm just changing this to 26 instead of 29 and pressing done and it has popped it back to 26 seconds just where we wanted it you can do the same thing again without copying again just press paste and the next one we wanted it at was it 159 seconds so i'm going to change this to 159 and done and then the last place was at 229 so i'm going to maybe for this one try to scrub there play consistent with the Observe DEG okay so now i'm going to paste and it's all set because i scrubbed to the right time so our question now is linking all to the right spots the only thing that we'd want to adjust here which i don't think i'll take the time to do here is that all of these say replay press Preston's call what we do instead is say replay the explanation and change the timestamp for that one to just replay instead of the call at the beginning to play um so for that when the question is asked here we want it to replay this segment so we put in 202 rather than replay quite Preston's call which replays 38 seconds okay now we should be able to create this you could adjust the metadata the tags the parts at the bottom um i'm going to put in just a tag of h5p symposium and save the licensing i'm going to create okay so we have our element now and we can just check the interactivity so i can try pressing stage one when we're awake and alert and it's going right where i want and i can check when i press stage two that it gives me that little instead of just jumping to where i wanted um it first gives me that text feedback up yep you got it right think about it and they have to press continue to jump to the next spot stage two so you can see that we've just really had to make the question once and then copy paste and that question is not as complex as it first feels though definitely still complex so the tricky part is just when you're planning out your video you have to think what are all the different reasons someone might get this wrong that i want to reply to and you don't have to reply to everyone you could just have be back for the most important ones that students get wrong most and then just ask them the question again copy paste that same question every time at the end of each segment and then you can continue on with asking them the rest of the questions okay does anyone have i guess the the last thing is that sometimes in this sort of session is that sometimes you have the type of question like i do in chemistry where it's more about images and i don't really want that text-based stuff because i can't ask the question i want to ask in chemistry with text often as well for organic chemistry which is why i use the hotspots and you can use a very similar idea with the hotspots so instead of doing the branching um scenario so the branching with this crossroads you can do branching with the hotspots so i'm gonna come ahead to we're gonna sit here and add a navigational hotspot and we're gonna decide whether we want to answer Preston's call at all so if Preston says um if we want to answer then we will jump to um 38 seconds which is where Preston asks his question and if he uh if they answer the other one then they're like no i don't want to answer we can make it jump to the end of the video so all i've done here is i've said where i want the um when how long i want it to display for we don't need this to display for very long maybe like a second or two so i'll just display it for second but i want to pause the video because i want to make the user stop and click are you going to answer Preston's call or not so i've said how long i want the hotspot to be there and that i want the video to pause but you could just have the hotspot sitting there while the video goes on too i've said where i want the timecode to go when someone clicks it but you can also make it go to a URL like another page or something down here you can pick what shape you want it to be you can pick the color you want it to be i'm making it invisible so that it just looks uh really smooth within the video but if you want a highlight or there's a hotspot there you could give it a color and then you can give an alternate text here so um i'm going to say answer call so that if someone's using uh some if they're visually impaired and using like a a read speaker it's something that it will be able to tell them that i'm gonna say done and here is our thing so i'm gonna oops i accidentally doubled so i'm just gonna resize that and put it over the part of the video that i want to be clickable and now when the video plays it's gonna pause and ask whether or not you want to answer Preston's call and you could put different hotspots over different elements that would jump to different spots or do different things i mean it's stopped here so that we have time for um our last 10 minutes of a comment so i'm just gonna update here and show what that functionality looks like so let's see how this looks now okay the video is pausing now i've only added one hotspot you can see that nothing happens when i go over that spot except that i now have this clicking hand like instead of the um arrow it's the hand but you could make it visible if you want so um i'm if i click there it's gonna it would continue on in the video um i think i have not got the timing quite right which is why it's paused i think i accidentally linked it to before before the hotspot so it's linked us that it's looped us back into the hotspot i need to move that around and tweak it a little bit to get the right timing right but i can press hey okay so now our last thing that i wanted to talk about in this session um i'm going to take about five more minutes just because we started about 10 minutes late um is that our goal three was what other types of interactions could we do that would help implement more of those best practices that dr brain mentioned so she spoke about how students often have cognitive overload so how can we help manage the cognitive load so decreasing intrinsic helping manage intrinsic load decrease extraneous load and support germane load the necessary cognitive effort to learn what we want them to learn and she mentioned three of these things about signaling or queuing the important thing she talked about segmenting so having these smaller chunks and she also spoke about weeding where we would be taking out the unimportant information so i wanted to give a brief overview of some ways that i thought of where h5p could maybe um contribute some of these helping with some of these things so for signaling it involves queuing and highlighting important information to help students know it would decrease intrinsic load by helping students know pay attention to this this is the important part on your toolbar bar in h5p this is for labeling things and this is for adding text here um and i would see it being helpful if you are having a video where it's either someone else's video you're using or it's your own video where you didn't add a signal or a cue where you wouldn't like to um that you could use these labels or text to overlay in the video to be able to show what the important part is or you could be adding a question using any of these elements here where you're helping the student pick out what the important information is and that question would be queuing to them what is the thing that they should be paying attention to and getting out of that information another thing that she mentioned was segmenting so where it's really helpful to split up something into small chunks so that the user is taking on small chunks of information and that i'm like right now that they would have control over when proceeding to the next jump um and i could see this being helpful in each or uh that you can do this in h5p by for example adding bookmarks so something down here at the bottom of the play button so off of the main toolbar there's this little icon here and this allows you to add chapter breaks so i'll show you what that looks like so when you are editing it's just clicking on this button here and then you would say add a bookmark and it adds it right where you are at where you're subscribed to and you would say what you wanted to note about the video so i had that for example here you can see that i can use that in this finished video to jump to say the actual combustion of of this this video another way that we could be breaking down segmenting is by adding questions since that's segmenting the video into small chunks and giving them a chance to reflect we can add text boxes and say that they need to with reflection prompts and ask them to click to continue so it gives a chance to pause and reflect and any of these elements you can choose whether or not you want it to pause when you add that element of interactivity and then they'd have to click to proceed so all of those can help with segmenting the videos the next thing that she spoke about was weeding where we want to intentionally get rid of all the extra information but dr brain noted that sometimes there's information that you want to give to a more expert learner that would be extraneous for novice learner and so you can use h5p for example to perhaps use the pop-up option where something is optional where a more advanced learner might want to seek out that extra information or for example dr brain mentioned that if it was a differential equation that she wouldn't want to hear humor at that point so maybe if a student for example in my chemistry class we use calculus but they're not required to know the calculus of it so you could have a crossroads where you say okay do you want to see the calculus derivation or do you just want to skip to the final result and let the student have some control over whether for then that would be helpful to really understand where it comes from or whether that would be extra information that they don't want to overload themselves with and then the branching that we just did in the video in the psychology sleep video was that we were giving each learner the information that they need when they need it based on the misconceptions rather than giving them all the information about every different thing we were seeing where they were at and giving them information as they needed it as it as it was relevant another thing that dr brain touches on in she didn't talk about it as much today but it does talk about it in a lot of her publications is student engagement and a lot of these things are based on how the video was made initially so it should be kept relatively short conversational style and be speaking relatively quickly with enthusiasm one of the things she does speak about in her publications though about student engagement that we can use h5p for is rather than just the baseline of how we make our videos is that she that they found that using a video and having it make it feel like it's for these students in this course helps students be much more engaged in material so we can do that for example by adding an overlay at the beginning like a text poster that gives some context at the beginning of the video that says for these particular students why this video is important how it connects to what they're doing in the course you can use the same video base video that you've made but change up what the questions are the difficulty of them or what sort of things you focus on depending on what particular group you're releasing the video to and in general we found in our research that when we use that branching style of video that we just did rather than the more simple multiple choice only this students report that they find those videos that they feel much more personal for them and Simon will speak more about that in the feedback sessions more the last part is looking at active learning and Dr. Brain did touch on this a lot in terms of adding questions in so we can integrate questions into videos guiding questions at the beginning can really improve engagement and then just adding any features that give students control and h5p can do all of these things so we can use any of these different question types to add interactive questions we focused on the ones that allow us to give the best feedback possible and Simon will speak more about that tomorrow we can also use a text overlay at the beginning to add guiding questions which is or and a summary at the end that touches on them and we can use the chapters crossroads and hotspots that jump to different parts of the video to help students have control of the navigation so I'm just going to look at quickly how I've used those guiding questions in the demo that we saw at the beginning so this one here for example I added this text overlay in canvas where it gives them questions to think about and so they press play once they've read them and then I added at the end a summary quiz that asks them answers to each of those questions so where it's a summary and they make sure that they've gotten the answers to each of those so that brings us to the end of our 90 minutes with our with our tim is as short as our 10 minute late start so I'm going to stop there