 Hello, everyone, and welcome back for our last session here. Thank you for joining us for the panel. We have a wonderful and diverse group of panelists today who are going to share with us a bit about how they've been using H5P at UBC. So Simon and I are going to start out by asking a few questions to the panelists, and then we'll also open up the floor at the end for everyone to ask questions. But you're also welcome to feel free to interject with questions throughout in the chat or by raising your hand if you have a follow up to one of the questions we've asked for some of our panelists. So first, I'm going to introduce our panelists, and then we'll learn a bit about how they've been using H5P. So our first panelist is Dr. String Burton, who is an assistant professor of teaching in linguistics at UBC. And his research focuses on the documentation and revitalization work for severely endangered languages. He has been using H5P in his first year linguistics course, and also to develop an online course in pronunciation with linguists and community members at the Stirlow Nation. Our next panelist is Dr. Roger Becky, who is a professor in the Department of Earth, Ocean, and Atmospheric Sciences with a broad research focus on groundwater hydrology and geochemistry. He has adopted H5P in his graduate level course to provide opportunities for active learning for his students. And this course is going to be part of an online graduate certification program. Next we have Dr. Luisa Canuto, who is an associate professor of teaching in the Department of French, Hispanic, and Italian Studies at UBC, and the language director of the Italian program. She founded and coordinated the Italian program for UBC Continuing Studies, and was instrumental in developing educational programs for faculty members in what is now CTLT. She is currently the PI of the large TLF changing courses, Learning Romance Languages and Hybrid Courses. She has been using H5P to create interactive videos to help support learning in her lower level Italian hybrid courses. And finally, we have a professor student team of Dr. Feng Chen and Irene Wang. Dr. Chen is an assistant professor of teaching in the Faculty of Pharmaceutical Sciences at UBC. Her educational and research interests include incorporating innovative technology to complement traditional approaches to teaching. And Irene is a student in the Faculty of Pharmaceutical Sciences. Feng has been working with students in her pharmacy classes, such as Irene, to use H5P in very innovative ways. They have used H5P interactive videos to convert a traditional case study from their course into an escape room. So thank you, everyone, on the panel, for joining us today. And I'm sure everyone would be very excited to hear a bit more about your work in H5P and perhaps see an example of what your projects look like. So, Strang, I'm going to ask if you can start us off. Can you share a little bit more about your project with H5P and linguistics and in the Stolo nation? And you're all welcome to share your screen at any time, if it would be helpful to show your H5P content in context. Sure. Thank you, Kylie. So I teach a large intro linguistics course. And I really enjoyed using H5P as supplementary materials for that. We did a series of short interactive modules where you just see some information and then you'd answer a series of questions. One of these was about the languages of Canada, another one about the languages of Africa. And I'm working on a series about writing systems because we teach about writing systems. I'll show you one in a second that we've been working on for Hangul. And I'm also, as Kylie mentioned, I work with a community program at the Stolo nation. And we're developing a large course in pronunciation of the language using some ultrasound images and linguistic explanations of the sounds. It's going to be an open course. It's a Canvas course, like an open Canvas course, but it has a bunch of H5P modules embedded in that. What I'll show you, though, now is my Hangul piece. There we go. So this is on my UBC blog, Dexterous Tongue. And here you see the piece Hangul is Honey Jam. I wrote this with a Korean grad student in linguistics, Stanley Nam. So it's an introduction to the Korean writing system, Hangul, which is, those of you are familiar with it, you know it's a really fascinating writing system. I don't know Korean, but Stanley led me through this. So there's a picture of King Sejong. And a couple of ways that I wanted to use the H5P modules. So this is H5P modules embedded into the WordPress blog. A couple of ways I wanted to use it. One, I wanted to use the principle of pre-training so that you can get some of the students are trained on some of the sort of basic parts of the presentation before you get into the more complex parts. So I did a pre-training module. Before we even get into Hangul, I'm having them learn a series of words in Korean just phonetically. So they learn the word for dog. They learn the word for gap. Gap. They learn the word for, this is not a word by itself, but for, this occurs in the word for Korea. Han. And then this is South Korea. Nam Han. And then the word for Hangul. Hangul. And then the word for cool jam, which means literally honey jam, but it means awesome. And then you have an interactive test here where the student goes through and they have to see if, remember the vocabulary and they can keep doing it until they've got it right. So this is the pre-training part and then you get a little summary there. And then when I do the text, I go into the text and then I have a little bit of text explaining how it works. And then I embed another H5P piece for each word which summarizes the symbol. So this is the symbol for the sound K. This is a symbol for the vowel eh. And then it explains the, the sequencing is a little bit different from English. So sometimes it's beside, sometimes it's underneath. And this one goes beside, so it explains that. And then I have the students, right? It's not refreshing. Then I have the student, this would be an interactive piece. I'm sorry, it's not showing because I already did it. But then they have to create the, they have to put the characters together themselves. And then you see that this is, this is the hangul for dog. And then it goes on from there. You build increasingly complicated ones. So you then you do KEP. And again, each one, I want the students interactively to do it. So you see the characters, you see how they combine, and then you have to figure out which one it is yourself. I don't even tell them. And then they see it there. And they go through and they build the hangul for South Korea. Then they build the hangul for hangul. Then they build the hangul for awesome or literally honey jam. And then at the end, after they've done all that, they can read the title of the post, which I can't pronounce, right? But this is, they can read this now, that hangul is honey jam, hangul is awesome. And then I'm getting a little bit more into the design features there. So that's an example of the H5P piece that we've been using in Ling101. And I think I'll stop there. Thank you so much for sharing this great examples of H5P. Roger, are you able to share with us a little bit more about the H5P project you have in your graduate level EOAS course? Yeah, certainly. And so I first I want to acknowledge that Manuel Guies has been my partner in this. And I provided the content and he's really in terms of instructional design and implementation of H5P has been the real master. So I want to acknowledge his great leadership there. The, yeah, the problem I'm trying to solve. So we've developed a graduate certificate program which consists of three graduate level courses for geological engineers. And it's fully online. The idea being that a lot of our students are going to be working somewhere, not at UBC and the opportunity costs to come here on campus and take a course is just too high. So we want to lower that opportunity costs and deliver the course online and as much as possible asynchronously so that they can work evenings and weekends, et cetera. So the challenge was how do you make a course active and how do you promote active learning in an online context? Talking to Roland Stahl, who's in our department who you may know is a real online guru. He said, videos of lectures and similar are death for students. And so he promoted and I think he's right is a strategy where we have short sort of text and online content in Canvas and then opportunities for the students to test themselves frequently. And so the H5P, conceptually I'm using it to try to bring active learning into the course so that there's low stakes opportunities for students to try out concepts and see if they've got them right and more for sort of knowledge development. And then in terms of knowledge assessments and course assessment, then we revert more to either Canvas quizzes or in our case, it's projects related. So the course that I put online is of course I've been teaching for over 25 years face to face, which relates to modeling of groundwater flow. It's sort of a can be mathematical but you can imagine it's a technical course. And so let me see if I can share this just an example. So this is one of the introductory modules and just like some of our students, even though they're all practicing engineers will not have dealt with groundwater much. And so just like here's an introduction to the groundwater cycle, for instance. And my approach to teaching face to face is Socratic. So my approach is never tell them anything. I always ask them and get them to try to tell you. And the idea is that that will start thinking, okay, what's the answer to that? You know, so it's that active learning approach. And so the question was, how could we map this over into an online context? And the idea here was that always a bunch of questions and give answers. And so here's one H5P module just an introduction. So groundwater is any liquid residing in the subsurface, including water found in oil reservoirs, near surface soils, and in very small pores of igneous rocks. And so say you guessed false. What we wanna do is give instant feedback, low stakes. And so here there's feedback just like this is not right. You know, this is groundwater is any liquid that it up. And so you can do that. You can find out what the right solution is. And so this is not great. And so here's another one. The total volume of groundwater on earth is better. So say you selected five times larger than surface water. And then this goes on to explain, but no, it's not right. It's about the same size as the ice. Anyways, groundwater is a big reservoir. So students can march through these H5P examples. Instead of telling them something, we pose it as a question. And then they get instant feedback and then hopefully they learn from that rapid feedback cycle. And then again, this is mostly for the instructional or the learning part. Then for the assessment part, we have assignments and actually in this case, a large project. We also use discussion groups, et cetera, but we're still trying to learn what's the best format for online distance education at the graduate level. But we found this approach here with H5P really, really valuable. And I think it's fair to say that I'm only scratching the surface in terms of the capabilities. One of the things that Manuel did really well, which is there's a lot of mathematics and equations in some of this and figure out how to format that correctly. So it looks good and it's easy to understand with the challenge too. So I'll leave it there. Thank you so much. I think I like how you've been able to use H5P to take what you would do in the classroom with that Socratic method approach and be able to move it onto an online class. That's a really smart use of it. Luisa, are you able to share how you've been using H5P for language learning in your Italian classes? Sure, sure. So I should give a little context. So first of all, I also want to thank very much to someone who has been instrumental in developing what I've been using and it's Bosung Kim from CTLT. She's helped so much also really just thinking the design behind not just the technical aspect but really also the design, the slides that I'm using, the videos, the color, the accessibility. So thank you. So a little context on the project. So I apply for this larger TLEF which involves the three language programs in my department, Italian, and I am the language program director for the Italian program. But also we have Spanish and French involved and we are planning to develop 12 courses first and second year within the next 18 months. So interestingly, we are using H5P in very different ways. So I can talk to you about the way I'm using it and I prepare a few screenshots and I can show you. So a couple of things that I had to face first of all, specific to the project. This year as I was developing the Italian 101 so I started with the 101 and I only started to teach the course in January. So we are still testing a lot of the, we are evaluating there's an extensive evaluation plan behind this project. So I will be better able to say exactly how things are working a little bit later on but for now the impact has been very positive. So I decided to use it in two different ways H5P interactive videos in both cases. But first of all for me was use H5P to introduce each major unit. So I developed slides, I created videos and then I use H5P interactive videos to really introduce the different concepts the different grammatical concepts that primarily of each unit and then use another video to review everything. A challenge that is not just common to language learning but in general is that even if it's an Italian 101 we have students coming with different levels of prior knowledge. So we have students who obviously they may already speak another romance language. So it's very obvious to them what a grammatical concept like genders for example, a singular and plural the differences and all of that. Those are easy concepts for romance language speakers to grasp. But for those learners who are completely new to romance languages that can be a challenge. So it's a way to give everybody the possibility to work on their own on introducing this fundamental concept and give them the chance to really revisit that. So for the ones who don't need much learning on those concepts who don't need much practice they can go through the videos very quickly by the other students obviously they can take multiple attempts. Let me show you a couple of slides. You can see now there's a lot of texts so don't look at the text obviously some of it is Italian, some of it is English but this is just to say that I'm using as an assignment you see here is I introduce the learning goals of the unit and then there's the video. And there's a video and I say this is unit zero part one of the video. Really mindful also thanks to what Boso taught me to keep the videos really quite short. And then at the end of the video the interactive videos the students answer the questions. So and I asked them to also post a screenshot. So I want to see that they're doing that they are actually engaging with the content and it's really easy for me because I use complete in complete. So it takes me, I have 35 students 34 at the moment. So it's really quite fast for me to go through this. And again, same thing I use this is an example of unit one revision. Again, I say, okay, this is what we did is everything clear. And again, they go through the videos once in different videos. I'm using some of the slides that I use for the introductory video but not necessarily. And then again, they had the opportunity to review everything. So that's number one. I'm using it primarily for asynchronous classes. So this is a hybrid course. I should have mentioned that actually. And we are still testing what hybrid means in our cases. So for example, a colleague in French is doing 50% hybrid. In my case is 25% of the time is hybrid. So we're still kind of testing how much hybrid how much asynchronous. So again, but this is our, I am using these videos for this hybrid session. Oops. The second way that I'm using is with discussions. And again, this is the students again one-on-one which means a very little knowledge of the language. And this is something fun. So in the first case, you saw that I created the videos. I created the slides and then I created this interactive videos in HP. This second case, I took a video from YouTube. This is a short animated movie and I added some questions. So it's a fun movie that animated movie that is giving me the opportunity to talk about diversity. Language learning means to me, it's a very important concept that I want my students to learn and appreciate is that learning a language gives us all the responsibility to appreciate a different culture, to embrace a different culture, to understand diversity. And this was an excuse for me using a fun-lead-on-mated video. And I attached some, again, some H5P questions and here you can see. But again, it really was mostly to really engage the students using the first case as an assignment. In this case, it's a discussion, really creating community, being able to bring also some important topics and use a different tool in Canvas, obviously. So this is it for now. Thank you so much for sharing with us. Now our next two panelists have worked together. So I'm going to ask Fong and Irene if you can together maybe tell us about the project that you've worked on and show us an example of what the H5P content came about us. Sure, thank you. So I will actually just talk a little bit of our partnership and then where this comes from and then I'll have Irene share on screen. I should have worked on. So we had worked on together because we have a fund from UBC called the Student as Partners grant. And this is a grant to have a partnership with students within the course to help redesign and change some parts of the course to make it more interactive and more engaging for their fellow students. So as a part of this team, I actually have Irene with me today and we're disseminating this together, but the rest of our team, I also have to shout out to them as well. So we also have Mina, Elisa and Patty. They are also a part of our team. And of course we had lots of support from CTLT from John Chang as well. So what SAP was designed to do was redesign the course under the ECB PharmD program. So that's the entry to practice doctorate of pharmacy program. And I teach a nephrology module within a larger course. So this larger course is 15 credits and my module falls within that course. And we basically have worked on two different activities that incorporated H5P. And the main thing that we've used with H5P is the media component, which is the interactive videos, as well as some quiz components as well. So the first thing that I want to share is we had decided to start an escape room activity. So we took a traditional case that was used in the traditional sense where it was sort of a paper based type of case that was converted to a file that was online. But then we thought to make it more creative, we made it into a escape room. And then one of the things that we wanted to do was introduce the escape room idea by using H5P. So this is sort of the interactive video introducing the escape room case to the students. So Irene, did you want to just take over here? Yeah, so I can share what the escape room introduction looked like. So once students go into log into Canvas, they're brought to this page and then they'll click start course. And then here we are introducing the scenario to the students using H5P. And then we also have incorporated the video where we have the first hint for the students. I can play. Hello, I will meet you in my office in 45 minutes to go over the patients you have been assigned to take care of. Before then, I want you to work up a new patient that has recently been referred to our clinic. OS is a 73 year old cisgender white male whose GP has identified as someone with abnormal kidney function given his age, comorbidities and lab results. He'll be coming to the clinic later today for assessment and education. Make sure to double check his medication allergies. See you then. And that is our first activity using 5HP. And then the second one, I can show you here. Yeah, so this second one just as Irene is getting it ready is that we're using also the H5P as an interactive video where this is, so the first one for the escape room was an in-person sort of hybrid where we use H5P with a facilitator in a classroom setting. This is actually using H5P whereas asynchronous. So students actually would do this as a video that they watch at home as asynchronous sort of homework or review so that they can understand the concepts of acute kidney injury. So then I'll let Irene share what this looks like. So this is a case that we have created where we have introduced the patient as well as we have interactive components logged in. I'll quickly show a bit of the introduction and then I can show you the interactive sections as well. And then that'll be gone with the eye and this is what happens to his kidneys. CL is a 75. This is at two times speed. Is that okay? I might slow it down. Here old male of Asian descent presenting to the clinic with complaints of feeling genuinely unwell for the past three days with symptoms of fatigue, nausea and decreased urine output and increased urine frequency. CL has been devoted to a new healthy lifestyle. In his younger years, CL was an avid snow grip. So that case continues and it talks about where this patient is presenting and their history. And then afterwards, after the students are given the case, we want students to actively use what they have learned and apply it to this patient case scenario. And we want this to be very low stakes so it can be used multiple times. It's not worth any marks and it's more of an optional activity. Some questions. Feel free to rewind to see patient information. We'll review all the answers together. What DTPs have you found with this case? So here we use 5HP to have students answer at these questions and they can check it. So show their solution and then they can. And then it goes on and we used, try to use different types of questions so that students are able to learn in different ways. And then after we show the answers or once the students have answered these questions in the video as well, we explain each option and why the answers are what they are. And then it brings more a clear understanding of how to apply knowledge that they learned from class to a more scenario based. And I think that's it. Fong, is there anything else that we should show? No, I think that was a good piece of both. I think that you can just see here that it can be used both in an in-person setting as well as asynchronously as homework for the students. Thank you so much for sharing. As a panel I've shared a number of different content types that you might be able to use in H5P. I'm wondering about what your preferred or favorite content types are. Roger, you showed us what looked like a question set with some true and false and multiple choice in there. Is that what you do most of your questions on or do you use a variety? What do you gravitate towards? Yeah, we use a variety. We've tried some numerical answers as well. So a lot of the stuff later is quantitative and how much flow is going this way or things like that. So but yeah, but mostly sort of short questions. We haven't or I haven't explored videos yet but it's more just my lack of imagination and time versus so that's why I'm actually looking forward to understanding how other people have applied it. And I know for instance, when we were putting the course together I would be sending a slide deck with materials to Manuel and we'd have it online for the students the next week. So it was very just in time delivery and me a culpa on that too. So but yeah, so mostly questions I guess you would say. So you mentioned, sorry, oh one sec, so you... Numerical, we have some numerical questions. Yeah, the numerical, that's what I wanted to ask you about. Numerical, how did, because H5P can't naturally understand a number as far as I know, how did you construct those questions to have the students give a numerical answer that was consistently marking them a correct or incorrect? Were you able to, were you a manual able to find a workaround to that? And I'll ask Manuel maybe to chime in here on that, because I don't think we've solved it entirely, but... Yeah, that's definitely a problem. I'd love to know the answer, it's a problem I've had, so. Well, you're, there you go Manuel. I'm not a panelist, I'm not supposed to answer. We're inviting you, I am. Yeah, we had to be creative. I don't think we have a perfect solution to this. I think what we've been doing using the ASA question because we can look for keywords. So that's one way, but there was no way at this moment to provide opportunity for students to write numerical answers. So, I was hoping you would not ask that question. I'm just looking through some of the questions and one way we've done it is through clever multiple choices, I guess, with appropriate detractors, but I think it's better for the students if we don't give them options and they have to work it out themselves and make those mistakes, because that pain learning feedback, I think is really helpful. So, and it's a bit easier if you have multiple choices, but that's something that would be great if we could do that in H5P. Yeah, absolutely. I've used myself having the answers being numeric, but always having to, as for example, a fill in the bank question, but always having to be very clear about the exact format that they should give the answer in to make sure that it can understand the question. Simon, I see that you have your hand raised. Yeah, there's a question from the chat for Fong and Irene. Is your usage for formative assessment only? Oh, so the usage of it is only for formative assessment. For summative assessment in our program, we actually use Canvas through the quizzes or assignments. We don't use the H5P. Thank you very much. And now I'm wondering, String, what sort of content types do you find the most helpful? I think what were you showing us was that the presentation type and then is there anything? Also, are there any content types that you avoid? So I think everything I've done has been the presentation wrapper and then inside that the interactivity, I use a lot of multiple choice. I like the one where you have the words and you drag them into the spaces, fill in the blanks like that. That one works good and we've done some, what I was seeing with Irene and Fong's piece where you have the video and then it stops and asks questions. I think those are the ones that, those are the main ones that we've used. Okay, thanks. And now, I mean, this is a question for anyone on the panel, for all of you, which is there are lots of different tools that we could imagine using. What is it that you have found that H5P can do that other tools cannot? And when might you choose to use a tool other than H5P? I can answer. Yeah, thanks. I used to do a lot of interactive pieces for my language work using the tools we had before H5P. So they used to be back in the 90s, there was different tools for that. And today I think it would all be done, if you weren't using H5P, I think it would all be done in JavaScript. And you could do more custom stuff with JavaScript, but it's hard for a non-specialist like me to create that or to get a specialist to do it for me is pretty complicated. So to me, the advantage of H5P is that it's stable and it works really well and it's very, very easy to do to get that interactivity. There's other ways to get it, but you could never get it. I think that's simply. Does anyone, yeah, thanks. If anyone else have a different experience of why they chose H5P or what they like about it? For me, one of the big design questions was where to embed the course. And we knew Canvas would be involved, but would a lot of the learning materials be and say like a press books, and then you'd have this back and forth between press books and Canvas. I think one of the advantages of H5P is that, my understanding is it can appear in multiple formats, but it does appear well in Canvas. I still have some challenges with Canvas because I think content management, I was liking it to try to play the piano with boxing gloves in that you don't have that sort of detailed functionality that you'd like in Canvas that you would say if you're word processing or something like that. But for our purposes, for online activities and the fact that we can go seamlessly between H5P questions and then Canvas questions where we can log everything and get statistics, I think that's been very, very useful. So that's one reason why H5P I think was desirable for us. Thank you so much. Yeah, go ahead, Lisa. Yeah, so very briefly in my case, so we use Canvas extensively in our courses, meaning we use a lot of quizzes for preparation, the quiz type. And the problem with when we use quizzes, even if it's just formative, 25% of our courses is really preparation. So the students have to prepare, they have to come prepared to classes and that's quite, but whenever we use quizzes on Canvas, there's always the perception the students attach a lot of value to those quizzes, even if they're just 10 points or 20 points and we have like 50 of those quizzes throughout the term. So they attach so much value to those. So using H5P and these videos really gave me the opportunity to make sure that it was lower stakes, so that it was more interactive, more fun, immediate, so much more formative. And even if all the quizzes that we use for preparations are meant to be formative and not summative, but still, I think that it was really to acknowledge how quizzes on Canvas are perceived by many of the students. I would actually just comment so that I really agree with what Louisa is saying because that's sort of how our faculties have approached it as well, which with H5P, we use that and students identify it with just as formative feedback only and they can repeat as many times as they can. They don't feel any pressure, whereas Canvas, it's more official and I guess I know we can pull stats and analysis on that. So that's why we do use Canvas in a different way and so that's one of the major identifications from our students point of view and so they actually really like that. I also really like the fact that with H5P, it's so interactive. Like it allows all those things whereas Canvas does not allow those abilities and we still haven't explored it all, so yes. So for anyone here thinking about using H5P, it can be a big time investment just to figure out if it's a tool that's gonna work and then once you decide that to figure out actually how to use it and then once you figure out how to use it to actually make all the content. So I also wanted to ask some questions to you about what it's been like to learn how to use H5P and what the workload's been like and if you have any recommendations. So maybe I'll start out with Louisa. What have you found the learning curve to be like in terms of learning how to use H5P and also where did you find support to help with that? Yeah, so as I said for me, the support has come from Bosun Kim from CTLT. I had attended some sessions actually last year I remember attending this symposium. So I was not completely new strangle. So taught me a little bit but again, it was to me stepping into this large project a larger TLF with so much to do and trying to make some choices early on. So I then decided to approach H5P and use it the way I described it. And again, there was so much going on. So preparing the video, preparing the slides, making sure that they were as accessible as possible and learning what it means in different ways. So to be honest, without Bosun, I would have probably given up. Even if it's simple, it's very intuitive. But again, without somebody saying, okay, let's do it together and giving me a specific, I also had to say that I started, I also became acting head unexpectedly. So it was so much going on that without somebody next to me guiding and helping and giving me a schedule and giving me specific deadline and time. Once you get into it, it's great. It is, there's a lot of, but there are a lot of movable pieces, right? So just having somebody next to me was great. And again, it's not difficult. It is intuitive, but again, for me was really, and maybe it's me, I do like working in teams very, very much. So, but to me, that has been very, very valuable, yeah. And so how were you able to go about connecting with Bosun? Where did you, how did you know who to reach out to? How did you make that connection? Well, actually, because of the large TLF, I was suggested to get in touch with a couple of different groups. And one was CTLT and the other one was RTSIT. RTSIT was also going through some changes. So for me, it was easier actually to stay connected with Bosun, who provided consistency. And so we were able to look at our schedule and work through the summer actually on these videos. So Jeff Miller from CTLT was the one suggesting contact Bosun because she has the experience that I was looking for. And now, Roger, you've also mentioned having a contact in CTLT with Manuel helping you. How did you connect with Manuel? And how do we all get a Manuel who can help us put a content in for us? How did that come about? Well, first cheek swab, hopefully we can clone Manuel. But in terms of the, we also had a, I guess it was a, I can't remember the specific acronym, but it was a grant basically developed online content. So we made a proposal for this certificate program. And then we were connected with a bunch of different people who were gonna support us in this online effort. And one was CTLT and Manuel. So he kind of fell from the skies and I thank my lucky stars, much like Louisa. It's, I'm sure that with time and effort, I could learn H5P, but I just, it was just in time delivery, like I said, and having that skill. So I'm much more of a monkey see, monkey do kind of guy. And if I have a bank of examples and everything that I can kind of bootstrap my way up. And I feel that's the path that I took on Canvas. And I imagine that similar kind of thing would happen with H5P. So as soon as there's enough critical mass, the sufficient number of examples, I think I could learn how to do it. But right now I'm more just like, how do I do this Manuel? So we need more, I think we need more, a larger experience, a user base and then that will happen naturally. So you've mentioned having the grant that kind of helped have some of the resources available to do this. Louisa, you mentioned having a large TLF. Fong, you mentioned also the students as partners grant, is that right? String, have you had, have you all, does anyone have anything else that they might recommend as something that someone could apply for to help to build some of these resources? String, have you had any support to build resources or have you been out here on your own? My support for the Stolo pieces coming from the First Peoples Cultural Foundation, which funds language programs, for a First Nations language program, I think they would support another project like that for sure. The next thing I'd like to ask about is, Fong, you had to learn how to use H5P and then you were also collaborating with students. So you had to help students figure out how to use it too. How did you do that piece of helping train students of how to use, how to author on H5P? Well, I'll get Irene to sort of answer that, but I'd have to say that I was pretty hands off with that. I actually, my students were really, they took to initiative and we, we actually, because of the SAP grant, we were able to get someone from CTLT to help us and also to train us in terms of knowing how to use different learning designs. And then John, as I mentioned at the beginning, John Cheng, he's actually from CTLT and he was actually the person that helped to onboard and train. Basically all of the students that were involved with creation of H5P. So maybe Irene can maybe talk about how he sort of helped train us. Yes, of course. So before we even started on the project, we gave John the idea of what we pictured and what we wanted to see. And that's when he provided us with all the resources to take a look at. That's when he suggested to use H5P and then we've been using it since. So he just had, I think it was probably an hour or an hour and a half and he went through all the different ways to use it for the interactive video, which was what I was focused on. So he showed me how to implement, how to, like he showed me an example and I think that was probably like same thing like monkey see, monkey do. So I just copied the same thing that he did multiple times and with a little bit of help from him in the beginning. And then we just figured it out. It was more intuitive than it seemed at the beginning. So I'm hearing that CTLT is very key to be able to have all these wonderful successful resources. Were there any other resources that you found outside of CTLT that you also would recommend that were helpful for anyone? I had a, I'll just start, but I had a bit of trouble trying to load it onto Canvas, for example. I just googled and I know that there was a tutorial. So using that tutorial, finding that was also very useful, but that was probably the other resource that I used. Thank you. Yeah, I can add that RTSIT was also very useful. So those of us who belong to, you know, the Faculty of Arts that was very useful. There are a lot of, you know, great folks working there who can provide, for example, again, I also had some issues with embedding the videos and learning how to even, for example, I had to learn that, for example, it was best for me to create a YouTube channel and put the video, my videos in a specific channel and then put the channels from there, then try different ways. So that took a little bit of learning. We are still learning, for example, I just learned recently that I cannot use Emoji in the titles of some of those, you know, so there are a lot of things that they were still learning. And again, RTSIT in this case is really providing incredibly useful to me. And if I can also add something with respect to what you were asking before, what was the excuse? You know, how come we started using H5P? I think in my case, but, you know, this is what I heard from my colleagues. It's being attached to a very specific project, right? So which is giving you the impetus, is giving you the, because we're all busy and we are already learning how to use, we had to learn to use different technologies. So learning one more thing and we are using Canvas and all of that. So it's, to me, it's really important that it's attached to a specific project. It gave me an excuse to really step outside of what I know and learn something new. But so there are a lot of funding opportunities, even small, like, again, through CTLT, but not only, you know, Students as Partner, OER project and TLT project, creating a new certificate program. Anything that gives us, to me, as always worth that is giving me the push to say, okay, try something. Now you have a good excuse to try something different. I just point out the H5P Hub has been, was a really big step when that came online a couple of years ago. Before that, to use it, I had to set up my own site and set up everything and that was hard. H5P, the Hub has been really, really useful. Yeah, absolutely. It's so wonderful that we have that resource available now. So Louisa, am I right in thinking that some, you authored some questions with an undergraduate academic assistant? Yeah. Yeah. Yeah. So again. How did you, I'm curious, like, how did you, what did workflow look like in terms of having a student collaboration and making, helping get good quality content? And yeah, what did that look like for you? So again, that's my choice was also trying to give the students who's advanced learner of Italian language an opportunity to really practice the language at a higher level. And so he, I asked him to learn how to use H5P through RTSIT, he was able to do that. And he was the one helping me develop some H5P activities in the YouTube short animated movies. But again, with some assistance. So obviously, as we know, you know, when you work with students, you have, it's not just that you're getting something, but you also need to help them learn. So it's, but I find it incredibly rewarding anyhow. So the students that came up with that, with questions on the short animated movies that I would not have been, I certainly would not have come up with it. So it's been quite interesting, but he's done his own training and I put him in touch with RTSIT and that was it for me. So which is, which again was great. So I didn't need to educate him on H5P at all. So he did it, you know. Oh, wonderful. Thank you. You've each mentioned different places that you, that you use H5P in your courses. I think from your introduction, my right, Luisa, you said that you primarily do for, right at the very beginning, students are coming in with different levels and then also for discussion questions. Stren, you also mentioned right at the beginning doing the pre-training and then also part of the main content. Roger, where do you find it helpful in your course to be putting these questions in? Is there a particular spot like as a pre-learning sort of activity or right in the middle or at the end to kind of check where do you tend to pick as a spot to put this content? Whenever I'm introducing new concepts, I try to put H5P content in. So it's distributed through the course, I guess, it's fair to say. The one thing, just listening here on talk, you know, the one problem I'm still trying to solve effectively in sort of scalability. So we have about 25 students in the course this last term and we have industry professionals come in and what I've done to try to say, how does this theory apply in practice is we've had interviews with the industry professionals and I'm trying to think of a way to make that interact and potentially using maybe H5P where I would ask, we introduced it usually a site, you know, there's a problem at the Britannia mine, all this contaminated water is going into house out. And so that's one of the case studies that we talked about. And then maybe we'd say, okay, you know, here's an approach and then we can stop the video and then maybe post some questions. So anyways, how can I make interviews interesting and engaging and have people active and not have to redo it every year for 25 new students each year because the industry professionals kind of like, this is the same interview I did, you know, last five years in a row. So those are some of the things that I'd like to try and thinking about. Wonderful, thanks. And Fong, how about for you? Where do you find that it fits in the course? I think for most of the ones, the times that I've used it, it's mainly been after. So it's really, they've received a lecture or some sort of didactic component teaching. And then usually we have the H5P embedded afterwards as quiz questions or just, you know, just for checking to see if they understand the knowledge. So they're called knowledge checks. The video that Irene had shown about that case, that was actually released after the lecture was given. Cause I find that if the information is given beforehand, sometimes depending upon how much information is given, it could be just a bit of a information overload. And so it makes the students a bit stressed. So I find that after they've received the lecture and been taught the information, then we usually release. So that's where I usually see it being used. So we see a big spread, right from the very beginning, right to the very end, that it has utility in all those different places depending on our context. Simon, I see you have a question from the chat. Go ahead. Yes, this is for Louisa. For the discussion questions, would these be answered in a Canvas discussion or ever in class? Are H5P activities ever done synchronously somehow? So the discussions, I'm using H5P in the discussions. As I said, just really is an excuse to introduce a topic. So for example, topic, the short animated movie that I use is about, it's a fun movie from Pixar. I don't know if you know it's called For the Birds. It's really quite a cute little movie. It shows how often it's difficult for anyone to accept somebody who's very diverse, who's very different from us. So I have the questions and those are the questions that actually I don't check with the students. So that's the one I'm not checking in that case where the students are responding. It's just for them if they want. But I ask some questions that need to be discussed in the discussion. So I talk about diversity. How different are you? Can you describe yourself? Can you use some adjectives to just describe yourself? And can you comment on the adjectives that other students are using to describe themselves? And again, we're talking about Italian 1-1. I used that activity in week two. So very limited. But in that case, it was just for me. I was using H5P as an excuse for introduce something that is important and serious but in a fun way. And then get the students to talk about this topic. But again, it's separate. It's using a discussion. I'm not sure that I'm answering your question Ayami. Let me know if not completely and I'll find a better way to answer my question. Okay. Louisa, when you talked about having students share a screenshot at the end once they get their little summary of the questions they've answered, how do you functionally do that? How do you assign marks? How do you go about assigning marks to that? I think you said complete and incomplete. But what does that look like functionally for you? It's just complete and complete. So I have 10 of those videos and each video is 10 points. And it's complete and complete. So overall... Is it a canvas? It is an assignment. It is an assignment. So they had to submit the screenshot of the last page of the video where they answered. Let me show you again. Let me share again that. Okay. Where am I? Here. Okay. So what they... Can you see this? So you see there are the five questions. So this is a summary and I'm simply asking them to take a screenshot and post that. So I can see exactly. First of all, I can see if they answered correctly or not. Or if there are some questions. They have multiple opportunities. They can go back. They can take this quiz multiple times. But if I see that it's consistently some of the students have not answered perfectly in one specific I can go back in class. But it's really quite simple for me. It's just complete and complete and it takes me really very little time. And has anyone else on the panel because H5P doesn't have right now a lot of analytics that lets us track what a student has... which student has done what. Is there anyone else on the panel that has used H5P and associated it with marks in your course? And if not, then how do you... Is there any way that you do go about assessing whether students are finding these useful, whether they're using them? How do you assess once you put the H5P out into the void or on Canvas or wherever you embed it whether it's useful and how they're doing with it? For me it would be they would sometimes have a homework assignment and then the homework assignment that they do on Canvas is based on the H5P piece that they had to read and work through. Okay. So a follow-up assignment check in. How about Fong or Roger? Do you have anything in your courses where you're assessing how students are doing on those or are they just living within online materials and they can choose to do it or not and you're not tracking that? Yeah. For me the latter, Leah McFade presented to the Faculty of Science in December or early January. She mentioned that in Canvas there's an analytics data that's collected and you can download. I think it's cached every two weeks so you have to kind of download every two weeks but it'll tell you where students are going and what they're doing. I haven't taken advantage of that but that's one way to assess if those activities are useful but I always say I'll get you on the test or I'll get you on the assignment. If it's not effective and they can skip it I'll get them on the assignment. So I think currently now what we've been able to do is because through the SAP actually we do have a survey that has been sent out asking students in terms of whether they've used the technology that we've provided with some of these course redesigns. So H5P being a part of that. However moving forward I think when I spoke with our team because we do have an education technology team that works within our faculty there is no specific analytics that they're aware of within H5P but they were mentioning that if it's uploaded in a way through Kaltura media they would be able to keep track of it in the future. So I think that I'm going to work with our team to sort of use that tracking system to see because right now we don't have any analytics except for the surveys that we have conducted to see if it has been useful. But I think moving forward we're going to try to use something like that to sort of keep track to see how useful or whether students even log in to even look at it to see whether we should continue using it in the future. Thank you. In an interest of time I'm going to pause here and just see if anybody from that's joining us from the audience wants to ask any questions to our panelists. Or Simon are there any questions in chat that there's a bit of a discussion going on in chat about using things synchronously and I see some of our panelists have been really on the ball answering questions so we're up to date with everything in the chat here. Okay wonderful. Well feel free if anyone does have a question just raise your hand or keep asking in chat then maybe I'll ask by a show of hands from our panelists how many of you turn on the embed features that somebody else could take the stuff that you're creating somewhere else. Okay so String why do you choose to turn on the embed feature? I want everybody to see my work as much as possible and I'm good if they take it and change it. It's under a CC license that lets them modify it for educational purposes. And Lisa I saw an up down hand. Yeah well because I'm not ready yet but the intention is to make it as public as possible as often as possible the intention yes absolutely. To be honest I don't know and I'll defer to Manuel on that. Manuel where yeah go ahead. It's on Canvas so I think oh so it's hidden it's hidden it's available if we were let's say to develop everything on WordPress technically and that's a conversation we could have with Roger I would suspect we could have people embed if they wanted to but Canvas is not allowing anything like this. Manuel well I have you here I have a question for you as well which is for people who might be interested in having their content available and be able to share it so that others can access it and that their hard work can go further beyond their own courses is there anywhere right now that we could be sharing our work to where it would be discoverable potentially by other people or anywhere where we should be looking when looking for resources that we could be perhaps reusing or repurposing something that someone else is already doing that's more of a will angles question I guess. Will are you willing to jump in? There's a couple great resources I'll just say right now that the UBC H5P service doesn't have an easy way to share that so you can embed in any public site so we do have WordPress service called UBC blogs that anybody can start you can create your own HIP repository right there put your elements right on a blog embed to that and that's a great way to do it there's other sort of OER repositories out there that may be more subject disciplinary I'm just going to show an example of one of my favorite places of finding ones if I can pull it up really quick is the press book directory and if you're not we've used the term press book a couple of times but if you're not super famous with it or super familiar with it it is a open textbook creator and within open textbooks there's often HIP elements sorry I'm just pulling up the site and I showed this slightly earlier or this was showed slightly earlier but they do have a open directory so if you look at this they have over 6000 open textbooks within this one of my favorite things to do is you can go down and surf by HIP activities so if I filter by HIP activities so if I want just textbooks with at least one HIP activity I can set that as a filter and for example maybe I'm looking for French textbooks and it takes just a minute to pull it up but here I can see there's roughly 263 books that have a French keyword with at least one HIP activity and some with very many there's another great repository out there I'm just going to quickly Google it while I'm up the Ecampus Ontario repository as well and this is a great place also to look for resources that are available so you can go ahead and search by keywords or by you can drill down by subject so if I look in literature and search filter by actual specific literature over here I can see the license types so those with a Creative Commons license are specifically great for reusing the U is just sort of unlisted they don't have a they have a designated a license and then you can go ahead and click click on it so here's just a module checklist that someone has created and shared a quick overview. Thank you so much for jumping in there well sorry for putting you on the spot there go ahead go ahead Simon I see that you have questions in chat. Yes I started using vector images from Adobe stock by UBC educational license for language learning activities in HIP and I'm super worried that the share tab any thoughts about copyright licensing issues of other people take those images from my HIP I think that would largely be contingent on the licensing of the pictures themselves I like using they don't use vector images but I like using Pixabay which is a free image which have very liberal licensing policies and so I use the share tab on my own things and where ever possible I like to use Pixabay because that then gives me a little bit of confidence and then also that they can be shared and not going to get into any trouble also what I started using is chat GPT to create images as well I'm not I'm sure you would be able to create some of them in a vector style but I'm not sure what the learning curve would be like for that I'll just throw in that wiki media comments you can find a lot of good images there CC licensed or royalty free public domain I mean and then also I'd add in that if you're using H5P whenever you put in an image has a place where you can put in all the copyright information about that image and so if it's something that you have the rights to use you can be using it I imagine but then you can also copy over all that copyright information so anybody who is wanting to use it can see what the copyright is of each individual element that you have as part of your presentation if you've been keeping that information in as part of your content Simon do we have any more questions from Chad? No just there's a public domain in CC image resources here's a list of other sources by types images test for images full of finding images just so a couple of resources that are available. Then I think perhaps we'll I'll ask one final question and I'm starting I'm going to put this one to you I'm wondering do you have any advice for someone who might be starting out with H5P anything that you wish you knew when you were starting out with putting all your content on H5P I mean as long as you have a clear idea that you want to create an interactive piece I would say just go for it and then maybe the first one won't be that good but you know you'll get the hang of it it's once you just get it just get in there and start playing around with it and even if you have very little technical background you can get it going and make something cool. I'd like to thank you all for joining us for the H5P conference and for the panelists for sharing all of this wonderful information for sharing your projects that you put so much time into and for answering all our questions and helping inspire everyone I'm going to pass over to Simon now. That brings us to the end of our symposium thank you very much for attending a couple of thank yous first of all thank you very much again to our panelists that was fascinating I learned a lot and it's wonderful seeing sort of just the array of usage and sort of knowledge that's being built up around H5P I'd also like to say a thank you to our keynote speakers Dr. Cynthia Brain and Sven Torter with for their fascinating insights on how to make effective videos in education and then what we can do with AI and H5P moving forward to maybe sort of decrease the learning curve or at least speed up the pace at which we can create interactivities for our students I'd also like to thank you for the educational and technology developers Stephen Michaud and Richard Tape who hosted a really fascinating lunchtime discussion yesterday for donating your time, your expertise and then also your what you've been doing behind the scenes to make the H5P hub here at OVC work as well as it's been working and the improvement that you're working on too and then a huge huge massive thank you to Will Engel, Rie Namber Manuel Diaz, Bersang Kim, Lucas Wright and John Cheng as well as the OER rapid innovation grant without any of you this symposium would not be happening at all. It's been a pleasure working with you over the past six months. This is the second time you've run this symposium and if anything I am motivated to rock all of you in to do a third one next year so thank you for your expertise, your patience, your guidance it's been a real pleasure working with you and that brings a close to the symposium we are going to be having three more of those studio sessions that if you are inspired by today and you kind of need that impetus as many of our panelists have said you need something to hold you or to push you or you're not quite sure you need to learn we've got three studio sessions coming up over the next three weeks where you can come and speak to an H5P expert to take the plunge into seeing how you can use H5P in your own class. So with that thank you very much and we hope to see you all at the very latest next year symposium, hopefully if we have one. And I would just like to quickly hop on and thank Haley and Simon quite a bit for not only being part of the planning committee for this H5P symposium but also for hosting a lot of the sessions and putting together their experiences and expertise and sharing that with everybody so it's always a pleasure to work with you guys and thank you so much for dedicating your time to this. It's our pleasure, thank you very much everyone.