Examples of H5P learning objects - Beyond the Horizon 2022

At our Beyond the Horizon conference today Leanne Young, Distance Services Librarian at the University of Sunderland shared how library staff have used H5P (free open source software) to create interactive learning objects.

Below are three examples of learning objects that have been created so far using different content types.

Example 1 - content type: Find Multiple Hotspots

Below are four books – using the details provided (title and year of publication) consider which ones may be good choices to research the following topic:

“Assess the Impact of social media on recent protest movements".

Example 2 - content type: Drag and Drop

In the activity below link the source of information to the reason it might be the most useful. Just drag and drop the boxes on the right.

Example 3 - content type: Drag the Words

Visit the H5P web page to view all available content types and examples of how they could be used. 

CILIP North East will be sharing presentations & recordings from the Beyond the Horizon in the coming months so if you were unable to attend but are interested in how the University of Sunderland are using H5P keep checking here on our blog or on our event page on our website.

Online teaching – hints and tips

 by Suzie Williams
Academic Liaison Librarian (University of Sunderland)
CILIP NE Secretary

Like many information professionals involved in teaching, since the March lockdown I have been doing lots of online continuing professional development to explore the possibilities for converting face-to-face teaching into a suitable online format for my students. Here are a few hints and tips that I have picked up along this journey which you may like to explore for yourself. 

• Make your participants feel comfortable – give them the ground rules and show them how to take part. 
• Getting participants to use tools like the online whiteboard as people arrive, so they know how to use the tools during the session. Eg. you could get people to draw the weather where they are on, to experiment with different pen widths or colours.
• Don’t be worried if students don’t engage with the tool you have chosen – think about ways you can adapt within a session.
• There is a chat section in many webinar/online teaching softwares that you can use to get your learners discussing, sharing ideas and asking questions. 
• There are free tools you use to create an wordsearch people could do as they arrive (to keep people engaged whilst waiting for everyone to arrive).
• Having a focal-point on your slides – eg. using the 2/3 rule in photography
• Use of copyright free images
• Purpose of using text on slides isn’t to remind you what to say! Anything on your slides should act as a focal point for what you’re talking about.
• Have good contrast of text and background – whilst this varies between individuals, often light text on dark background is helpful.
• In the Western tradition of reading our eyes move from left to right – think about this in terms of your audience – where do you want people’s eyes to go?

Semi-flipped classroom

by Suzie Williams, 
Academic Liaison Librarian (University of Sunderland)
CILIP NE Secretary

Recently I have listened to a webinar recording about semi-flipped classroom techniques. Go to lectureremotely which shares resources and support for remote teaching in response to Covid-19, and scroll down to ‘Semi-flipped classroom’ by Dr T.J.Moore.

He discusses what the semi-flipped classroom is about, how it differs from a ‘traditional’ flipped classroom, how you can adapt it to your situation and how students can benefit from it. The webinar is definitely worth a watch/ listen.

Key points I picked up included:

• Encouraging students to do something before the session through using their phone eg. watching a short clip from Box of Broadcast on their phone as they get the bus onto campus.
• Benefit of using polling tools frequently within a session to engage students but also to help you know if you are hitting the mark and students understand what you are teaching them.
• Students like to see poll results on the screen – they can see that what they are contributing is being used in the session.