Proposal Title

Using H5P to create interactive instructional videos

Presenter Information

Riley J. PetillionFollow

Presentation Type

Regular Presentation

Location

OM 3612

Start Date

18-2-2020 10:00 AM

End Date

18-2-2020 10:40 AM

Proposal Abstract

A growing body of educational research is demonstrating the improvements to learning gains and student performance that can be promoted by a flipped classroom model in university courses. A core aspect of the flipped-class model is the student viewing of a pre-class instructional video, allotting time for an in-class activity during the following lecture. Flipped classroom instructional videos were prepared for a first-year general chemistry course at the University of British Columbia’s Okanagan campus. Unlike the overwhelming majority of flipped-class video resources, these videos are not just narrated screen capture used for passive learning. Rather, they are anchored in live instructor recordings, supplemented by animations, narrated screen capture, experimental laboratory demonstrations, and interactive questions. Interactive questions were embedded within the instructional videos, allowing the viewer to engage with the media, and restore the active learning component intended in a flipped class delivery. The addition of the interactive technology created a learner-centered educational tool that allowed the viewer to learn at their own pace and monitor the progression of their learning. This session will provide a demonstration and an opportunity to learn how and when to utilize interactive technology.

Statement

My presentation reflects the sub-themes of current trends and connection, engagement, and exploration. Flipped classroom course delivery is a current trend or shift in teaching within education. This method is engaging for students and helps to explore different topics and make new connections.

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Feb 18th, 10:00 AM Feb 18th, 10:40 AM

Using H5P to create interactive instructional videos

OM 3612

A growing body of educational research is demonstrating the improvements to learning gains and student performance that can be promoted by a flipped classroom model in university courses. A core aspect of the flipped-class model is the student viewing of a pre-class instructional video, allotting time for an in-class activity during the following lecture. Flipped classroom instructional videos were prepared for a first-year general chemistry course at the University of British Columbia’s Okanagan campus. Unlike the overwhelming majority of flipped-class video resources, these videos are not just narrated screen capture used for passive learning. Rather, they are anchored in live instructor recordings, supplemented by animations, narrated screen capture, experimental laboratory demonstrations, and interactive questions. Interactive questions were embedded within the instructional videos, allowing the viewer to engage with the media, and restore the active learning component intended in a flipped class delivery. The addition of the interactive technology created a learner-centered educational tool that allowed the viewer to learn at their own pace and monitor the progression of their learning. This session will provide a demonstration and an opportunity to learn how and when to utilize interactive technology.