Last night was our final class, and I was supposed to submit my course summary then. Unfortunately, I ran into an issue with my summary video—it couldn’t complete rendering in time. I reached out to the Animaker support team for help, and I was eventually able to download the video for sharing this morning.

The last class was emotional but fun. It was a great opportunity to watch so many thoughtful, creative, and hilarious summaries from my classmates. My personal learning summary wasn’t anything fancy—just a personal reflection on what I’ve learned and the challenges I faced, which ultimately helped deepen my learning experience.

I used Animaker to create my video because I’m familiar with the platform. However, with all the recent updates, it still took me a while to complete it. Luckily, I still have a Basic Plan subscription, which allowed me to make a five-minute video. I chose to use text instead of audio, thinking it would be easier for everyone to read rather than listen to my voice.

These past 13 weeks have been an incredible learning journey. While five minutes isn’t nearly enough to capture everything I’d like to say, the lessons and experiences I’m taking away will stay with me for a lifetime.

Thank you, Dr. Hildebrandt, for such a fantastic course. And thank you to all my classmates for your genuine contributions to my blog, course profile, and course prototype. Without each of you, this course wouldn’t have felt as complete and meaningful as it did.

Wishing you all the very best in your future learning and teaching careers—may you continue to grow, inspire, and make a difference wherever you go!

Taking this class has been a humbling experience for me! As an Instructional Designer by trade I was confident coming into this course, but hopeful I would be able to apply what I learn into practice. Thankfully my hopes were realized as through interaction with all my peers and from Katia’s lessons, I’ve been introduced to new tools I haven’t heard of before, have a new understanding of terms that I thought I knew, and experienced new ways to utilize existing tools I knew about! Additionally, I have increased my understanding of important principles of online learning such as accessibility and community building.

A lot of what I learned throughout this course was through the collaboration and sharing we participated in during breakout rooms and in class larger discussions. Thank you to everyone who I’ve interacted with throughout this course as you’ve all truly contributed to what I have learned!

For my summary of learning I have recorded 5 short videos that highlight my key takeaways from this class , and provide examples of how I have applied my learning, or how it can be applied/why it is important!

I’ve decided to present this using H5P through Lumi (Lumi being another tool I was unfamiliar with but introduced to through this class!)

To interact with my presentation, first click on the arrow Icon, that looks like this “” , and then for each short video you can click on the plus icons which are labeled, and look like this ““.

Here is the link to Lumi to access it!

learning-summary-y8-nof | Lumi

*Note, Images used in this presentation are generated by AI

As I wrap up this course, I’ve been reflecting on the experience—not just what I created for my final project, but what I learned along the way, and how it’s reshaped the way I think about teaching, learning, and accessibility.

I started the course with a fair bit of confidence, especially around the technical aspects. I’ve had experience with LMS platforms like Brightspace, blogging, and creating interactive content with H5P. I thought, “Okay, I know my way around this stuff.” And while that was true to a point, what I quickly learned is that knowing how to use tools is different from knowing how to teach effectively with them.

What really excited me about this course was the focus on pedagogy. We weren’t just checking off a list of tech tools. We were diving into the “why” behind the design, the theories that support good teaching, and how to make learning meaningful for everyone.

One of the things I appreciated most about the course was how it modeled the kind of learning it was encouraging. The structure wasn’t top-down. It was collaborative, reflective, and built around student choice. We were invited to take responsibility for our own learning. That made a huge difference.

There was also a real sense of freedom in the assignments. We were able to pursue projects that were relevant to our own work and learning environments. For me, that meant creating a Brightspace tutorial using H5P, something I could use in a real-world context and that aligned with my own goals of increasing learner accessibility.

Another highlight for me was engaging with my peers. I want to take a moment to say how much I appreciated being part of everyone’s learning journey. Even though I didn’t reply to every blog post, I did read through many of them, and I found so much inspiration and insight in what others shared. It was encouraging to see the diversity of projects, perspectives, and approaches, and it helped me expand my own thinking.

Peer feedback was a challenge for me to be honest. Opening up your work for critique can feel vulnerable, and offering constructive feedback to others can bring up its own kind of self-doubt. But in the end, it was one of the most valuable parts of the course. Reading others’ work and offering feedback pushed me to reflect more critically on my own choices. Sometimes I found myself thinking, “Oh, that’s a great idea, I could incorporate that,” or, “That approach might work better than mine.” It created a space for growth that I didn’t expect, and I’m grateful for it.

So, thank you to everyone who made this course what it was. To all my peers, thank you for the blogs, the feedback, the ideas, and the vulnerability. Being part of this community of learners has made a lasting impression, and I’m excited to carry what I’ve learned into my future practice.

Shifting from Brightspace to Pressbooks: A Rationale

Access the Pressbooks Course Here

The links to Brightspace activities won’t work as you need to be a faculty or student, but most of the functionality in pressbooks will work.

Original Course Profile

Here

I Know it's almost 20 minutes, I talk slow, watch at 1.25X speed :)

When I first began designing my ECI834 course, I initially chose Brightspace as my Learning Management System. However, I quickly encountered a paradox—it felt counterintuitive to teach students how to navigate Brightspace while requiring them to already be comfortable with it. This realization prompted me to explore alternative platforms.

One of the biggest challenges I faced was accessibility, particularly for English as an Additional Language (EAL) learners. I discovered that most LMS platforms struggled to translate interactive H5P content—except for Pressbooks.

BLOG POST HERE

This alone became a deciding factor in my switch. Pressbooks also offered a cleaner layout and greater flexibility, allowing me to design the course in a way that aligned with my vision rather than fighting against platform limitations.

Another advantage of Pressbooks was its public accessibility to share with this class, also I support the OER ideology. Brightspace required institutional credentials, which limited peer review and collaboration. By moving to Pressbooks, I was able to provide open access to course content while still linking back to Brightspace for private assessments.

Prioritizing Accessibility

Accessibility was at the core of my design choices. Pressbooks’ built-in multilingual translation features stood out as a game-changer. Students could use their browser’s translation tools to convert course content into their preferred language, and I supplemented this with written instructions to guide them through the process. This became one of my favorite aspects of the course.

I also prioritized offline access by leveraging Pressbooks’ ability to generate PDFs of the course materials. While these PDFs couldn’t capture all interactive elements, they still provided a valuable resource for learners needing an alternative format.

Another key consideration was ensuring that all H5P activities had accompanying text-based instructions. This redundancy allowed students with different learning preferences—or those using screen readers—to fully engage with the material. In hindsight, I recognized an area for improvement: some visual elements in the offline version weren’t accessible to screen readers. Moving forward, I would refine these aspects to ensure truly inclusive design.

Structuring the Course for Clarity

Navigation was a major focus in my course design. Pressbooks automatically generates a linked table of contents, which streamlined the structure and ensured intuitive access to different sections. To further support learners, I included:

• Task Signposting: A designated icon for required activities, helping students quickly identify key tasks.
• Time Estimates: Each module included an estimated completion time, allowing students to manage their workload effectively.
• Pre-Existing Resources: Rather than reinventing the wheel, I embedded high-quality YouTube videos for platform navigation, leveraging familiar tools with accessible closed captions.

Engaging Pedagogical Approaches

Interactivity played a crucial role in my instructional design. I incorporated H5P activities like image sliders and drag-and-drop exercises to create an engaging learning experience. Additionally, I wanted low-stakes opportunities for learner to try thing with out the fear of failure. I included a number of exercises, including an online exam that utilizes the Respondus proctoring software, giving students hands-on exposure to digital assessment tools.

One of the most exciting elements of the course was the final assignment: student-generated content. I asked students to create a guide on a topic of their choice, in their preferred language, for future learners. This approach not only empowered students to teach one another but also fostered a diverse and inclusive knowledge base. While there was a risk that I wouldn’t understand some of the submissions, I embraced this as an opportunity to trust my students and encourage multilingual contributions. This aligns with Universal Design for Learning (UDL) principles, allowing students to choose the format that best suits them—whether it be video, infographic, written, or audio-based content.

The Creative Process: Reflection and Challenges

Designing this course was a challenging process, filled with learning moments. I genuinely enjoyed experimenting with different tools and formats, even when it meant starting over multiple times. Unlike traditional course design, where perfection is the goal from the outset, I embraced a more fluid approach—one that welcomed adaptation and refinement based on feedback.

For instance, after receiving feedback about an incorrect answer in an H5P activity, I immediately made the necessary corrections. This experience reinforced my belief in the importance of continual reflection and responsiveness in course development.

Ultimately, this experience has reaffirmed the importance of flexibility in instructional design. Course creation isn’t just about delivering content—it’s about ensuring that content is meaningful, accessible, and engaging for all students. And as I continue refining my approach, I look forward to uncovering even more ways to enhance the learning experience for future cohorts.

So what’s it all about?

Basically, this course helps first-year hospitality students figure out how to build awesome careers that are both good for them and good for the community. If you want all the more details, I wrote about it in an earlier blog post.

And how did I make it?

It was not just thrown together! Here’s the details:

Building the Course Itself: I organized everything into easy-to-follow sections, picked out cool resources that I have learned throughout this EC&I 834 course, and added videos to keep things interesting.
Trying it Out: I let a few of my peers test the course and tell me what they thought. This helped me fix any confusing parts.
Making it Better: I took their invaluable feedback and redesigned the course, making the course more organized and the whole thing easier to use.

….Let Me Show You!

I made a quick 10-minute video where I walk you through the whole course. You will see how it has been organized, how students navigate through it, and all the cool interactive activities.

Wrapping Up

Honestly, this has been a really fun project! I have learned many about designing courses and making them engaging through H5P tools. I am excited to keep improving it and eventually design an official one for my faculty in the future.

Thank you for spending time to read my final blog!

As Josh and I work in course design for a living, we thought that this course would simply be another normal task! We wanted to be wrong in that thought, and thankfully, we were as this was no normal development! When deciding the topic our course was going to be on we talked about picking our own topic not related to our jobs or alternatively, developing a course related to our jobs! When evaluating our options, and with the thought that we wanted this experience to be different from our regular day to day, we *almost* settled on making up our own topic. Suddenly, a German language course was approved for development and we were told it was going to have a blended delivery. Despite being involved in many online course developments, neither of us have been involved in developing a blended course before. This was the perfect opportunity for us to apply what we learn in the class, and after gaining permission from Michael, the instructor, our decision was made and we began working on our course profile!

For a video walkthrough of our course you can watch the following video or follow this link

Course creation process:

Choosing the LMS was easy, we settled on Moodle simply because it is what the U of R uses, so it was decided for us! We then started meeting with Michael to talk the game plan. After our introductory meetings, we quickly had to decide our pedagogical approach. Many considerations were made and we landed on taking a flipped classroom approach to this course. This approach meant we had to be very intentional in how we deliver the learning material to students so that they come to the synchronous sessions prepared with basic understanding and any questions they may have! We knew of just the tool for this: H5P!

Building interactivity:

Over the years we have become pretty familiar with the basics of H5P and knew we wanted to utilize them in this course. Language learning really only works with practice, practice, and more practice, and so that’s what we tried to create. Every H5P is provided as optional practice to the students. The main types we used are Dialog Cards and Dictation. Every unit introduces an abundance of new words and phrases that run the risk of being easily forgotten. By providing students a space to endlessly listen to, translate, and spell out the words in German they are much more likely to not fall behind. Another H5P we used quite commonly was Drag the words. In our last class about accessibility we learned from Katia how inaccessible drag and drop activities can be, and this had us re-thinking what we do. Thankfully, the smart folks over at H5P have thought of this drawback and have enabled these activities to work with point-and-click. This means participants click on the draggable object, then click where they want to put it, without needing to hold the mouse button down! After we discovered this, we let out a big sigh of relief. 

The textbook being used for this course has plenty of exercises meant to serve the same purpose as the H5Ps we’ve created. In Michael’s videos he goes through all of the exercises for each unit, but we wanted to allow students to practice them outside of the videos as well. So for almost every exercise we’ve created an H5P equivalent directly in the course. Immediately after watching the video students can scroll down and try the exercises for themselves. Not only will this serve as beneficial practice, but it also allows them to get immediate feedback on their answers so they can see where they need to improve. Other exercises that don’t work well as H5Ps, or that require a partner, will be saved for the weekly Zoom meeting, or alternatively students can use our newly added “Connections forum” to reach out to their classmates for potential partner study.

Summative assessment:

Now, we haven’t discussed graded materials yet with Michael, so for the prototype we had to come up with these things on our own. With so much time needed to be spent practicing we didn’t want to overwhelm the students so we’ve tried to keep the assignments and quizzes brief. The assignments all focus on one key takeaway from each unit and are meant to take no longer than an hour. They feature a mix of both written assignments, and video assignments. While some students may not be keen on recording themselves it is meant for their benefit. One of the aspects of learning a language is being able to speak it. Overcoming their fear of this type of assignment early will help them gain the confidence they’ll need when these types of questions come up during a midterm or final exam.

The quizzes feature a maximum of three questions, most of which are based on the H5P interactives found throughout the unit. Minor changes have been made where possible so that the interactives maintain their purpose as practice tools instead of merely becoming answer keys for the quizzes. Most of the quizzes also feature one question that requires video recording. Just like the video assignments this is meant to prepare them for higher stakes spoken elements in both midterms and the final exam.

Feedback: when everything changed

Admittedly, this heading is misleading. We are grateful for the opportunity to have had our colleagues explore our prototype and provide valuable feedback. This was much appreciated as we rarely get the opportunity to receive feedback from participants before a course is delivered! We received many great suggestions, some we could act on, and some we could not. One of the bigger improvements we made was improving the “community” aspect in our class by creating a location for students to exchange contact information and form study groups! Additionally, we also made improvements to applicable H5Ps by adding more feedback built into the tools when the students answer right or wrong. We plan to add more feedback once we get input from Michael. For a bigger picture on all the changes we made based on feedback, check out our blog post!

TL;DR

Below is a quick summary of the key components in our course.

1. Format: Blended, Asynchronous online material, with synchronous sessions using a flipped classroom approach
2. LMS: Moodle
3. Interactivity/Formative assessment: H5P
4. Summative assessment: Quizzes and assignments
5. Feedback we implemented and extra changes we made:
   1. Added a connections forum to allow students to form study groups, friendships, and anything else they desire with their peers! (Somehow despite writing entire blogs about engagement and community (Rhett, Josh), we missed including this initially)
   2. Increased feedback on H5Ps when possible
   3. Modified external linking to open within the same tab when appropriate
   4. Enabled completion tracking on activities

So what’s next?

As we close out this class, we still have a lot of work ahead for 6 additional modules to be ready by the upcoming fall semester. We are very grateful for all that we learned and the wonderful feedback that we have received along the way in this process! We are going to continue developing with all of this in mind, still focusing on our goal that this will be the best course development that we have been involved in! 

If you haven’t heard by now this is not our first attempt at building an online course. Josh and I have been involved in many online course developments at the U of R over the last five years. But one thing we rarely ever get the chance to do is get student feedback prior to a course’s first delivery. That’s why we were so excited that we’d finally get that chance. Early in the development process we set the goal that we wanted to make this the best course either of us have been a part of. So first just a quick thank you to Ayodele, Osas, Dwayne, & Matthew. Your feedback has been very helpful and will certainly give us a much better chance to reach our goal. We’d like to take some time to respond to a few comments and suggestions in particular. Some suggestions we plan on incorporating into the upcoming prototype modules, some that will have to wait for the course to be fully developed, and unfortunately others that will have to be omitted altogether. We’ll also cover some changes we plan to make following the discussions we had in our most recent class about accessibility.

We received a lot of good feedback regarding our course prototype. One thing that seemed to come up multiple times is that our colleagues think there should be more peer-peer interaction. Since this course is blended with one synchronous session per week, we do not want to overload students with too many tasks and add more mandatory components of this class. However, these comments did make us realize we had the opportunity to increase collaboration among students. As a result, we have added a “connections forum” that students can use to  exchange information with each other and create their own study groups or practice sessions! This will be an optional component of the class for anyone wanting to get some extra practice with their peers! This is a welcome change as there are many benefits to study groups when learning a language. According to Milena Quaresma, a speech language therapist, students who study language together experience multiple benefits such as receiving feedback from each other, practicing listening to the language with different accents, and gaining confidence in their speaking to name a few!

Another suggestion that came up multiple times was incorporating more feedback on the H5P interactives we’ve created. Feedback is a beneficial addition that can take an interactive from good to great and far too often it goes unused. Unfortunately there are several H5P types we’ve used that do not have an option to provide feedback, but there is occasionally a workaround. For example, each of our modules is filled with Dialog Card H5Ps for students to review the newest words or phrases they’ve learned. When students flip over a card they can select whether they were right or wrong in their response. Each wrong answer will go back into the pile for them to try again. Now even though this H5P type doesn’t include feedback we can actually go into the text overrides and change the standard response they’re shown once they’ve answered all of the Dialog cards correctly. We’ll have to wait and hear back from Michael, the instructor, on what he feels the best response would be, but even incorporating German language by like “Richtig!” and “Falsch!” (Right! And Wrong!) will be a positive change. Thankfully many other H5P types we’ve used such as Dictation or Multiple Choice have actual feedback settings, so in most cases we’ll be able to make a small change that is sure to have a big impact.

One challenge we faced was that in the actual course development we are mainly focused on the Module books including both the videos and H5Ps that come with them. Many missing elements need to be discussed with Michael before they’re created, but for the sake of the prototype we had to do a bit of improvisation. First, the quiz questions were ones we created on our own. One reviewer caught an error in one question and while that won’t be a big deal for this prototype it still stresses the importance of sticking to our course profile and ensuring each activity is reviewed with a close eye, otherwise when the actual course comes around a tiny error could slip by semester after semester. Second, the early stages of the course have yet to be fully developed, so certain aspects don’t currently exist. A couple reviews mentioned additions such as a brief reference to assessment strategy in order to provide clarity to students, or outlining clear participation requirements for the synchronous sessions. Rest assured that while these changes may not make an appearance in the prototype, we agree wholeheartedly with ensuring the students understand what’s expected of them and will undoubtedly be implementing these recommendations before the first offering of the course.

Next we will discuss some of the feedback that we unfortunately are unable to incorporate into our course design. One of our reviews was very diligent in their testing and noted that dark mode does not work well on our course. This is a very good point, and admittedly something we wish we could fix. Unfortunately the integration of dark mode is done on the developer side of things (back end) and we are not able to make changes to get it to work properly. However, this flaw in moodle’s dark mode has been noted and passed onto the information technology development team in hopes that they will make a repair in the future! Another comment was that the online etext was not working for our tester. We personally made a mistake here, since the text being used for the course is a paid resource we could not provide access to it for our reviews. We should have mentioned this ahead of time so they did not spend any time trying to access this course.

Relating to UDL, we have tried to include components to support many learners already, but there are new things we will be including based on our most recent class! First, we have put a significant effort in ensuring that the caption files for the videos are correct. This meant correcting all of the English and German manually (Kaltura does a pretty good job of automatically captioning English, but the German became gibberish in the files). This will allow students to read live captions while playing the video, or download the file to read on their own. Additionally, for all textbook exercises we have created H5Ps for students who prefer tactile learning, and for those who prefer pen on paper can still complete the exercises and get the answers from the lecture video! When designing H5Ps we always consider accessibility guidelines published about H5Ps. We try to avoid inaccessible H5Ps the best we can, however, whenever we do use one that is deemed inaccessible in some way, we will always provide an alternative presentation of the material to ensure everyone can view it in a way that works for them. Lastly, we designed a “getting started” section that is intended to allow students to interact with the learning environment in a friendly way! This section shows students the format of the class, where to find resources, how to interact with various H5Ps and even lets them participate in a zero-stakes quiz in order to gain familiarity with the tool. We are hopeful that this effort results in students becoming very comfortable with the course and how to interact and navigate with it, before it actually begins! 

One thing we will be changing to make the course more accessible will be changing the links to open within the same tab instead of a new tab. We were operating under old best practices which stated that opening within the same tab could make students lose track of where they are and become distracted or even accidentally close the tab. Katia pointed out (and it is supported by accessibility standards) that now the best practice is to open links within the same tab, as opening new tabs can be disorienting for screen readers.

Lastly, there is an accessibility improvement that we would like to make, but are unable to currently do so. As mentioned in our course profile, we are using a paid Ebook as the textbook for this course. Despite combing through open access resources, the instructor we are working with was unable to find one that was satisfactory. This brings up a cost consideration. Adding additional cost to a course can be inaccessible to many students according to Teaching In a Digital Age. We have brought this up with Michael and he is aware of the barriers the added cost can bring up. As a result, he has told us that he is considering exploring what might be involved in developing his very own open textbook as a future project. This is not something that we can develop right now, but we are hopeful that in the future this may be something incorporated into this class!

We will be meeting with Michael later in the week and we can’t wait to share all of the beneficial advice, suggestions, and recommendations we’ve gained by being able to use GER 111 as our course prototype! We are so incredibly thankful for this opportunity and know that the Michael is thankful too! One step closer to making this our best course development yet!

Throughout this process, it wasn’t just the peer feedback I received that helped me grow, but also the act of reviewing my own work. As I assessed the projects of my peers, I began to notice gaps and areas for improvement in my own course.

I reached a point of frustration where I realized I needed to make a major shift. I ended up switching platforms to Pressbooks, which I believe better reflects the vision I had in mind for both content and visualization. One of the main reasons for this change stemmed from the accessibility concerns we discussed in class. I struggled to get the in-browser translation feature to work properly in Brightspace, particularly when it came to H5P content. The best solution I found was to move my project to Pressbooks, where this feature would function properly.

I also found it difficult to reconcile the idea of teaching how to use Brightspace within Brightspace. It just didn’t feel right to me, almost like a logical fallacy. Now that I’ve switched to Pressbooks, I feel much more comfortable with how I can deliver the content. I’m considering using an OER-style book integrated with Brightspace for future projects within my organization. What I really appreciate about Pressbooks is its easy organization, ability to create strong visuals, and its navigation and accessibility features.

Peer Feedback

Thank you to my peers!

The feedback from my peers has been more positive than my own self-reflection. The key messages I took from their input will be critical as I move forward with refining my project. Their feedback focused on reassessing the functionality of the H5P content and placing a stronger emphasis on accessibility, which I recognize was somewhat of an afterthought in my initial design. Going forward, I plan to prioritize accessibility more thoughtfully in my revisions.

Another area that was pointed out was the lack of student-to-student interaction. This is something I’m eager to address in the next set of modules. I must admit, I was inspired by the ideas I saw in the course I analyzed, and I’ll likely incorporate message board interactions, as they align with one of my key learning outcomes. However, asynchronous interactions still feel somewhat limited, so I’m hoping to develop more engaging ideas for this aspect over time.

In the end, the version of the course I presented for review didn’t really align with my original vision—it felt like trying to cram a square peg into a round hole. Thanks to valuable peer feedback and my own reflections, I now feel much more confident about the direction I’m heading. I’m excited to continue refining this project and to see it come to life in a way that truly reflects my goals.

My next steps

Increase/Implement Student-to-Student Interaction

• Add discussion boards, group projects, or peer reviews.
• Consider integrating synchronous sessions (e.g., live chats or video sessions) if possible.

Check H5P Functionality

• Ensure features are working as intended
• Ensure all interactive elements work smoothly on different devices.
• Test compatibility with different browsers to confirm the best user experience.

Check Accessibility on Various Devices

• Test your course on mobile phones, tablets, and desktops to ensure it’s responsive and user-friendly across platforms.
• Check for screen reader compatibility and easy navigation for users with disabilities.

Use an Accessibility Lens to Critically Examine Content

• Reassess text contrast, font sizes, and color schemes to ensure readability for all students.
• Review alt-text for images, captions for videos, and ensure all multimedia content is accessible.
• Use accessibility tool to analyze and improve content. Content types recommendations – H5P

We were recently introduced to H5P tools, and one of the exciting features was since it is text based content could be translated by the user via the built in translator in their internet browser.

The feature seems to work on where the H5P is hosted.

In this example Pressbooks.

Original

Translated

So all seems great.

However when I use this in my LMS it translates all the text in the webpage, except the H5P content

I thought maybe it was something specific to Brightspace as an LMS, so I tried Canvas and had the same issue.

I then thought maybe it was an LMS problem, so I created a website with Google Sites ( which is pretty good and easy to use). But alas the same issue.

Shame this doesn’t seem to work It was a really exciting feature to me.

If there is a work around I’d love to know.

Hi everyone,

I can’t get the imbedded links perform how they are supposed to, but the direct link should take you to the H5P website.

My Video walk through is here
Part 1
Part 2 with update on identified issue in part 1

This is the H5P content for my first module that can act in conjunction with my walkthrough screencast. The Brightspace course this resides in is unfortunately only available to Saskpolytech Employees and Students. I do feel I can recreate the experience fairly well here though.

This was my original plan for this Learning Step

After the February 27th class I adjusted this based on some of the H5P activities we discovered.

I will create a welcome video/page which will act as an introduction to the course, but it wasn’t what I’d consider a module, so I am presenting the content related to my first learning outcome.  In the intro I will instruct the student on how to translate the H5P content to their desired language. From my tests it works well.

I was going to use a video and hotspots, but I removed the idea of the video, and utilized the Agamotto exercise to display the content. I like this as it allows the user to move through the content at their pace, go back and forth any way they would like.

I added the markers along the path of the slider for the user to easier access each point.

D2L Brightspace Menu Orientation | H5P

This is my form of an assessment for this learning outcome, which is essentially the student knows what each area of the menu does.

This is a game map H5P exercise. I used DALL-E to create the map, which I think is a good start, but it has the AI image oddities in it.  I did feed it the colour hex codes to use that align with my organization’s colour guide.

The student moves through 10 stages of questions that ask them about the same content above. They can retry as many times as they need to on each question. The question types range from fill in the blank, Multiple choice, True/False.

It is a no risk type of assessment. I think it is a fun different way of working with some simple concepts.

D2L Navigation Game Map | H5P

The faults of this module are that it doesn’t adhere to some concepts of accessibility.  Written instructions are provided in a PDF, however it does lack the ability of an assessment.