Academic literature on the topic 'Moodle. Plugin H5P'

O Conteúdo Didático Digital (CDD) representa um dos maiores desafios dos cursos de graduação ofertados pela Educação a Distância (EaD), considerando o aspecto comunicacional, estratégias inovadoras de aprendizagem e acessibilidade. Com base nisso, este artigo objetiva analisar as ferramentas Telegram, H5P e o VLibras, a partir da sua integração com o Ambiente Virtual de Aprendizagem (AVA) MOODLE para produção de CDD. A metodologia da pesquisa é aplicada e experimental, em que a plataforma MOODLE serviu de “laboratório virtual” para testagem e catalogação dessas três ferramentas. Os resultados mostram que o Telegram pode ser facilmente integrado ao MOODLE, a partir do Plugin Telegram and Forum Integration. Mostram, ainda, que a parte gratuita do H5P está integrada como plugin no MOODLE, com várias possibilidades de recursos interativos e que o VLibras, apesar de estar em sites oficiais do governo brasileiro, pode, em alguns casos, realizar o Português sinalizado, o que não é o ideal ao surdo. Concluímos que o Telegram, o H5P e o VLibras integrados ao MOODLE, fortalecem o alcance do conceito máximo da avaliação de cursos, INEP, nos indicadores 1.6, 1.17 e 1.18, pois possibilitam a interação entre docentes e discentes, por meio de um CDD dialógico, instrumental e acessível.

In the learning process innovation is needed, including educational media that can be used to support learning activities, including cyber security material that needs to be conveyed to students in order to grow and improve digital literacy skills. Monotonous learning can have an impact on students, including making students feel bored and lazy. This research aims to implement H5P as a web-based framework that provides access to various interactive content for the development of educational media regarding cyber security at SMPN 14 Madiun so that the learning process can be presented in the form of interesting and interactive content. The method used in this research is Research and Development (RnD), utilizing LMS Moodle as a learning media platform that is free and can be developed according to needs. The results of this research show that the application of H5P can help teachers create various types of interactive content such as presentations, videos, quizzes, and so on. Students can play and learn at the same time through LMS Moodle, which has implemented the H5P plugin for interactive content so that they can improve their digital literacy skills, especially understanding cyber security in the era of digitalization

The aim of this study was to verify the perception of 395 distance learning undergraduate students at a Brazilian private university about the use of H5P Moodle interactive content during the teaching and learning process of environmental education (EE). The hypothesis, in line with previous studies, is that most students would report positive experiences after studying through interactive resources. Based on a quantitative, descriptive, and cross-sectional study, these volunteer students carried out the following contributions to this research: (i) They compared the VLE Moodle traditional didactic resources versus H5P Moodle interactive resources. Specifically, the subject studied was “concepts of Ecology”; (ii) They answered an instrument comprised two analysis dimensions (i.e., Feasibility and Motivation) consisting of 14 assertions of the Likert-type. 122 among those 395 students invited, agreed to participate. The study on the reliability of the instrument resulted in a coefficient equal to 0.80. Therefore, it is possible to state that on another occasion, these students would respond to the instrument in the same way. The number of validated assertions was 11/14 (a loss of the 21.40% of the assertions). However, the loss of up to 40% of the total statements is considered adequate when using the Likert scale. Considering only these 11 validated assertions, the overall main of the instrument was 3.35 points (Standard Deviation = 0.36), which demonstrates a positive student perception of the evaluated object. Ultimately, the tested hypothesis was confirmed, and thus, the most students reported positive experiences after having studied EE through H5P interactive resources.  

Moodle has provided a variety of plugins to accommodate the needs of online learning activities. One of them is H5P which can increase the interactivity of content presented in the Learning Management System (LMS). Based on monitoring through the UNP Executive Information System (SIE), only 0.085% used H5P out of 10,593 course sessions. The results of observations showed that sessions using H5P also show that there is an inappropriate use of H5P. This needs to be evaluated with the aim of revealing the student's perspective on the use of H5P and the obstacles that students face while using H5P-based content. This research is a descriptive study using a non-experimental design with a cross-sectional quantitative approach conducted at Universitas Negeri Padang. The research sample selected using the purposive sampling method was given a questionnaire that assessed aspects of the usability, integration, impact, and characteristics of the H5P content. The results show that the student's perspective on H5P as an interactive learning medium to support the LMS of Universitas Negeri Padang is very positive both in terms of usability, integration, impact, and characteristics of the material, although there are still students who think that it is not optimal because of the obstacles students face. Therefore, in order to optimize the use of H5P content for students, lecturers, and universities, it is important to consider issues related to networks, devices, technical use of H5P, work orders, navigation, and time as summarized in this study.Moodle telah menyediakan beragam plugin untuk mengakomodasi kebutuhan aktivitas pembelajaran online. Salah satunya adalah H5P yang dapat meningkatkan interaktivitas konten yang disajikan di Learning Management System (LMS). Berdasarkan pantauan melalui sistem, hanya 0,085% yang menggunakan H5P dari 10.593 sesi mata kuliah. Hasil observasi terhadap sesi mata kuliah yang menggunakan H5P juga menunjukkan bahwa ada penggunaan H5P yang kurang tepat. Hal ini perlu dievaluasi dengan tujuan mengungkap bagaimana perspektif mahasis terhadap penggunaan H5P dan kendalah yang mahasiswa hadapi selama menggunakan konten berbasis H5P. Penelitian ini merupakan penelitian deskriptif menggunakan desain non-eksperimental dengan pendekatan kuantitatif cross sectional yang dilakukan di Universitas Negeri Padang. Sampel penelitian yang dipilih dengan metode purposive sampling diberikan angket yang menilai aspek kegunaan, integrasi, dampak, dan karakteristik konten H5P. Hasilnya menunjukkan bahwa perspektif mahasiswa terhadap H5P sebagai media pembelajaran interaktif untuk mendukung LMS Universitas Negeri Padang sangat positif baik dari aspek kegunaan, integrasi, dampak dan karakteristik materi, meskipun masih terdapat mahasiswa yang menilai tidak maksimal karena kendala yang mahasiswa hadapi. Jadi, untuk optimalisasi penggunaan konten H5P mahasiswa, dosen, dan perguruan tinggi penting mempertimbangkan masalah terkait jaringan, perangkat, teknis penggunaan H5P, perintah kerja, navigasi, dan waktu seperti yang dirangkum pada penelitian ini.

The importance of digital security awareness is not only related to privacy protection but also includes responsible use, protection from cyberbullying, and understanding the consequences of online actions. In primary and secondary schools, understanding regarding cyber security awareness is still lacking; students must realize that what they do in the digital world can have long-term impacts on their real lives. An introduction and understanding of digital security awareness need to be given to elementary and junior high school students. This study intended to provide a vehicle (learning tool) and introduce cyber security awareness using interactive games. By using the Moodle platform and the H5P plugin to make games more interactive, interesting, effective, and efficient. This activity was carried out using the RnD method. With the RnD method, the development of awareness and the many ways to protect oneself on the internet can be developed significantly, according to the level of understanding of students Game platform development uses a Moodle-based learning management system. Then do the customization using H5P. Meanwhile, games are developed by taking into account cyber security awareness indicators. Game applications that are compiled can run well. The trial was conducted on 4 elementary schools and 4 junior high schools. During the trial, the platform's reliability can run smoothly when accessed by users. There were no obstacles in using games by the user during the trial. User features related to achievement badges, as an indication of the level of play each player can achieve responsively. Interactive games about cyber security awareness can be formed and run according to the design set. The contribution of this research is to increase students' understanding of internet safety awareness through interactive games and to increase students' knowledge about how to protect themselves while surfing the internet through interactive games.

The purpose of the study is to describe the training program as a technological way to implement the methodology of skills’ formation and development of listening skills in the conditions of English-language multimodal communication at the level of secondary general education based on authentic audio-video materials and LMS Moodle distance learning technology. The relevance of the issue is underlined by the necessity of ensuring successful pupils’ interactions in the context of intercultural multimodal communication where verbal and non-verbal languages are used interdependently to produce meaning. From the point of view of methods of teaching it means a high school student must possess skills allowing to perceive (both aurally and visually) and understand social actions in English which are marked by the communicative indirectness resulted from the interdependency of verbal and non-verbal signals in producing multimodal meaning.Materials and methods. Theoretical justification of the development of the Moodle-based training program is established by the analysis of scientific works on the issue. The group of methods also included modeling, method of exercises, method of programmed learning, micro-learning method, HTML5 technology is used to develop interactive content in the form of a plugin H5P for distance learning technology LMS Moodle, the basic program for editing audio-video materials “Video Editor” (Windows 10).Results. The authors specified the term “audio-visual receptive activity” and described the results of the selection process of the educational content for teaching listening in the context of multimodal communication in English. The matrix of the training program is presented, a set of exercises is described, the use of which is designed to ensure the success of the formation of skills and the development of skills to ensure the effectiveness of perception and understanding in the context of multimodal communication, an example of the development of an interactive audio-visual exercise using basic and additional LMS Moodle plugins is given.Conclusion. The described training program acts as a technological core of a method of teaching listening in the context of multimodal communication in English and is aimed at ensuring a partial automatization of the developmental process of the specific receptive and interpretative skills that Russian high school students require to participate both actively and effectively in intercultural multimodal communication in English.

Debido a las exigencias académicas que se persigue para adaptar los nuevos cambios que exige el entorno educativo, la EIWIAS canaliza la estructura para generar los nuevos conocimientos tecnológicos que serán entregados y aplicados a los estudiantes, a través de las nuevas metodologías del entorno Web, la misma que mediante la investigación de campo, se logró identificar falencias en los entornos de aprendizaje, debido a que no existía una herramientas que interactuara de forma sincrónica y asincrónica entre estudiantes e instructores o docentes y la publicación de resultados o niveles de progreso en la enseñanza. El personal de la institución fue capacitado y se guio en todo el proceso de transformación digital que lo involucró, mediante estrategias y lineamientos basados en las normativas internacionales en la aplicación de la modalidad virtual en cuanto al E-Learning se refiere. El avance tecnológico permite la aplicación de varias herramientas virtuales Web 3.0, adaptadas a la herramienta propia de trabajo. Existen muchas plataformas de nivel educativo informáticas en el mercado, Moodle es la aplicación que brinda muchos beneficios. El propósito de esta investigación, es la instalación, capacitación y aplicación de la herramienta con el plugin necesario para adoptar nuevas presentaciones, una de ellas es H5P, que permite de forma dinámica y segura, presentar un buen trabajo a la hora de gestionar un curso virtual. Los estudiantes podrán descargar, revisar e interactuar mediante foros, chats, correos internos y demás opciones que estén habilitadas en la plataforma a la hora de canalizar una buena educación virtual. La conclusión principal encontrada es la Plataforma Moodle permite desarrollar un aprendizaje colaborativo y establece una adquisición de aprendizajes virtualizada en la cual se destaca el alumno como el protagonista de la construcción del conocimiento, siendo el docente únicamente el facilitador del proceso de enseñanza.

ObjectivesRegular hygiene trainings are an important way to refresh and improve knowledge about hygiene measures and the prevention of healthcare-associated infections. We aimed to develop an e-learning course to allow healthcare workers (HCWs) to learn these contents through a self-paced online format.MethodsWe developed an interactive hygiene training for HCWs of a tertiary care hospital using different content types of the HTML-5 package (H5P) plugin embedded into a Moodle-based learning management system. We evaluated the course using a short online questionnaire.ResultsWe present various suitable topics for online hygiene trainings as well as their implementation in an e-learning course. Examples include content on hand hygiene indications and techniques, information on multidrug-resistant organisms and other current topics in infection control. HCWs reported high overall satisfaction, perceived increase in knowledge, practical relevance as well as good usability and comprehensibility.DiscussionCurrently available commercial and non-commercial hygiene trainings present a number of specific advantages but also drawbacks. The presented approach combines the advantages of both approaches. The majority of the presented content can be readily adapted to suit various hospitals and care facilities or serve as inspiration for creating similar courses while remaining cost-effective.ConclusionH5P course presentations are a low-threshold, cost-effective way to implement digital hygiene trainings in a wide variety of clinical settings.

H5P (пакет HTML 5) представляет собой плагин для веб-браузеров и веб-платформ, в частности, LMS Moodle (система управления обучением, виртуальная обучающая среда), который позволяет создавать интерактивный материал и задания на основе презентаций, видео, аудио, текстов, изображений, игр и викторин и т.д. Цель данной работы – рассмотрение функционала H5P и наблюдение за использованием инструментов H5P в преподавании английского языка для самостоятельной (асинхронной) работы студентов. В статье исследуется связь между использованием H5P в учебном процессе, мотивацией студентов и развитием их навыков владения английским языком. Исследование основано на опросе в университетском контексте студентов магистерской программы и анализом результативности их учёбы. Полученные результаты показывают, что использование H5P в обучении английскому языку оказало относительное влияние на мотивацию студентов и имеет потенциал влиять на эффективность развития их навыков владения английским языком. В ходе работы сформулировано, что в рамках синхронного и асинхронного обучения английскому языку использование H5P предоставляет студентам и преподавателям безграничные возможности изучать английский язык увлекательно, интерактивно, внимательно и эффективно. H5P (HTML 5 package) is a plugin for web browsers and web platforms, in particular, LMS Moodle (learning management system), which allows teachers to create interactive content based on presentations, videos, audios, texts, images, games, quizzes, etc. The purpose of this work is to review the functionality of H5P and observe the implementation of H5P tools in teaching English for autonomous (asynchronous) assignments of students. The paper examines the correlation between the use of H5P in the learning process, the motivation of students and the improvement of their English language skills. The study bases on a survey of students of the master's program in a university context and an analysis of the efficiency of their studies. The results show that the use of H5P in English language teaching has had a relative impact on the motivation of students and has the potential to influence the success in the enhancing their English language command. In the research, it is noted that in synchronous and asynchronous English language teaching, the implementation of H5P provides students and teachers with limitless opportunities to learn English in a dynamic, interactive and positive way.

Аудирование играет решающую роль в овладении иностранным языком. В ситуации, когда мы имеем дело с английскими акцентами, межкультурной коммуникацией или конкретной областью знаний (ESP, CLIL), данный аспект преподавания ESL требует своеобразного подхода, особенно в рамках смешанного и дистанционного обучения. Кроме того, ситуация осложняется современными образовательными стандартами, требующими цифровизации процесса преподавания. С одной стороны, преподаватель имеет в своем распоряжении готовые материалы, размещенные на различных сайтах и платформах, однако они далеко не всегда соответствуют содержанию обучения в полном объеме, что затрудняет процесс их интеграции в программу дисциплины. С другой стороны, разработка специфического программного обеспечения, которое содержало бы все необходимые компоненты, требует от преподавателя навыков программирования, которые имеет не каждый. Это создает противоречие и бросает педагогам новый вызов. Цель статьи — создать современный аудиопрактикум с помощью доступной преподавателям среды LMS Moodle. Авторы раскрывают способы работы с заданиями на аудирование в LMS Moodle, дают рекомендации по созданию интерактивного видео с помощью плагина H5P, его интерфейсу и настройкам оценки. Интерактивный плагин H5P может быть успешно интегрирован в Moodle. Он помогает эффективно организовывать задания по работе со звучащим текстом; хранить все материалы и оценки студентов на университетском веб-сервере Moodle, что удобно и безопасно; позволяет студентам работать самостоятельно, следуя интерактивным инструкциям и подсказкам. В статье обсуждается опыт работы со студентами на базе цифрового аудиопрактикума в системе Moodle. Анализируются проблемные вопросы разработки учебного пособия и внедрения его в практику работы преподавателя. Перспектива работы заключается в расширении содержания аудиопрактикума, совершенствовании инструментария и его дальнейшей интеграции в образовательный процесс при подготовке будущих учителей английского языка. Listening skills are crucial for language acquisition. In a situation where we deal with English accents, intercultural communication, or a specific area of expertise (ESP, CLIL), this aspect of ESL teaching requires a distinctive approach, especially in blended and distance learning. Besides, the situation is complicated by modern educational standards that require digitalization of the teaching process. On the one hand, teachers have at their disposal ready-made materials available on various sites and platforms, but they do not always correspond to the content of training in full, which makes it difficult to integrate them into the curriculum of the discipline. On the other hand, development of specific software that would contain all the necessary components requires programming skills that not every teacher has. This creates a contradiction and presents a new challenge for teachers. The aim of the article is to suggest one of the possible solutions in teaching listening online that is to create a digital course book by means of LMS Moodle and H5P. The authors explore the ways of working with listening tasks in LMS Moodle, give recommendations on H5P Interactive video production, its interface and assessment settings. H5P Interactive video tool can be successfully integrated into Moodle: it helps to organize listening tasks effectively; to keep both all the materials and students grades on University Moodle webserver that is convenient and safe; it allows students to work on their own following interactive instructions and hints. The experience of interactive listening course book development in Moodle by means of H5P plugin is discussed. The problematic issues of the course book development and introducing it into practice are analyzed. The work’ perspective is to expand the content of the audio workshop, to improve its tools and to further integrate it into the educational process in the training of future English language teachers.

H5P es un desarrollo de la comunidad que lleva el mismo nombre, el cual facilita que se pueda crear contenido interactivo de una manera más rápida y pueda ser utilizado o compartido por ejemplo dentro de una plataforma LMS, sin limitarse solamente a esta. H5P es una abreviatura de paquete HTML5 (Hyper Text Markup Language 5 Package), siendo este el nuevo estándar en el que están creadas las páginas web, y gracias a ello, se pueden crear materiales interactivos sin necesidad de utilizar complementos adicionales.

As tecnologias digitais permitem que o docente elabore e desenvolva recursos didáticos utilizando conteúdos interativos como estratégia para motivar e despertar o interesse dos estudantes pelo conhecimento científico e tecnológico. Estes recursos colaboram no processo de ensino e aprendizagem de conceitos químicos, muitas vezes, considerados abstratos. O presente trabalho tem como objetivos elaborar conteúdos interativos, como estratégia didática, no formato de flash cards, no ambiente virtual de aprendizagem Moodle, que possam ser empregados como exercícios de fixação referentes aos conteúdos de química orgânica como radicais orgânicos e suas nomenclaturas, características e a referente função orgânica. Para atingir esta finalidade, foram elaboradas as atividades interativas no formato de flash cards através de um software de design gráfico e do módulo de atividade conteúdo interativo H5P. Este recurso, conteúdo interativo H5P, está disponível como plugins do ambiente virtual de aprendizagem Moodle da Universidade Federal de Santa Catarina.