Guideline on the Use of H5P in iTa'LeEM (draft)

This document outlines the official regulatory framework for incorporating H5P interactive tools into Moodle-based courses at the university, which is iTa'LeEM. Issued by the EMCU-CPD, the guidelines provide a structured approach for using these digital assets to foster active and self-directed learning. The policy emphasizes that H5P should primarily serve formative assessment purposes, suggesting that these activities should generally constitute no more than 10% of a student's total grade. Additionally, the text establishes strict technical and pedagogical standards, requiring that all interactive content aligns with learning outcomes and maintains accessibility for all students. By setting these expectations, the university ensures that digital course materials remain consistent, high-quality, and compliant with national academic audits.

Chapter 1: Foundations of the H5P Framework

Chapter 1, titled "Foundations of the H5P Framework," establishes the fundamental rules, purpose, and scope for using H5P within E-Learning & Micro-Credential Unit (EMCU) courses. Briefly, the chapter covers three main areas: 1. Introduction and Purpose: It defines H5P as an interactive content authoring tool within Moodle and explains that the framework's primary goal is to ensure pedagogically sound, active learning that aligns with institutional (IIUM) and national (MQA) standards. 2. Scope of Application: It outlines exactly where these rules apply, specifically targeting CPD programmes, micro-credential courses, and blended or online learning offerings. 3. Approved Uses: It specifies the appropriate educational contexts for H5P, such as pre-class preparation (flipped learning) and self-assessment, and lists specific approved activity types like Interactive Videos, Multiple Choice, and Drag and Drop.

Chapter 1: Foundations of the H5P Framework

1.1 Introduction to the Guideline

In the evolving landscape of digital education, the E-Learning & Micro-Credential Unit (EMCU), located within the Centre for Professional Development (CPD), has established an official guideline for the use of H5P. This framework is designed to govern the creation and deployment of interactive content within Moodle, serving as the standard for all EMCU-supported courses.
H5P is defined as an interactive content authoring tool integrated directly within the Moodle platform. Its primary function is to enable the creation of engaging, learner-centred activities that move beyond passive instruction. To ensure these activities are effective, this book outlines a standardised framework that addresses the pedagogical, technical, and ethical aspects of using H5P. This approach ensures that all content meets high standards of quality, consistency, and compliance with both institutional and national requirements.
Chapter 1: Foundations of the H5P Framework

1.2 The Purpose of the Framework

The guidelines explored in this book serve several strategic purposes for the institution and its educators. The primary aim is to ensure the pedagogically sound use of H5P, guaranteeing that technology serves the learning process rather than distracting from it.
By adhering to these standards, educators can:
Ultimately, the goal is to create a policy environment that is rigorous enough to be respected and compliant for audit purposes, yet flexible enough so as not to intimidate lecturers venturing into interactive content creation.
Chapter 1: Foundations of the H5P Framework

1.3 Scope of Application

This book and the guidelines within it apply to a specific range of academic offerings. The framework is effective immediately upon issuance and applies to all courses delivered via Moodle in the following categories:
The principles outlined here are relevant to all academic and training staff who are involved in the design, delivery, and assessment of these courses. Whether you are a lecturer creating a flipped classroom experience or a programme coordinator reviewing course quality, these guidelines provide the necessary boundaries and best practices for success.
Chapter 1: Foundations of the H5P Framework

1.4 Approved Uses of H5P

Within this framework, H5P is not intended for every type of assessment but is approved for specific learning purposes. It is best utilised for pre-class preparation, such as flipped learning, as well as the practice and reinforcement of key concepts. It is also the approved tool for creating interactive learning content, self-assessment opportunities, and reflection exercises.
While the technical capabilities of H5P are vast, this framework specifically highlights common approved activity types, including:
By focusing on these approved uses, educators can ensure they remain within the scope of the guideline while maximising student engagement.

Chapter 2: Assessment Strategies and Pedagogical Design

Chapter 2, titled "Assessment Strategies and Pedagogical Design," provides a focused guide on how educators should implement H5P for student evaluation and learning. Briefly, the chapter covers three main areas: 1. Assessment Rules: It establishes that H5P's primary role is for low-stakes, formative assessment to enhance learning. It also outlines the strict conditions and necessary approvals required if an educator wishes to use H5P for summative assessment 2. Pedagogical Principles: It highlights foundational design rules for creating effective interactive content, emphasizing that activities must align with learning outcomes, provide constructive feedback, and be purposefully designed to avoid cognitive overload. 3. Academic Integrity: It stresses the ethical considerations of using digital tools, reminding educators not to bypass assessment controls, to refresh question banks, and to maintain transparency with students regarding how activities are graded.

Chapter 2: Assessment Strategies and Pedagogical Design

2.1 Formative Assessment: The Primary Function of H5P

In the IIUM e-learning framework, H5P is primarily designated for formative assessment and learning enhancement. Its core strength lies in providing students with low-stakes opportunities to test their understanding and engage with course material during the learning process. When designing formative H5P activities, educators should ensure that feedback mechanisms are enabled wherever appropriate to actively guide student learning. If these formative activities are graded, they must remain low-stakes, with a recommended weighting of not more than 10% of the total course assessment.

Chapter 2: Assessment Strategies and Pedagogical Design

2.2 Summative Assessment: Restricted Use

While H5P is a highly effective formative tool, its application for summative assessment is restricted and may only be implemented with formal approval. Educators wishing to utilise H5P for formal evaluations must seek approval from the relevant authority, such as their Kulliyyah, and must inform EMCU.
To qualify for summative use, the proposed assessments are subject to several strict conditions:
Chapter 2: Assessment Strategies and Pedagogical Design

2.3 Principles of Pedagogical Design

The effectiveness of interactive content relies heavily on sound instructional design. All H5P content developed for Moodle courses must adhere to foundational pedagogical principles to ensure a high-quality learning experience. Every activity must align clearly with the intended learning outcomes and maintain focus on a specific learning objective.
To maximise learner engagement, educators must ensure that H5P content is concise and purposeful, specifically designing activities to avoid cognitive overload. Activities should consistently provide constructive feedback to help students correct misunderstandings. Furthermore, H5P tools should be used strategically to complement existing learning materials, rather than simply duplicating content that is already available.
Chapter 2: Assessment Strategies and Pedagogical Design

2.4 Ethical and Academic Integrity Considerations

Maintaining academic integrity is paramount when integrating interactive digital tools into a course. H5P must never be used to bypass established institutional assessment controls. To uphold these standards and prevent cheating, educators should ensure that question banks are regularly refreshed where applicable. Additionally, transparency is crucial for ethical teaching; students must be clearly informed in advance about the purpose of the H5P activities and their exact assessment weight within the overall course grading structure.

Chapter 3: Technical Standards, Quality Assurance, and Support

Chapter 3, titled "Technical Standards, Quality Assurance, and Support," outlines the practical and administrative requirements for creating and maintaining H5P content. Briefly, the chapter covers four main areas: 1. Technical Standards: It mandates that content be built in Moodle, optimised for performance, tested in student view, and compatible across devices and browsers. 2. Accessibility: It emphasises inclusive design, requiring readable fonts, good contrast, captions, mobile usability, and the avoidance of unnecessary time pressure 3. Data and Analytics: It explains how Moodle analytics should be used to monitor engagement and how grades must sync with the Moodle Gradebook, with data aiding broader programme improvements 4. Support and QA: It details the institutional support available (EMCU training, templates, and tech support) and mandates annual reviews of content to ensure quality and audit compliance

Chapter 3: Technical Standards, Quality Assurance, and Support

3.1 Technical and Quality Requirements

To maintain a seamless learning experience, all H5P content must be created and hosted directly within the Moodle platform. Before making any activity visible to learners, educators are required to test the content using the student view. It is also critical to optimise all media and file sizes to ensure high performance. Content must be designed to function effectively and reliably across common web browsers and devices.

Chapter 3: Technical Standards, Quality Assurance, and Support

3.2 Accessibility and Inclusivity

Creating an inclusive digital learning environment is a core component of this framework. Accessibility considerations must be actively incorporated during the design phase of all H5P content. Lecturers must ensure that activities use readable fonts and provide sufficient colour contrast. Where applicable, content must include transcripts or captions. Furthermore, activities should avoid imposing unnecessary time pressure on learners and must be fully functional and usable on both desktop and mobile platforms.

Chapter 3: Technical Standards, Quality Assurance, and Support

3.3 Data, Monitoring, and Reporting

The integration of H5P within Moodle allows for valuable data collection. Educators can monitor student engagement and track activity completion through Moodle analytics. If an H5P activity is graded, those scores must be accurately reflected in the Moodle Gradebook. Beyond individual student tracking, this data may also be utilised at an institutional level for programme review and quality enhancement purposes.

Chapter 3: Technical Standards, Quality Assurance, and Support

3.4 Staff Training, Support, and Quality Assurance

To ensure the successful implementation of these guidelines, the EMCU encourages all staff to attend organised training sessions focused on H5P design and utilisation. To assist educators, the EMCU may also provide technical support, exemplars, and templates. Any technical difficulties encountered should be reported through the designated e-Learning or CPD support channels.

Finally, to maintain high standards that meet both internal and audit requirements, all H5P content is subject to quality assurance processes, internal reviews, and audits. At a minimum, content should be reviewed once per academic year. The EMCU will also conduct periodic reviews of this guideline to guarantee ongoing compliance and relevance.