Guideline on the Use of H5P in iTa'LeEM (draft) 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.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: Support active learning: The framework encourages self-directed learning approaches. Maintain standards: It ensures academic integrity and upholds assessment standards. Ensure alignment: Interactive practices are designed to align with the expectations of both the International Islamic University Malaysia (IIUM) and the Malaysian Qualifications Agency (MQA). Provide clarity: The guidelines offer clear direction for lecturers, facilitators, and programme coordinators regarding what is expected in course design. 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.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: CPD programmes. Micro-credential courses. Blended and online learning offerings. 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.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: Interactive Video Course Presentation Multiple Choice / True-False Fill in the Blanks Drag and Drop. 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 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.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: They must demonstrate clear alignment with Course Learning Outcomes (CLOs). Robust measures must be established to mitigate academic integrity risks. The assessment must feature limited attempts and controlled availability to ensure security. Educators must provide transparent grading criteria for the students. 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.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 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.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.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.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.