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Register to attend the next H5P Meeting!

Schedule
Tuesday, May 3.    3:00 p.m – 4:00 p.m.
Tuesday, June 7.   3:00 p.m – 4:00 p.m.
Tuesday, July 5.    3:00 p.m – 4:00 p.m.

 

Maryland H5P Collaborative Network

Maryland H5P Collaborative Network

Powered by Montgomery College and the Community College of Baltimore County

Context

EdTech is evolving and adapting in many ways to support the continuum of teaching and learning in higher education (Englund, Olofsson, & Price, 2016; Williamson & Hogan, 2021). As education becomes more digitally supported, Open Educational Resources (O.E.R.) and Reusable Learning Objects (R.L.O.) have become a mainstay of colleges worldwide. Open-source Web-based applications and content creators, such as H5P, have the potential to redefine how education is delivered, tracked, and experienced by students and can also save funds associated with curriculum and support materials (Abdul-Jabbar & Kurshan, 2015).

Goal

H5P empowers everyone to create rich and interactive web experiences that can be strategically aligned to learning outcomes. With over 37 different learning types (and counting), H5P provides users with rich, interactive content on computers, smartphones, and tablets (H5P.org, 2021).

The primary goal of the Maryland H5P Collaborative Network is to support organizational learning of H5P across institutes of Higher Education in Maryland by:

  • sharing techniques to identify best practices for creating and using H5P to support learning;
  • supporting one another through problem-solving, mentoring, and coaching;
  • fostering collaboration in a safe and informal environment; and
  • improving performance and productivity through innovative development, integration, and practice approaches.

Anticipated Outcome

A statewide repository of professional development resources and supports will be created through the Maryland H5P Collaborative Network for members to draw on. Resources and supports will include:

  • recommendations for H5P content types aligned with learning outcomes;
  • just-in-time professional development resources (e.g., instructional videos, how-to-guides, etc.);
  • expert advice from instructional designers and developers of H5P; and
  • coach and mentor opportunities to support the use of H5P.

Activities

Discovery and Navigation

  • Developing a strategic organization plan that aligns with professional development and community of practice principles (see Lave & Wenger, 1991; Darling-Hammond, Hyler, & Gardner, 2017).
  • Building an awareness of the Maryland H5P
  • Collaborative Network in partnership with the Maryland Open-Source Textbook (M.O.S.T.) Initiative.
  • Building a Maryland H5P Collaborative Network website and repository.
  • Developing a quarterly meeting schedule with identified topics, speakers, and hands-on activities.

Connecting and Networking

  • Incorporating the development and use of H5P within varying Higher Education contexts across Maryland.\\
  • Incorporating H5P in tools and resources that support faculty and staff professional development (e.g., conference presentations, etc.).
  • Training in the design, development, implementation, and evaluation of H5P to support their teaching efforts.

Good and Services

  • Enhancing knowledge through a repository of professional development resources and supports.
  • Providing real-time coaching and mentoring opportunities around the development, integration, use, and evaluation of H5P.

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Sponsored By

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Get Involved

Contact

Paul Miller, Ed.D., Professional Development Director
Montgomery College, Office of E-Learning, Innovation & Teaching Excellence (ELITE)
paul.miller@montgomerycollege.edu

Jamie Witman, Online Learning and O.E.R. Librarian
Community College of Baltimore County
jwitman@ccbcmd.edu

References

Abdul-Jabbar, M., & Kurshan, B. (2015). Educational ecosystems: A trend in urban educational innovation. Perspectives on urban education, 1(12).

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.

Englund, C., Olofsson, A. D., and Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. High. Educ. Res. Dev. 36, 73–87. doi: 10.1080/07294360.2016.1171300

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Williamson, B. & Hogan, A. (2021). Pandemic privatisation in higher education: Edtech and university reform. Education International, Brussels, Belgium.

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