Professional Documents
Culture Documents
PD Session Plan
PD Session Plan
PD Session Plan
Target Audience: Full-time faculty teaching one or Location: Hertzer Technology Center, Classroom
more online courses for the School of Arts & #121
Sciences at Tiffin University.
Virtual attendees can access the training live via
Attendance is voluntary, although strongly the following link:
recommended by the Dean of the School of Arts tiffin.adobeconnect.com/usingh5p-march
and Sciences.
Objectives
1. Faculty will create and edit their own interactive course content using H5P in this hands-on
session. The focus will be on the development of both an interactive video and slide
presentation.
2. Faculty will learn how share their newly created content with their students and colleagues
seamlessly across any H5P capable site.
3. Faculty will learn how to embed the newly created H5P content into their online Moodle
course shells.
Once in editing mode, (you can tell because the button is red) create
a new resource or activity by clicking “Add a resource or activity.”
2. Select which activity to use
Select a resource or activity into which you are going to insert the H5P
content. Any of them that display HTML blocks will work.
The web page is probably the simplest, but you can string together a
series of H5P content using the book, presentation or lesson modules.
3. Set up your HTML page
Give your resource a title and description suitable for your H5P
content (mine is a hotspot activity about Junkanoo).
Scroll down to the content HTML block (this is where you will embed
your H5P content). Click the toolbar toggle button to expand the
toolbar.
4. Turn on HTML editing
To turn on HTML you will click the HTML tool at the very end of the
toolbar. It looks like this: <>
Once you have clicked the HTML tool, you will notice that all the
other tools are greyed out. This means that when you type in the
editing box, you will be typing HTML code. Now you are ready to
embed the H5P content.
5. Go to your H5P account
Go to https://h5p.org/ log in and go to your account page.
When your content opens up, click on the <>embed link to get the
embed code that you will copy to your Moodle activity.
6. Copy/paste the embed code
When the embed window opens, copy the all the embed code (it is
automatically selected). Note that if you want to change the size, you
may do so, but remember that the aspect ratio is not fixed, so you will
have to be careful to ensure that the object is not distorted. The code
will adjust automatically.
Switch back to your Moodle course, paste the embed code into the
HTML editor. To check that it worked properly, you can click the HTML
code tool again. Your H5P content should appear in the editor.
7. Check your content and save
Once you click the HTML editor tool, the H5P content should appear
in the editor. You should be able to launch it right in the editor.
When you close your object, you should see your newly created
content appearing in your learning unit. (Note that you could also use
Labels to have H5P content actually appear on your course preview
page as well using the same method explained above).
Professional Development Workshop Rubric
Needs
Leadership Advanced (3) Proficient (2) Working Towards (1)
Improvement (0)
Delivery: Pacing/Time o Leader not only follows o Leader follows the o Leader follows the o Pacing and timing are
the planned agenda planned agenda and planned agenda but way off: leader struggles
Management but also makes a good attempt either struggles to to hold on to
makes good decisions at stick to the times or any of the original
about when to adjust adjusting the agenda doesn’t know how to agenda items
the agenda on the fly when necessary even if address unanticipated o PD starts significantly
based on the pulse of it doesn’t work challenges late (where leader could
needs of the group perfectly o PD components, have controlled the start
o PD maintains the perfect o PD maintains a decent sharing and/or time) or ends much later
illusion of speed due to illusion of speed due transitions drag at than expected
tightly managed to well managed times
transitions, transitions, sharing o PD starts and/or ends
sharing and clear and fairly clear more than
instructions for each instructions for each 10 minutes late; some
activity activity faculty arrive late
Professional Development Workshop Rubric
o PD starts and ends on o PD ends within 5
time and minutes of planned
faculty arrive ending and faculty
promptly arrive fairly promptly
Delivery: Group o Framing component o Framing component o Framing component of o Framing component of
of of the the the session either does
Facilitation (Small the session concisely session sums up the session doesn’t fully not sum up the right
Groups, Large Groups, and articulately sums up key takeaways for sum up the key takeaways for faculty or
Reflection) the key takeaways for faculty takeaways for faculty causes confusion
faculty o Small/large group o Small/large group around the key
o Small/large group facilitation leads facilitation often veers off takeaways
facilitation skillfully leads participants to the track, and leader pulls o Small/large group
participants so that they right conclusions; them back on point but activities are mostly off
reach the right leader uses only after some task, and leader
conclusions mostly on appropriate scaffolded lost time struggles to bring them
their questions when o Reflection time is utilized, back to a productive
own; leader is highly needed and intervenes but workshop could use a place
skilled in asking the to pull the group on little more or a little less o Reflection time is
appropriate scaffolded track if they are off of it nonexistent
questions when task o Leader talks more o Leader talk predo
needed o Reflection time is often than s/he needs minate s
o Reflection time is used to capture big
adequately used to takeaways and/or
capture most important help participants
takeaways and/or help capture their action
participants capture their steps
action steps o Leader talk is 40% or
o Leader talk is 30% less of the PD
or less of the PD presentation
Follow-up/ o The leader has clearly o The leader has o There aren’t clear o It is apparent from the
planned clearly planned indications as to agenda or faculty’
Accountability how to hold staff how to hold staff how the school reactions that they do not
Plan accountable for accountable for leader will hold feel any accountability
outcomes and has outcomes faculty accountable in implementing the action
communicated this to implementation of the steps from the workshop
directly PD post- workshop
Professional Development Workshop Rubric
Tone o Leader is o Leader is positive and o Leader is positive but o Leader is negative
motivational and motivational not as motivational o The tone of the meeting is
inspiring o The tone of the o The tone of the cold and disrespectful or
o The tone of the meeting is meeting is meeting is somewhat unprofessional
consistently urgent, respectful, respectful, o Faculty are unengaged
respectful, professional, professional, and professional, and o Body language is negative
and warm warm warm
o Faculty are engaged in o Faculty are o Faculty are somewhat
the topic, asking and engaged in the engaged in the topic,
answering questions topic, asking and asking few questions
o Body language is answering questions o Body language is mixed
positive o Body language is
positive