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Group members: Alaia Millat, Pau Pérez and Gemma Ribalta
Group members: Alaia Millat, Pau Pérez and Gemma Ribalta
Tool name: H5P
Link to the tool: https://h5p.org/content-types-and-applications
Short description:
H5P is a platform which enables you to create interactive activities such as 360º images, AR scavenger hunts or images with hotspots for users to find among other things. You can either use their templates or upload your own images, videos and so on. Assessment tools are also available in some contents of this platform.
Price:
Free version: 30 days of a free trial.
Paying version:
Team plan: up to 10 members. You can create content which requires live participation. Its cost depends on the number of members, but it can go from 3 members and 70 dollars a month to up to 10 members and 230 dollars a month.
Personalized plan: unlimited members. An AI generator is available, and you can use other tools which facilitate your creations. Its cost depends on the need you have. They will also personalize the cost.
Advantages:
Enables collaborative learning.
Enables to work on different contents (360º images, crosswords, scavenger hunts, etc.).
Assessment tools are available.
It can be complex to use at first, but it becomes easier once you get used to it.
Disadvantages:
Cannot edit more than one person at the same time.
They offer you a free trial, once it has finished, you must pay.
Need to have a plan B if network issues arise.
Contextualization:
Contextualization:
Target Age: 5th grade.
Target Language Level (based on CEFR): A1/A2.
Location: Classroom.
The activity focuses basically on writing skills, although they will be interacting with each other.
SWABTs:
Identify and categorize key aspects of their chosen country’s gastronomy, culture, language, and landscape in order to create a 360 map.
Operate connectors and linkers to create a short description of the chosen country.
Lesson Aims based on CEFR:
Reception:
Oral comprehension:
(A1) Can follow language which is very slow and carefully articulated, with long pauses for them to assimilate meaning.
(A2) Can understand enough to be able to meet needs of a concrete type, provided people articulate clearly and slowly.
Reading instructions:
(A2) Can understand short instructions illustrated step by step.
(A2) Can understand simple, brief instructions, provided they are illustrated and not presented in continuous text.
Production:
Overall written production:
(A1) Can write simple isolated phrases and sentences.
(A2) Can write a series of simple phrases and sentences linked with simple connectors like ‘and,’ ‘but’ and ‘because’.
Interaction:
Goal-oriented co-operation:
(A2) Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next.
(A1)Can understand questions and instructions addressed
Communicative language competences
General linguistic range:
(A2) Can use basic sentence patterns and communicate with memorised phrases, groups of a few words/signs and formulae about themselves and other people, what they do, places, possessions, etc.
(A1) Can use some basic structures in one-clause sentences with some omission or reduction of elements.
Vocabulary range:
(A2) Has sufficient vocabulary for the expression of basic communicative needs.
(A1) Has a basic vocabulary repertoire of words/signs and phrases related to particular concrete situations.
Grammatical accuracy:
(A2) Uses some simple structures correctly, but still systematically makes basic mistakes; nevertheless, it is usually clear what they are trying to say.
(A1) Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
Sociolinguistic appropriateness:
(A2) Can perform and respond to basic language functions, e.g. information exchange and requests, and express opinions and attitudes in a simple way.
Coherence and cohesion
(A2) Can link groups of words/signs with simple connectors (e.g. “and”, “but” and “because”).
(A1) Can link words/signs or groups of words/signs with very basic linear connectors (e.g. “and” or “then”).
Preparation
Preparation
To edit the 360º image, students need an account in the app. To do so, we have asked them to create groups of a maximum of 4 people and to create one account with one of their emails. In other words, each group of 4 people will create one single account. Each group'll need approximately 30 minutes to get used to using the app.
Activity instructions:
Groups of a maximum of 4 people will have already been created. Their accounts in the app will have already been made.
The final output will be a 360º image of a globe map with different countries tagged on.
There will be a list of countries and each group must decide on one of them.
Now, each group has 2 minutes to brainstorm all together about the gastronomy, culture, language, and landscape of the country chosen.
They will now have 10 minutes to write a short description of their country explaining a popular dish, an idea of the culture of the country, which language the citizens speak and how the landscape of the country is.
When they finish, they need to search for a photo of the country selected and upload it to the 360º image, with the name of the country and the short description they have written.
In the end, the whole classroom will have created a map with information about many countries and their characteristics.
Scaffolding needed during the activity:
Scaffolding needed during the activity:
List of the written names of some countries with their flag.
Vocabulary with pictograms about gastronomy, culture, language, and landscape.
Language support: a chart with sentence structure will be handed out to students to help them write the ideas for their chosen country.
Linking connectors.
Sample of the activity output:
Sample of the activity output:
Teacher instructions for the use of the tool:
An account is required to use the app.
This app enables you to work with different contents such as collages, fill-in-the-blanks, interactive videos, memory games, hotspots on images, crosswords, sorting paragraphs to create a story, and so on.
You need to decide what content you want to use.
You start adding the information required for the activity you are creating.
For example, if you are creating a crossword game, you need to create a clue and the answer to it for each of the contents you want to include in the game. You can also add extra hints such as pictures or videos. Besides, you can set a scoring system. The content creator can receive reports of the participants of the game, being able to see their scoring, for example.
Example of the process of creating a crossword:
Powerpoint and written document:
Powerpoint and written document:
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