Evaluation of a learning object is critical in assessing its suitability for a range of learning situations. SECTIONS model is the framework I will use in evaluating the H5P interactive video I created last week. SECTIONS stands for Students, Ease of use, Costs, Teaching functions, Interaction, Organizational issues, Networking and Security and privacy.
- Students – the video acknowledges students learn best from a combination of words and pictures. Here, the instructors explain the pictures used in the learning object.
- Ease of use – this H5P video is easy to use as learners click play button and to go through the lesson and can replay the video severally to grasp the content more clearly.
- Costs – the cost for designing, delivering and maintaining the interactive video is cheaper since instructor only needs an internet connection to create this learning object.
- Teaching functions – the video provides educational affordances where it highlights among other things, the goals, prior knowledge and content to be covered.
- Interactions – the video actively involves learners throughout the course as it possesses questions to the learner who then pause the video and answer the question before moving to see the answers.
- Organizational issues – many schools are integrating the use of interactive video lectures to support online education.
- Networking – the video does not provide opportunities to network as it majorly focusses on delivering content on Anatomy and Physiology of the human body.
- Security and Privacy – H5P is a secure and safe technology for students.
I chose the SECTIONS model to evaluate the H5P video as it evaluates the appropriateness of this technology and takes into consideration several factors such as cost, ease of use and teaching functions.
The H5P video relates to the multimedia principle which stipulates that people learn better when using words and pictures rather than words alone (Mayer & Mayer, 2005). Besides, the video relates to the modality principle where people learning best when using graphics and narration rather than graphic text.
References
Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.