Worthy Online Work event review

On 27 March 2026 six online presentations took place and are described below.

1. Creating an Introduction to AI for Students using H5P

Presented by Rob Howe, Head of Learning Technology.

This project outlines the development of a self-paced Introduction to AI resource designed to build students’ confidence, critical AI literacy, and ethical understanding of AI and generative AI in academic contexts. Developed collaboratively using H5P, the course was designed to be flexible, reusable, and accessible both as a standalone web resource and as an embedded activity within NILE modules.
The team focused on creating a centrally maintained resource aligned with University guidance, while allowing academic staff to contextualise its use within their own teaching. Two delivery approaches were supported: a simple web link for easy access, and an embedded version offering student progress tracking and reporting.

The process highlighted both benefits and challenges—particularly around collaborative editing in H5P, quality assurance, and the significant time investment required alongside existing roles. Early feedback from staff and students has been largely positive, identifying the resource as a useful and accessible introduction, while also highlighting the need for more depth, visual content, and clearer guidance on appropriate academic use of AI.

Key lessons from the project include the importance of clear objectives, early planning using curriculum and UDL principles, piloting content extensively, providing strong implementation guidance, and committing to ongoing review. The next phase will focus on more targeted, assignment-specific guidance, supported by staff-led contextual discussions with students.

2. AI use at UON resource for staff (H5P)

Presented by Kelly Lea, Learning Technologist in the Learning Technology team.

Artificial Intelligence use at UON H5P resource was developed as part of Study Smart Project Part 1. The study was to provide staff with more information about AI.

Kelly produced a Toolkit. Kelly started the project with a Padlet which she found good for ideas and for a mind map. Kelly then looked at H5P software and produced two resources for staff.

• Toolkit for staff
• Overview of AI

Using the H5P Course Presentation content type Kelly started with a blank slide, and this was to be the main menu slide where buttons are available to link out to resources. Conscious of not having information in lots of different places, Kelly could edit the one slide to provide menu buttons to areas using hyperlinks. A nice detail is the use of the Information bubble icon to select to read more information.

3. REGAIN – Regulating Ethical Generative AI use in Northampton

Presented by Prof Simon Sneddon (FBL) and Sheryl Mansfield (LLSS)

Problem
Since the rapid expansion of GenAI technology beginning in 2023, HEIs globally have encountered significant opportunities and challenges. GenAI offers vast potential for enhancing student learning and engagement, but also introduces ethical risks such as academic misconduct, over reliance, and privacy concerns. Project REGAIN was co-created to educate students about responsible and ethical AI use.

Solution is a recource developed using Xerte Online Toolkits

• Open-source suite of tools developed by the University of Nottingham.
• Browser based tools that are quick and easy to develop.
• Interactive e-tivities with built in accessibility within the software to support content recall and mini assessment.

Further information
REGAIN is a LT funded bid project which ran up until 2025. The project involved a big team including assistance from ASSIST and a student who built the resource using Xerte software.
The aim was to produce a package to allow students to explore the use of AI (Artificial Intelligence). Prior to creating REGAIN a feedback form was distributed to students asking what students wanted to know about AI. REGAIN is based on student feedback on what students want to know about AI.
Statistics show that REGAIN has had 1300 viewed activities and the overarching Xerte Bootstrap template website UNPAC (University of Northampton Plagiarism Awareness Course) has had 103,723 views.

What next?
Review use of REGAIN at end of 2025/6 and tweak for 2027.

4. The Knee by Pierre Bonnaud, Lecturer in Physiotherapy

The H5P Interactive Book is an engaging online learning resource for students to participate in a range of activities. Pierre has created 7 Interactive books for the first year Physiotherapy students studying at level 4 and Level 7 (Level 7 have added activities for the critical thinking required, eg article reviews, extra links for reading etc). The H5P interactive books are part of a broader range of module content with face to face, reading lists, online tutorials and practical sessions. Follows the scaffolding of learning with the interactive book being the first step of the learning.

Why H5P Interactive Book?
The Interactive book provides a package of a variety of content rather than separate isolated pieces of content in NILE (Northampton Integrated Learning Environment). The H5P Interactive books created for each week are consistent in style and delivery with a standardised display providing the NEXT and BACK arrow located on the top and bottom right of the screen and a left-hand index. The students work through the Interactive books in a linear way. The students can repeat the learning activities to consolidate their learning further. By using the retry button on the H5P packages they can re-do the activities. Students have verbally mentioned that the Interactive Books are excellent and no negative feedback has been received by Pierre from the students.

This is, Pierre feels for several reasons:

• A page at the beginning where the list of anatomy is provided so that students have that knowledge at the start (if they do not have that knowledge already).
• Offers a variety of tools and interactions (links to websites and videos, hotspots, drag and drop, interactive video, text entry essay page etc).
• Interactivity.
• Immediate feedback with the ‘Show Solution’ option, without students having to wait.
• From a Lecturers stand point, it can be shared with colleagues, and that supports interprofessional work, sharing resources and sharing best practice.
• Students can copy and paste content to create their own learning resources.

Students with dyslexia and ADHD enjoy working with the H5P Interactive book because of the range of delivery, eg images, video, graphics etc. Pierre states that being able to embed a link to a site with information, before asking a question, can help the student answer a question which follows, as the student can refer to that recent information. This is very useful.

How long does it take for a student to use?
That can vary depending on whether the student takes part in every activity or whether they prefer to read the ‘Solution’ for feedback and information text. Students have fed back verbally that although the H5P package can be fairly quick to explore, the content within the H5P workbook provides a focused and clear direction for the student to prepare for the week ahead by using the links to reading material, video, websites etc, and this can take up to 4 to 5 hours in line with the guidelines with self-directed study for the module.

5. Interactive Video

Presented by Jim Atkinson, Organisational and People Development Consultant.
Jim created an interactive video using Adobe Rush and Kaltura MediaSpace supported by Richard Byles in Learning Technology team.

Background
Jim completed a Digital Learning Design (DLD) Level 5 apprenticeship in 2025. Jim’s final piece of work for the Project was a piece of e-learning called Environmental and Sustainability Induction for UON staff. Jim worked with Hollie Darby in the Environment and Sustainability team to produce the relevant content for the e-learning. Included in the e-learning is an interactive video.

Pre-production
Jim wanted to include a video with quiz questions in the category ‘Waste Management and Recycling’ and approached Tony Routhorn the UON Waste Operative to present in the film. The planning, creating the questions, organising diaries etc took about an hour.

Production
Jim used a Samsung S10 Lite. This Android phone came out in 2019. Jim used his mobile phone in-built microphone which he states was okay. Richard Byles a Learning Technologist was Director of Photography. The filming took about two hours.

Post-production
Jim used Adobe Rush to edit the clips together and included graphics. It was Jim’s first use of Adobe Rush but with a 15-minute lesson from Richard Byles and guidance from LinkedIn Learning, Jim upskilled himself to edit the video.  The editing took about 2-3 hours.

Adding the quiz questions
The completed film was uploaded to Kaltura MediaSpace, the University of Northampton media platform, where the quiz questions were added to the video.

Outcome
Jim received a distinction for the project and passed his apprenticeship.

Further comments
Jim states: “It was windy on the day, so we tried to find somewhere sheltered (which was alongside the Engine Shed).  Some footage of interview questions in another location I just couldn’t use due to wind/audio issues”.

Reflection
Jim states that he really enjoyed creating the video and particularly the creative aspect of it all and found it a lot easier to do than he thought. 

6. Student Supervisor Interaction Log (H5P)

Presented by Lee Machado, Professor of Molecular Medicine.

Background
Lee has taken over a module, SLSMO13 a Dissertation Module of 60 credits on the taught MSc in Molecular Medicine. This involves lab-based research from February to July 2026. The thesis submission is in September 2026. The Royal Society of Biology re-accreditation was received by Lee on 27 March 2026. This wasn’t the rationale for making the log but pertinent as RSB accreditors in their pre-accreditation report are asking how we track supervisor-student interaction. The catalyst for such a resource, is that Lee wanted to make sure that students are being supported by supervisors, and progress and actions were being effectively captured during the course of the research project.

How did Lee know to use H5P?
Lee asked AI with a prompt “What is the best approach to develop an interaction log in Blackboard?”. AI provided an answer suggesting use of the H5P Interactive Book. Lee did try other tools/software but decided to use H5P Interactive Book.

How it works.
The Student Supervisor interaction log consists of the H5P Essay content type within the Interactive Book. The Essay content type allows for text entry. It is engaging and clear. The students must submit (green submit icon on the last page) to log the text.

Benefits of the resource for the student are:

• Structured sequence.
• Make expectations clear.
• Engages.
• Guided reflective record.

Benefits for the staff creating the resource are:

• Add Collaborators.
• Student – Supervisor log prompts.
• Reports are available to the staff to see what the students have written.
• The Reports can be downloaded as a CSV file.

Summary of logs for each student
Once a week submit a log. As this is the first year we have not been too prescriptive about frequency but yes weekly logs are helpful.

Conclusions
Are students engaging with supervisors?
Reply: Variable.

What is the quality of the supervision?
Reply: Harder to determine.

Are students clear on actions assigned to both student and supervisor?
Reply: Need better entries.

Are students at different levels and support?
Reply: Yes and Yes.

Summary of the Worthy Online Work event

Summarising the event Rob Howe, Head of Learning Technology states: The Worthy Online Work event showcased a range of short, practice-focused demonstrations highlighting innovative uses of interactive technologies to support learning and student engagement.

The sessions showed the value put on support, learning and teaching by academics (every Faculty was represented) and professional services staff. Sessions covered introductions to AI for students, subject-specific learning activities, interactive video, and tools to enhance supervision and feedback. A key highlight showcased in working with students was the ‘REGAIN’ project, which emphasised meaningful student involvement in the design and delivery of digital learning resources.

Collectively, the Worthy Online Work sessions illustrated how tools such as H5P, Xerte and video tools were being used to create engaging, inclusive, and student-centred learning experiences throughout University of Northampton. If you would like further information about the projects presented, you can contact the staff directly via email.

Anne Misselbrook who put the event together, concludes that it is satisfying to see her idea come to fruition. Anne adds that training is available on H5P (HTML5 package), Xerte Online Toolkits, Record and Edit Video and Content Development.