Flipping Your Classroom – Creating Interactive Video Quizes and Tutorials. EDpuzzle vs Educaplay – Which tool to use?
Whether you are thinking of flipping your class, creating an e-learning course or just supporting your students when they are not in the classroom, the use of video holds a great potential to bring in real and relevant content to your students. Even more so now, when you can turn videos into a real asynchronous conversation with a student, drawing their attention to the most important information and asking content check questions every now and again to make sure students have managed to grasp the message of a segment clearly before moving on to the next segment. There are plenty of free tools that can help you to do just that. They all have a short learning curve and do not require you to make a great time commitment to develop a video tutorial.
In this post I will compare two tools that I have had a chance to explore this month.
I will start with EDpuzzle since this is where my love for video tutorials was born. Previously, I posted a movie review activity developed in EDpuzzle ( Film Review Vocabulary Workshop and Lesson Plan post ). The activity was designed to help students to absorb the topic-related vocabulary. You can check it out by clicking on the image below:
Here are two other examples of what you can do with EDpuzzle if you are using video tutorials to explain a certain grammar structure. Once again, click on the images below to open the video quizes.
As you can see, EDpuzzle offers you some versatility:
– You can use videos from a vide range of sources: YouTube, KhanAcademy, TED, National Geographic, Numberphile and so on.
– You can cut the video.
– You can record your voice comments over the video.
– You can add text comments that will pop up on the screen and pause the payback.
– You can embed multiple choice and open-ended questions and you can set them to pop up in any part of the video.
Creating a question or a comment is really easy and fast. You just need to click on the question mark on the line above the video and drag the question pointer to the part of the video where you want your question to pop up.
Then click on the question pointer.
The major drawback here, however, is that if you opt for the open-ended question, you will have to check the answers manually and if your students are not regitered on EDpuzzles, you will never know their answers, morever, they themselves will never know the correct answer and will be allowed to continue watching the video.
Another rather disapointing fact about EDpuzzle is that it doesn’t allow you to provide custom feedback. Multiple-choice questions have pretty bland correct/incorrect feedback option. Open-ended questions have no feedback at all and, as I have mentioned above, it doesn’t even allow you to type in the correct answer. Yes, very dissapointing here.
But on the bright side, you can create classes, assign videos and track students’ anwers if your students are registered with EDpuzzle (and so far the registration is free).
Once your EDpuzzle is ready, you can share it with your students, you can embed it on Moddle or on your webpage.
As your students watch the video, they will see where the question is nested in the video timeline. You can block skipping so that students will not be able to skip any segment of the video.
Once the question in answered, the students can choose to rewatch a part of the video or to go on to the next segment. EDpuzzle will allow the students to continue watching the video even if the given answer is incorrect.
On the whole, EDpuzzle is a good tool for short videos and simple multiple-choice CCQs. But this is not the tool I can personally use.
Now let’s talk about Educaplay, which is one of my top favorite tools, it allows you to create a wide range of educational quizes and puzzles, including video-based quizes.
It is also very easy to use, you just need to create a free account and you are ready to go. To create a quiz just click on the “Create Activity” in the main menu and choose the “video quiz” option in the type of the activity.
Educaplay allows you to create multiple choice questions with one (Single) or several correct answers (Multiple), you can also create open-ended questions (Written and Wide written).
Contrary to EDpuzzle, you can add feedback for each type of questions. The drawback here is that the same feedback will be given once a student answers a question, regardless of whether the question is answered correctly or not. So in the feedback you should explain the correct answer rather than writing something like “well done!”
With open-ended questions you can add several possible answers.
Like on EDpuzzle, you can lock the playback and forbid your students to skip parts of the video.
You can also create groups, and track each student’s activities, here is an example of a report you can get for each student:
Of course, like with everything else, there is room for improvement. Like, for example, an option that would send the learner back to re-watch a certain segment if the question is answered incorrectly (At this point, if you answer incorrectly, you lose points and the question is marked in red but you can still proceed to the next segment. )
Upon the completion of the activity, the students can review correct answers once again.
Here are some of the video quizes I have made in Educaplay to give you an idea on what this tool has to offer.
And to wrap it all up, here is a comparison chart of EDpuzzle and Educaplay.
|?||Multiple choice questions with one or several correct answers and open-ended questions.||Multiple choice questions with one or many correct answers, open-ended, long open-ended questions.|
|Feedback||No custom feedback. Multiple choice questions: standard correct/incorrect feedback.
Open-ended questions do not allow you to set the correct answer that students need to type in. If the students are registered on EDpuzzle, you can check their answers to open-ended question manually.
|Custom feedback for each question, however, the feedback is given on the question, not on the answer.The students will also recieve the standard correct/incorrect feedback.
Open-ended questions allow you to set the correct answer or answers and Educaplay automatically checks the students’ open-ended answers against the correct ones.
|Tracking||If your students are registered on EDpuzzle, you can create classes, assign videos and track your students’ answers.||You can create groups and track each student’s progress if your students have a free account on Educaplay.|
|Looping||Even if the answer to the question is incorrect, the student will be able to proceed to the next question.||The student will be able to proceed to the next question even if the answer given to the previous question is incorrect.|
|Privacy||All video puzzles that you create are public. To make them private you need to negotiate with the developers.||The video quizzes that you create are public unless you have a premium account.|
|Sharing and embedding||Yes||Yes|
|Download Flash scorm activities||No||Yes|
No stars, no evaluation points because everyone chooses what suits their needs best. I fell in love with EDpuzzle but I switched to Educaplay and I find that it suits me better.
Please, share what tools you personally use. I want to learn from you.
Happy Weekend! 🙂
Here are some videos that can come in handy in your (and my) Business English ESP class.
The following 3 videos are from the DVDs that accompany Business Result textbooks. I am not a huge pundit of textbooks but they have done really great job making the DVDs and even if you don’t like the book so much, you can obtain a DVD separately.
The first video contains great vocabulary one needs when choosing a location for office. The main character is looking for an office space to rent and is offered two options with completely different characteristics.
The next video is great for introducing the vocabulary and the topic of teleconferencing.
As a post-listening task to this video students may role-play a teleconference using the vocabulary from the recording:
The third one is my personal favorite and it is on cultural differences. It covers the hamburger method of constructive criticism and how it varies from one culture to another. It also touches upon the low-and high-power distance countries and other things one needs to consider when negotiating with a potential partner from another culture.
The last video is a story of Berghaus company. It is from a DVD that accompanies International Express courbook by Oxford University Press, it is aimed at Elementary learners, but if you ask me, it could work for pre-intermediate students as well.
The next video, which is suitable for the upper-intermediate level, covers the story of the creation of a British car Mini and gives a glimpse into its present:
The next video focuses on the current issues the city of Venice faces and is aimed at pre-intermediate students:
As a post-listening activities for the last two videos you can suggest your students to:
– do a SWOT analysis of the Mini and the city of Venice;
– research if there are any successful businesses or NGOs in Venice, choose one business and write a report on its activity over the last month. If students have hard time finding successful businesses or companies in Venice, they can choose any company and write up a short report of its activity over the last year, indicating the company’s decline or growth and the underlying reasons for it.
– research how the producers managed to turn the Mini into a commercial success. Students will need to use their findings to write a performance report.
The last video I want to mention is by Harvard Business School. It includes great tips and phrases for conflict resolution and assertive communication. The one tip that I particularly like in this video is “don’t SHOULD on people”.
When working with videos in your classroom, you may choose to follow the trusted framework:
1. Pre-listening :
lead-in – introduce your students to the theme, try to connect the video you are about to show to the previous lesson.
Introduce blocking vocabulary using the MPF (meaning-pronunciation-form model).
Ask Content Check Questions to make sure that students have grasped the meaning of the blocking vocabulary.
Before letting the students watch the video ask them the question that captures the gist of the video. They will need to answer this question at the end of the video.
Hand out graphic organizers before showing them the video and instruct the students which details they need to get from the recording to fill in their graphic organizers.
For example, for the video on cultural differences the students may note down how the hamburger method of constructive criticism varies from one country to another and what does it look like in each of the countries. Students can also note down the countries with high and low power distance. The graphic organizer for this video may also zoom in on more general details such as what advice would you give to a person who is going to negotiate with a potential partner from Germany/China/Japan and so on.
Use a post-listening activity to encourage students to create something of their own based on the vocabulary and the information in the video. A videos showing a teleconference or a meeting may be followed by a roleplay or another simulation activity. Try to design post-listening activities in which students need to work collaboratively, to resolve a problem or to come to an agreement. Here are also some of the post-listening activities that can be used in your Business English classroom. All of these ideas are based on the activities your Business English students are very likely to perform in real life:
– Writing a report of the results of a meeting showed in the video
– Taking minutes of the meeting shown in the video.
– Drafting a proposal for a project, based on the information presented in the video.
– Asking for funding for the realization of the project mentioned in the video.
– Writing an email to prospective investors for the project mentioned in the video.
– Doing a SWOT analysis..
– Writing a performance report.
Are there any pre-/while- and post-listening activities that you successfully use in your classroom and could kindly share with the blog readers and me? : )