PlayPosit Pilot

Last Updated: 08/09/2017

Do you want your video content to actively support your teaching? Are you looking for a way to track student engagement with video assignments? Would you like be able to structure video lessons to improve student learning?

The ATDT is piloting PlayPosit as an interactive video tool solution for the CU Boulder campus. f you would like to participate in our PlayPosit pilot, contact the ATDT.

What is PlayPosit?

screenshot of the Dalai Lama speaking at CU, and a sample quiz question to the side
PlayPosit example quiz

This interactive video tool allows you to customize the student experience by layering your own custom lesson (quiz questions, text prompts, images, etc.) over video content. Using video from YouTube, Kaltura  or other sources, you can add images, text, or a variety of quiz questions, share the lesson with your students for completion, and then monitor student activity and engagement through the analytics collected by the platform. PlayPosit also allows you to incorporate feedback and can be an excellent platform for formative assessment.

Why pilot interactive video tools?

As more courses employ flipped tutorials and other online video content for instruction and assessment, our campus will increasingly need a tool to easily create interactive video lessons and gather data regarding student activity and engagement. CU Boulder’s Massive Open Online Courses can harness a proprietary in-video quiz software from Coursera, but that technology is not available to our campus at large. While OIT’s VoiceThread service meets some of these needs, VoiceThread is better suited for highly interactive and open-ended verbal discussions around various media and is less suited for use with video.

Check out our interactive video tools comparison chart to learn more about PlayPosit and how it compares to other solutions.

Questions to be considered through the pilot:

  • What features are most important to our instructors and students?
  • Which solutions are the most accessible and easiest to use for our diverse community of learners?
  • How would CU Boulder instructors use interactive video lessons for their blended and online teaching needs?
  • Is PlayPosit a solution that is sustainable and scaleable for our campus population?

Who has contributed to this pilot?

In Fall 2015, the ATDT began an isolated pilot of one promising interactive video tool, Zaption, in the redesign of Introduction to Engineering (COEN 1500), an 800 student hybrid course. Based on our successes, we expanded this pilot in Spring 2016 to include a large (800 student) BCOR course out of Leeds School of Business taught by Mike Willis as well as PSYC 2145 (94 students) and PSYC 2606 (15 students) taught by Shaw Ketels. While the Spring 2016 pilots were successful, that specific tool is no longer available to educators. We are now excited to further explore PlayPosit as a solution for the CU Boulder campus.

OIT Resources 

PlayPosit Best Practices

Interested in using PlayPosit for your course? Here are some suggestions to make your experience better!

Get organized before you begin

  • Brainstorm how the video content will be used with questions to best support your learning objectives.
  • Set clear goals and learning objectives for the video.

Create a script for your narration and speak slowly

  • Know your audience; use terminology and concepts they will understand.
  • Don’t mix spoken word and on-screen text as students can’t absorb both.

Place questions right after the relevant content in the video, and not all at the end of the video

  • Make video learning active and interactive by asking questions and giving feedback.
  • Place questions at even intervals throughout the video.

Break videos longer than 10 minutes into shorter, separate videos that build upon previous concepts

  • Keep instructional videos short as research suggests that students’ attention wanes after 5 minutes.
  • Step-by-step demonstrations engage students’ attention better than “talking head” videos.

Get feedback from your students

  • When soliciting feedback, be very specific on what you are looking for and when the feedback should be provided.