Best Practices For Creating Practice Exercises

File uploaded by Alyson Emmett Employee on Nov 29, 2018Last modified by Alyson Emmett Employee on Jun 17, 2019
Version 5Show Document
  • View in full screen mode

Best Practice for Creating Exercises

Please find below some recommended best practices and additional resources for creating effective learning Exercises on Practice. For further assistance, please contact your dedicated Client Success Manager, Practice Learning Specialist or consult our Practice Guides.

 

General

  • The shorter the prompt video , the better. This blog post describes the beauty of the 8 minute lecture. We recommend 2-5 minute prompts.

  • Expose Learners to a fun, low-stakes Exercise before assigning a learning or assessment focused Exercise. This allows them to troubleshoot their system, teaches them the flow of an Exercise, and reduces stage fright, thus allowing them to focus on skill development and demonstrating during the curriculum-related Exercise.

  • To maximize your ability to measurably assess skill development, we encourage you to have a Baseline Assessment and a Post-Intervention Assessment Exercise you assign. We recommend these have the following characteristics:

    • ○  Same Prompt & Response stage (video prompt and instructions) for both

    • ○  Same rubric questions

    • ○  No Peer Assessment. Learners are assessed by the same Instructor

    • ○  Model Response on the Baseline only

    • ○  At least three (3) Exercises on related skills between the Baseline and Post-Intervention Assessment

    • ○  The targeted skill should relate as directly as possible to a measurable learning/business outcome (e.g. sales, NPS scores)

  • This short video provides a quick overview of an exercise. It’s a helpful resource to share with Instructors and even Learners to secure buy-in and provide context.

  • This blog post points to research that outlines seven tips to making engaging instructional content. 

 

  • Give Learners a clear sense of what skills they will practice and what skills they will be assessed upon in the exercise.
  • Include the preferred video length.

 

Prompt & Response

  • Include what type of response you would like (e.g. roleplay, description) in both your Instructions and in the Video prompt.
  • Include the preferred video length in both your Instructions and in the Video prompt.

 

Assessment

  • All exercises require at least one assessment question.
  • The peer assessment stage can be configured on or off. We find that the Peer Assessment is beneficial from a pedagogical and Learner engagement standpoint, but is not necessary for Exercises intended solely to assess skill level.
  • Our assessment form is based on a likert scale. Build your criteria in order from least value tomost value (e.g. “ 0 = No, 1 = Maybe, 2 = Yes”).
  • When developing a rubric, we find that increasing the scale of each question should result in more varied scoring and allow Instructors to more easily differentiate between a good and excellent submission, or identify opportunities for remediation and clarification of expectations. (E.G. If you have 3 questions set to a 3-point scale, the maximum number of points a learner could receive is 9. As such, you may find that most people rate each other 9/9. Increasing 5-point scale (as below):

○  (1)No

○  (2) Not really

○  (3) Somewhat

○  (4) Yes

○  (5) Absolutely!

  • Once an Exercise has received Learners submissions, the assessment can no longer be edited.
  • We typically recommend limiting assessment questions to no more than five. This keeps Learners from fatiguing and helps ensure they are providing thoughtful peer feedback.
  • We typically recommend having Learners review at least three peers. This article explains why.
  • However, if the submissions are longer, we recommend having Learners review fewer than three peers to as to avoid fatiguing the Learner and getting the best feedback from each peer.

 

  • The components of this stage (Model Response and Self-Reflection) can be independently configured on or off. We find that the Model Response video is beneficial from a pedagogical standpoint, but is not necessary for Exercises intended solely to assess skill level.
  • This blog post outlines key factors in a successful Model Response.
  • We recommend that you have the Peer Assessment stage open as soon as the Prompt & Response stage closes. We do not recommend that you have both stages open simultaneously, but rather have them open sequentially, as our Peer Assessment algorithm is optimized when all participants have already submitted their videos before Peer Assessment opens.
  • You can find more about our flexible exercise scheduling here.

 

Technical

  • Learners and Instructors are encouraged to connect to high-speed internet when participating in (at least 2Mbps download and 3Mbps upload speed). You can check your speed here.

  • Our preferred browser is Google Chrome. Whenever possible, we recommend users keep their browser updated to the latest version

  • If uploading an external video, an .mp4 file format is preferable. If you need to convert your video file to .mp4, we recommend using Handbrake.

 

Filming Video
    • Film in a quiet place with as little background noise as possible.

    • Make sure the source of light is behind the camera, not behind you.

    • Don’t stand too far away from the camera. Your Learners want to hear and see you.

    • Don't forget to practice!

    • Don’t forget to smile!

Outcomes