This learning module reviews assessment methods and approaches, including game-based assessments. The purpose of this module is to enable trainers to recognize the benefits of learner assessments and apply game-based assessments in their live, online training sessions.
gamified assessments, training, professional development
Learner assessment is an important part of the learning cycle, even in spaces where it perhaps carries less weight. According to Kalantzis and Cope (2012), assessment can:
Most expect to be assessed during a learning activity in an educational context, but it is perhaps less common in workplace learning contexts outside of compliance training modules delivered through a learning management system. And those compliance training assessments are rarely great examples of how assessment can work in this space.
Inspiration
I was inspired to explore this topic because I have recently become interested in identifying methods for assessing learner engagement and knowledge attainment in my live, online training sessions. Participants in these sessions are adult learners learning for work. The sessions cover a range of technology skills and “soft skills” needed to manage the products and services they acquire from the company I work for. These sessions are not embedded in a learning management system, where assessment tools are more readily available. Given the nature of the learning activity, audience, and environment, it would be very difficult to conduct performance-based assessments.
I also often have that feeling of “speaking into the void” in these training sessions. I am never sure how much prior knowledge they come to the session with, what specific knowledge they seek, or how much they take away. These sessions tend to be formulaic, following a guide with specific reference points for interaction and a pause for questions. I have done some rudimentary polling at the start of a session to get an idea of prior knowledge. I also recently started using the emoji feature in Zoom to get some feedback as I move along but I would like more.
I then read a work for EPOL 534 that explored game-based alternative assessments and it inspired me to explore this for training and professional development because it coincided with a recent experience, and a performance goal I have set for myself this year.
I hosted a session at the beginning of this year using Mentimeter, where I was able to ask open-ended questions and quiz participants. A follow-up evaluation indicated that most participants found this fun and that it kept them engaged in the learning. I was also able to gain some insight into prior knowledge about certain topics and it allowed me to pivot and focus more attention in an area I was only briefly going to cover. I set a goal to explore how I can add similar assessments in all my public training sessions over the coming year.
According to a whitepaper published by American Society for Training & Development (2014), organizations using game-based learning found it to be effective, but it required an informed approach to implement successfully.
I am newly developing this module to help me work through how to do this thoughtfully because I have not encountered game-based learning or assessments in my own professional development. Right now, I need to focus on scoping out the assessment piece because that is where the biggest gap is but hope to explore how I can build in scenario-based learning to a greater extent. However, I would like to note that the training facilitation rubric used in my peer-review project was adapted from a similar rubric used to evaluate new trainers on our team (EBSCO Information Services, 2017). I have linked the original rubric below for reference:
I also re-purposed a post-module survey from a previous learning module, updating the rating question to match the learning outcomes for this module.
I hope to share with module my colleagues in case they are interested in making similar changes to their own sessions.
References
American Society for Training & Development. (2014, February). Playing to win: Gamification and serious games in organizational learning. Association for Talent Development. https://www.td.org/research-reports/gamification-and-serious-games.
EBSCO Information Services. (2017, February). Trainer facilitation review. EBSCO. https://uillinoisedu-my.sharepoint.com/:b:/g/personal/jaimekb2_illinois_edu/EYBp1ENeGnlNmvZg-eZugJMBmO7tnzgpY9utI-wo5-MNvQ?e=ouw9jq
Kalantzis, M., & Cope, B. (2012). New learning: Elements of a science of education. Cambridge University Press.
This learning module is intended for trainers designing and delivering professional development or continual learning activities as live, instructor-led trainings. It is directed at trainers with little-to-no knowledge or experience with assessments for learning or game-based assessments. There are no specific pre-requisites listed for completing this module but there is an assumption that you have at least some instructional design experience. If you need additional learning resources about instructional design, notify the module facilitator.
The module is meant to aid you in implementing game-based assessments in your live, instructor-led training sessions.
By the end of this learning module, you will be able to:
The learning module should be completed over a sixteen-week period. The first five weeks will cover sections one through five. Weeks six and seven will focus on designing a plan for your mock training session, to include game-based assessments. The remaining weeks will focus on the mock training sessions, peer-reviews, and self-assessment.
In addition to a project, you will be asked to provide comments on the module sections and share your insights and experiences by posting updates. You should include at least one media element (video, audio, image, etc.) and at least one scholarly reference. If you do not have access to scholarly research at your organization, check your local library or notify the module facilitator for assistance. You will then interact with other participants by adding comments to their updates.
The learning module is pass / fail. You are expected to complete at least 75% of the requirements to pass.
Scale:
However, more time to complete or revise assignments can be provided by coordinating with the facilitator.
The intended audience for this learning module largely includes trainers that do not have a formal background in education or do not operate within educational contexts. There is an underlying assumption that assessments were not widely adopted or used by these practitioners. It is possible they are at least passingly familiar, however, so you should conduct a couple of quick polls at the start of the module to ascertain what educational experience exists and what fields your trainers operate in. Use the polling feature available in your video conferencing software to conduct these polls.
The trainers should be grouped into manageable cohorts to allow for enough time to conduct the mock training sessions. If you need to shorten the duration of the mock training session to fit within the intended duration, you can do so. If you have a larger group, you can also break the cohort into smaller project groups and use breakout rooms so multiple presentations can be conducted simultaneously.
If you are facilitating this module within a single organization, determine what level of access your trainers will have to scholarly resources in advance. You can also identify who they should seek out for assistance in accessing and sourcing the resources. If your trainers come from multiple organizations, provide a brief overview of common places to locate resources (local library, etc.).
Adjust the module duration as needed, based on the number of participants, as fewer participants will require fewer mock training sessions.
We will begin this module with a discussion about the importance of learning asessments.
Training evaluations distributed at the end of a training session - where we ask participants how effective the training was or how likely they are to recommend it to someone else - are probably more common place than conducting assessments for learning before, during, or after a session.
Assessments for learning are where we, as trainers, dig down into what our learners already know, what they are learning or not learning throughout, and what they come out of the sesion having learned. The are several reasons why we should assess the learning.
The video below provides a nice overview for why assessment matters:
Video. Purpose of Assessments: The Why? Retrieved from: https://www.youtube.com/watch?v=JHZsz_j_z7A&list=PLeyiib4bCu00RGir4YUu1yo2EACV2eAUn&index=20&t=11s
We may also have assessment practices in place in certain contexts but not in others. For example, we may assess learning in some form when we are conducting training onsite but not carry those practices over into online training sessions.
Read this blog from MacMillan Education to learn more about assessment for learning and why it matters.
Make a Comment:
Do you assess learning in your training sessions? Briefly describe your assessment practices.
or
Describe an experience you had with assessment in a training session as a participant. Was it effective? Why or why not?
Post an Update:
Find an article that discusses the importance of assessment for learning. Briefly summarize the article. Include a discussion on your key takeway from the article about why assessment matters.
Comment on at least two other participants' updates. Your comments should be at least 50 words.
References
Skeet, J. (2020, August 20). What is assessment for learning and why is it important? MacMillan Education. https://www.macmillanenglish.com/us/blog-resources/article/advancing-learning-what-is-assessment-for-learning-and-why-is-it-important
Teachings in Education. (2017, January 18). Purpose of assessments: The why? [Video]. YouTube. https://www.youtube.com/watch?v=JHZsz_j_z7A
Target outcome: Describe why assessments matter
This section is meant to motivate participants, especially those who may express reluntance, to include assessments in any form during their training sessions.
Prompt participants to discuss key takeaways from the section resources.
Ask participants if they have been relunctant to include assessments in their live online training sessions and ask them to explain why.
If any participants include assessments in some form in their session, ask them to discuss how it has impacted their practice.
Briefly discuss the project requirements, and indicate where participants can find the rubric and sign up sheets.
In this section, we will investigate the types of assessments you may use in your training sessions. We will look at when you might assess your learners and the methods you might use.
However, examples from the training industry are sometimes hard to come by, so we will look at some resources from the field of education. We will cover diagnostic assessments (pre-assessment), formative assessments, and summative assessments and evaluations. Then we will look at traditional assessments versus alternative assessments, and the benefits and challenges for each.
Pre-assessments
Video. Introduction to Pre Assessments. Retrieved from: https://www.youtube.com/watch?v=5O-1Gn9Ye34.
Formative Assessments
Video. Formative Assessment (Strategic Assessment System, Part 1). Retrieved from https://www.youtube.com/watch?v=h8O0hQ32IIQ.
Wisconsin Department of Public Instruction (DPI) has also published a supplement for this video that includes a self-reflection tool and additional resources on page 2, which you may find helpful.
Read the article by Mackey et al. (2009), where they discuss cost-effective methods for developing formative assessments in online training:
Summative Assessments
Video. Summative Assessment (Strategic Assessment System, Part 3).Retrieved from https://www.youtube.com/watch?v=ySYFrQDRZHQ
Here is Winconsin DPI's supplement for the Summative Assessment video, which provides the reflection tool and additional resources on pages 3-4.
The video below explains the benefit of summative evaluations for training programs:
Video. Summative Evaluation of Training. Retrieved from: https://www.youtube.com/watch?v=LXQkCtow7QA.
Traditional Assessments vs. Alternative Assessments
The following video defines the common elements of traditional assessments:
Video. Traditional Assessment. Retrieved from: https://www.youtube.com/watch?v=bKl66PPf0tA
Now this video discusses how alternative assessments differ from traditional assessments:
Video. Alternative Assessments. Retrieved from: https://www.youtube.com/watch?v=DUKnBSmRBXE.
When and how you assess your learners could, and probably should, vary based on your training audience and context. It's not about picking one and sticking to it. It's about identifying the best way to assess your learners' knowledge and skills.
The article below from Stephen Sojka discusses assessment options for online trainings:
Make a Comment:
What are some benefits and challenges of including each kind of assessment in online training?
Post an Update:
Identify an example of an assessment approach in online training. Describe the context. What kind of assessment was it? Was it effective? Why or why not?
Comment on at least two other participants' updates. Your comments should be at least 50 words.
References
GreggU. (2019, August 2). Summative evaluation of training [Video]. YouTube. https://www.youtube.com/watch?v=LXQkCtow7QA
Hinchliffe, W. (2020, April 23). Alternative assessments [Video]. YouTube. https://www.youtube.com/watch?v=DUKnBSmRBXE
Mackey, T. M., Derr, D. R., & O’Connor, E. (2009). Cost-effective strategies for developing formative assessments in online workplace training. International Journal of Advanced Corporate Learning, 2(4), 44–49. https://doi.org/10.3991/ijac.v2i4.992
Online Learning. (2016, May 24). Introduction to pre assessments [Video]. YouTube. https://www.youtube.com/watch?v=5O-1Gn9Ye34
Teach D. (2020, December 2). Traditional assessment [Video]. YouTube. https://www.youtube.com/watch?v=bKl66PPf0tA
Wisconsin DPI. (2016, May 23). Formative assessment (Strategic assessment system, part 1) [Video]. YouTube. https://youtu.be/h8O0hQ32IIQ
Wisconsin DPI. (2016, August 2). Summative assessment (Strategic assessment system, part 3) [Video]. YouTube. https://www.youtube.com/watch?v=ySYFrQDRZHQ
Target outcome: Identify the types of assessments and describe the purpose of each
Prompt participants to discuss key takeways from the section resources.
Ask participants to volunteer and discuss their updates.
Encourage participants to discuss their own experiences with learner assessments as learners, using key discussion points from the section resources to prompt responses.
Remind them to begin thinking about their project, encouraging them to review the rubric before they begin planning their mock session.
In this section, we will take a closer look at how to design effective learning assessment instruments.
Traditional Assessments
Sometimes a traditional assessment may be the necessary or preferred choice. This might true if you are testing knowledge retention and not skills application or if you need to conduct quick formative assessments in a short, instructor-led training with many participants.
But how to do you make sure the questions you ask are challenging and give you enough insight into learner progress to move on or reinforce the learning?
First, let's look at the components of a multiple choice question, as these terms will be used in the resources linked below:
The guide where the diagram above was found provides a detailed, text-based overview of how to write effective multiple-choice questions.
Or here's a video from the medical field on how to develop well-written multiple choice questions:
Video. Developing Well-Written Test Questions | American Board of Medical Specialties. Retrieved from: https://www.youtube.com/watch?v=-kFiLtc3Puk&t=381s.
Alternative Assessments
Since much of training is skills-based, you may want to use performance-based assessments at some point. That usually requires a rubric for learners to reference.
Watch this video to learn more about rubrics:
Video. Rubrics for Assessment. Retrieved from: https://www.youtube.com/watch?v=b4shMaSel00.
This guide from Brown University provides a detailed overview on how to design rubrics for assessment.
Make a Comment:
What are the benefits and challenges of using traditional "quizzes" or rubrics in the training sessions you host?
Post an Update:
Find an example of either a traditional or alternative assessment instrument used in practice. Provide a detailed description, indicate it's effectiveness in the study, and briefly explain how and why you think a different assessment instrument might have changed the outcome.
Comment on at least two updates from other participants, providing feedback on their alternative assessment strategy. Your comments should be at least 50 words.
References
American Board of Medical Specialties. (2017, May 11). Developing well-written test questions [Video]. YouTube. https://www.youtube.com/watch?v=-kFiLtc3Puk
Brame, C. (2013) Writing good multiple choice test questions. Vanderbuilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/.
Teachings in Education. (2016, December 16). Rubrics for assessment [Video]. YouTube. https://www.youtube.com/watch?v=b4shMaSel00.
The Sheridan Center. (n.d.). Designing grading rubrics. Brown University. https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/course-design/classroom-assessment/grading-criteria/designing-rubrics
Target outcome: Identify the appropriate assessment type(s) for your learning context
Prompt participants to discuss key takeways from the section resources.
Prompt participants to discuss the benefits and challenges of identifying the appropriate assessment method for their audience and context. What goes into the decision when designing your learning assessment(s)?
Prompt participants to share when they completed a traditional or alternative assessment as learners, and why that did or did not effectively assess their learning.
Ask participants to volunteer and discuss their updates.
All that talk about why you should assess learning and how you do so leads us into our discussion on using game-based assessments in your online training. But it's important to recognize that while you should always assess learning in some way, it may not always be appropriate to use game-based assessments. So we've given you the tools in your toolkit to begin implementing assessments for learning...
but now let the games begin!
Gamification
"Gamification" is almost a buzz word in the training industry now. And it usually refers to some kind of badging system or learning leaderboard. But it's important in this discussion on game-based assessment to identify what gamification is, and what it isn't.
Watch the video What gamification of training is... and isn't by Marie-Jo Leroux, available on YouTube here: https://www.youtube.com/watch?v=GToT5V-YPeY&list=PLeyiib4bCu00RGir4YUu1yo2EACV2eAUn&index=23.
Game-based Assessments
Now let's take a closer look at game-based assessments, sometimes also referred to as gamified assessments.
The following videos provides an overview of game-based assessments, benefits, challenges, and includes examples:
Video. Gamified assessments. Retrieved from: https://www.youtube.com/watch?v=sWblN6Jg0gE
Video. Gamified assessments intro. https://www.youtube.com/watch?v=zaeoDs_yDK8
Read this guide published by eLearning Industry with simple tips for developing game-based assessments.
Additional Readings:
Chapter 10: Game-based asessment for education, from OECD Digital Education Outlook 2021 : Pushing the Frontiers with Artificial Intelligence, Blockchain and Robots
Game-based learning for increased learner engagement CommLab India, available here for download.
Make a Comment:
What kinds of game-based assessments might be more acceptable in your training context?
Post an Update:
Find an example of game-based assessment in practice. Provide a brief summary of the use and discuss your key takeway(s).
Comment on at least two other participants' updates. Your comments should be at least 50 words.
References
Leroux, M. (2022, January 4). What gamification of training is... and isn't [Video]. YouTube. https://www.youtube.com/watch?v=GToT5V-YPeY&list=PLeyiib4bCu00RGir4YUu1yo2EACV2eAUn&index=23
OECD. (2021). OECD digital education outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots. OECD Publishing. https://doi.org/10.1787/589b283f-en.
Omer, A. H. (2017, December 15). 6 simple tips to develop a good game-based assessment. eLearning Industry. https://elearningindustry.com/game-based-learning-for-increased-learner-engagement-6-tips-develop-assessment
Pitts, A. (2020, February 20). Gamified assessment intro [Video]. YouTube. https://www.youtube.com/watch?v=zaeoDs_yDK8
Robinson, S. (2018, July 16). Gamified assessments [Video]. YouTube. https://www.youtube.com/watch?v=sWblN6Jg0gE
Seelow, D. (2019). The art of assessment: using game based assessments to disrupt, innovate, reform and transform testing. Journal of Applied Testing Technology, 20(S1), pp. 1-16. http://www.jattjournal.com/index.php/atp/article/view/142698
Target outcome: Define game-based assessment and identify components that make it gamified
Prompt participants to discuss key takeways from the section resources.
Prompt participants to discuss the benefits and challenges to include game-based assessments in their practice. Ask for specific examples of when it might not be appropriate. Ask which elements of game-based learning and game-based assessments they think most appropriate for their context or most engaging for their learners.
Ask participants to volunteer and discuss their updates.
There are several technologies available to use for game-based assessments. This section only presents a couple of examples.There are more out there, waiting to be discovered!
Kahoot!
Kahoot! is a game-based learning program designed for educators. This tool allows you to create quizzes quickly or you can select pre-existing quizzes from the Kahoot! library. Here's a quick overview of the tool:
What is Kahoot!? Retrieved from: https://www.youtube.com/watch?v=7XzfWHdDS9Q
Mentimeter
Mentimeter, on the other hand, is an interactive presentation software that allows you to buiild several interactive elements, including game-based assessments. Here is a quick overview of this tool:
What is Mentimeter? Retrieved from https://www.youtube.com/watch?v=UrFdN-HQF6I
Keep in mind: the tool you select needs to support the asessment type(s) and question format(s) you have identified for your context and outcomes.
This list is deliberately not comprehensive! Now it is your turn to identify some tools available to use for game-based assessments.
Make a Comment:
What do you think is a vital consideration when identifying the appropriate tool for your audience and context?
Post an Update:
What are some other tools and technologies available to support game-based assessments in your online, instructor-led training sessions? Include possible benefits and challenges. Be sure to include specific experiences, either as facilitator or participant, if you have any!
Comment on at least two other participants' updates. Your comments should be at least 50 words.
References
Kahoot! (2018, September 27). What is Kahoot!? [Video]. YouTube. https://www.youtube.com/watch?v=7XzfWHdDS9Q
Mentimeter. (2019, February 1). What is Mentimeter? [Video]. YouTube. https://www.youtube.com/watch?v=UrFdN-HQF6I
Target outcome: Identify an appropriate technology to support game-based assessments
Prompt participants to discuss key takeways from the section resources.
Ask for volunteers to showcase the technology they identified for their update. Ask if they plan to use that technology for their project. Ask them to briefly explain why or why not. Encourage them to demo the technology if they actually tested it during their review.
As session host:
You will host a mock training session on a topic of your choice. You can use a topic you currently train on but it must be adapted to include game-based assessment(s).
Your fellow participants will act as the audience and use the training facilitation rubric to peer review the session. Review the attached rubric to review requirements and expectations.
After reviewing the feedback from your peers, identify the key areas for improvement:
Your report and self-assessment is due the final week of the course. The facilitator will review your report and self-assessment and provide any additonal feedback.
As session participant:
You will actively participant as an audience member in the mock training session. This includes asking questions, engaging in interactions, and completing assessments.
You will use the training facilitation rubric to peer review the session. Include a rating where noted. Most importantly, include comments for the host to review. Indicate where they excelled and why and provide areas for improvement. You can also include suggestions from your own experiences.
Your review is due within one full week (7 days) after the session date.
Rubric
The rubric is also available via OneDrive, if you have issues accessing the attached file.
Target outcomes:
Logistics
Review the rubric prior to publishing the project to ensure it is up-to-date.
Publish a sign-up sheet with enough time blocks for the number of participants the first week of the module. Remind participants to sign up throughout the course.
Ideally, a session block should be at least 30 minutes, but you can decrease it to 15 minutes, if there more than 10-12 participants in the course. Update the text in the instructions if you adjust the time frame.
If using a 30-minute time block, allow for two sessions per date.
If using a 15-minute time block, allow for 3-4 sessions per date.
Assessment
Review participants' peer review feedback, revision report, and self-assessment.
Please complete the post-module survey to evaluate this learning module:
We greatly appreciate your feedback!
Publish the post-module survey after the last meeting. During the last meeting, encourage participants to complete the survey. Remind them that their feedback will be used to evaluate the overall success of the module and identify improvements for future cohorts.
*American Board of Medical Specialties. (2017, May 11). Developing well-written test questions [Video]. YouTube. https://www.youtube.com/watch?v=-kFiLtc3Puk
*American Society for Training & Development. (2014, February). Playing to win: Gamification and serious games in organizational learning. Association for Talent Development. https://www.td.org/research-reports/gamification-and-serious-games.
EBSCO Information Services. (2017, February). Trainer facilitation review. EBSCO. https://uillinoisedu-my.sharepoint.com/:b:/g/personal/jaimekb2_illinois_edu/EYBp1ENeGnlNmvZg-eZugJMBmO7tnzgpY9utI-wo5-MNvQ?e=ouw9jq
*GreggU. (2019, August 2). Summative evaluation of training [Video]. YouTube. https://www.youtube.com/watch?v=LXQkCtow7QA
*Hinchliffe, W. (2020, April 23). Alternative assessments [Video]. YouTube. https://www.youtube.com/watch?v=DUKnBSmRBXE
Kahoot! (2018, September 27). What is Kahoot!? [Video]. YouTube. https://www.youtube.com/watch?v=7XzfWHdDS9Q
Kalantzis, M., & Cope, B. (2012). New learning: Elements of a science of education. Cambridge University Press.
*Leroux, M. (2022, January 4). What gamification of training is... and isn't [Video]. YouTube. https://www.youtube.com/watch?v=GToT5V-YPeY&list=PLeyiib4bCu00RGir4YUu1yo2EACV2eAUn&index=23
*Mackey, T. M., Derr, D. R., & O’Connor, E. (2009). Cost-effective strategies for developing formative assessments in online workplace training. International Journal of Advanced Corporate Learning, 2(4), 44–49. https://doi.org/10.3991/ijac.v2i4.992
Mentimeter. (2019, February 1). What is Mentimeter? [Video]. YouTube. https://www.youtube.com/watch?v=UrFdN-HQF6I
*OECD. (2021). OECD digital education outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots. OECD Publishing. https://doi.org/10.1787/589b283f-en.
*Omer, A. H. (2017, December 15). 6 simple tips to develop a good game-based assessment. eLearning Industry. https://elearningindustry.com/game-based-learning-for-increased-learner-engagement-6-tips-develop-assessment
*Online Learning. (2016, May 24). Introduction to pre assessments [Video]. YouTube. https://www.youtube.com/watch?v=5O-1Gn9Ye34
Pitts, A. (2020, February 20). Gamified assessment intro [Video]. YouTube. https://www.youtube.com/watch?v=zaeoDs_yDK8
*Robinson, S. (2018, July 16). Gamified assessments [Video]. YouTube. https://www.youtube.com/watch?v=sWblN6Jg0gE
*Seelow, D. (2019). The art of assessment: using game based assessments to disrupt, innovate, reform and transform testing. Journal of Applied Testing Technology, 20(S1), pp. 1-16. http://www.jattjournal.com/index.php/atp/article/view/142698
*Skeet, J. (2020, August 20). What is assessment for learning and why is it important? MacMillan Education. https://www.macmillanenglish.com/us/blog-resources/article/advancing-learning-what-is-assessment-for-learning-and-why-is-it-important
*Teach D. (2020, December 2). Traditional assessment [Video]. YouTube. https://www.youtube.com/watch?v=bKl66PPf0tA
*Teachings in Education. (2016, December 16). Rubrics for assessment [Video]. YouTube. https://www.youtube.com/watch?v=b4shMaSel00.
*Teachings in Education. (2017, January 18). Purpose of assessments: The why? [Video]. YouTube. https://www.youtube.com/watch?v=JHZsz_j_z7A
*The Sheridan Center. (n.d.). Designing grading rubrics. Brown University. https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/course-design/classroom-assessment/grading-criteria/designing-rubrics
*Wisconsin DPI. (2016, May 23). Formative assessment (Strategic assessment system, part 1) [Video]. YouTube. https://youtu.be/h8O0hQ32IIQ
*Wisconsin DPI. (2016, August 2). Summative assessment (Strategic assessment system, part 3) [Video]. YouTube. https://www.youtube.com/watch?v=ySYFrQDRZHQ