add a challenges per episode

[avallecam]

The challenge callout, as used in the model-choices episode (link) can provide a formative assessment per episode

the lesson content or assessments can follow the same scenario or case study.

[amanda-minter]

I propose an Ebola case study using example here

[avallecam]

Connecting this with @CarmenTamayo comment on exercises

I changed the name to challenges, in the plural, to express the possibility of adding these as formative assessments (ref) in different moments of an episode, before a final one that could be at the end of one episode or after a set of episodes.

The 'Designing assessments' episode in this reference shares different types of exercises to work the short-term memory during the tutorial (link to the episode on how to design assessments).

Also, if useful, refer to the documents on questions and formative assessments I shared with you. We can talk further if they need some translation or context from my draft notes.

[avallecam]

One vision of this within an episode could be:

• questions and objectives
• introduction
• ~3 new concepts
• one exercise
• ~3 new concepts
• one exercise
• ... (repeat this pair as needed)
• episode challenge
• keypoints

From an episode organization perspective, this could look like this:

• episode-0.Rmd: introduce the task
• episode-1.Rmd
• episode-2.Rmd
• episode-3.Rmd
• episode-4.Rmd: summative assessment of this set of 3 episodes for one task

The number 3 is the conservative number for the 7±2 concepts in the short-term memory before getting them to the long-term memory (reference):

7±2 is the single most important number in teaching. A teacher cannot place information directly in a learner’s long-term memory. Instead, whatever they present is first stored in the learner’s short-term memory, and is only transferred to long-term memory after it has been held there and rehearsed (Section 5.1). If the teacher presents too much information too quickly, the new information displaces the old before the latter is transferred.

[CarmenTamayo]

Hello, thanks @avallecam for sharing this info, it's useful to have a rationale for decision-making, however I think there's a risk to over-complicate things as well, in the feedback I was merely saying that the format of the episodes could be slightly altered so that when concepts are introduced, small practical exercises are added so that students can visualise the provided information. For instance, instead of saying "here is the plot" or "here is the model", there should be either a question open to students for them to write the code, with a subsequent solution for them to see and check their answers, or, at least, an instruction for students to copy and paste the code on their Rstudio. This is a suggestion based on my assumption that these tutorials are learning materials that students are meant to follow, based on practical exercises as well as theory- correct me if I'm wrong about this.