How to Create High Quality Dynamic Assessments

Kryssia Kipp: Good afternoon and welcome to our Genially Talks. I would like to present our wonderful speaker, Kristi Oliva, Learning Program Manager at Amazon and a wonderful Genially Corporate Ambassador. So welcome. You can call it "Genie Lee", I think that's a fun name, actually. She's going to have an amazing, interesting session about how to create dynamic assessments with Genially. So, all yours.

Kristi Oliva: Thank you. Hello, as she said, my name is Kristi Oliva, and first I want to thank the Genially team for allowing me to be part of this event. I'm so excited, it's such a good opportunity to speak to all of you and be on this platform to share my knowledge with you. Is my screen able to be shown? Wonderful, perfect. All right, so as she said, I'm going to be talking today about how to create high quality dynamic assessments using Genially.

But a little bit about me first of all. I am a former teacher of 15 years and now, as she mentioned, I am a Genially Ambassador. I am an IDOL courses Academy mentor, I have a podcast called Leaving the Classroom, and I'm Program Manager for Assessment Strategy at Amazon. I design assessments to use as a training tollgate, ensuring our customer service associates are ready to begin taking customer calls. And I'm here today to talk to you about how to create high quality dynamic assessments using Genially.

So, did you know that the largest drop in learning retention happens right after learning? Right after you learn, without reviewing what you have just learned, you are going to forget it. Have you ever attended a class or a workshop only to forget a large amount of the content only hours later? I know I have. One way to combat this phenomenon, called Ebbinghaus's forgetting curve, is with high quality assessments.

Kristi Oliva: I'm not sure what our interaction looks like on here. Can people interact with us?

Kryssia Kipp: Yeah, they're able to interact, I'm here checking the chat.

Kristi Oliva: Okay, I just don't know if they're able to give a thumbs up or anything like that, but I'm still going to ask for it, so you can just give me a silent one.

Kryssia Kipp: I will share all the questions and comments from our audience.

Kristi Oliva: Okay, perfect.

So I want you to think to yourself: have you ever taken an assessment with one or more "select all that apply" questions? I see them all the time, and we'll talk more about those. Tell me if you have ever taken an assessment with one or more obvious distractors. The distractor is the incorrect answer on an assessment. I call these obvious distractors Mickey Mouse distractors, because unless you work for Disney, it is an obvious distractor if you have Mickey Mouse as one of the answer options, and it also makes that question ineffective.

So low quality assessment questions, with Mickey Mouse distractors, too many answer choices or confusing phrasing, don't work, and they can also frustrate learners and contribute to a poor learning experience. High quality assessments, on the other hand, can help you find gaps in your course content and help you improve the way the content is delivered. So today we're going to start with what assessments are and what they are not.

I do have an example here of what a Mickey Mouse distractor would look like. Here's a question: who gathered the data that helped reveal the structure of DNA? I know nothing about DNA, but I already know that Snoopy is not the correct answer. So that is a Mickey Mouse distractor. It immediately makes this a true or false question, a 50/50 question, because I don't know the answer, so it's got to be one of those other two, but I know for sure it's not Snoopy. And that just lowers the effectiveness of our questions.

So let's talk about what assessments are and what they are not. Assessments can help us bridge the gap between the content and the questions and help our learners succeed. Assessments are written to align with learning objectives, not the content. We are not talking about how to write quality learning objectives today, but in order to have an effective assessment question, your learning objective needs to be clear and measurable, with a strong verb.

So write them to the learning objectives, not the content. Many people make this mistake where they'll write their assessment questions by looking at the content: they wrote the content first. But really, our objective is to write the assessment questions first, so that we know what we are going to be working towards. Think with the end in mind. Assessments are based on a job task analysis and should mirror on-the-job tasks. If an assessment does not do a good job of mimicking what the learner needs to do in real life, it's not effective.

And assessments are given as much importance and feedback as the content. Now, I know many companies have content review processes and policies about how many people need to be looking through the content, but assessments are often written quickly, as an afterthought, and get minimal feedback, while the course content has been through several rounds of feedback. The assessment should be written before the content, as I mentioned before, and be approved before the content is ever written.

So what makes a good multiple choice assessment question? Well, from the research I've done on assessment best practices, here are my top five tips, and then we'll get into how to implement these using Genially. The first one is to assess one learning objective per question. Before, I talked about your learning objectives: one verb, one question, that's how to assess them. If you are assessing more than one learning objective, that question is ineffective, because you don't know which part they got wrong.

You need to have answer choices that are similar in length and format, and I do have some examples of that later on. Write one correct answer and two distractors. This means no "select all that apply" questions: those are some of the top missed questions and one of the most frustrating factors for learners. But why one correct answer and only two distractors? From my research, I've found that the law of diminishing returns applies here: if you have too many distractors, they just become poorer and poorer quality, and you will get those Mickey Mouse distractors.

You need to have realistic distractors. We talked about this before: no Mickey Mouse distractors, Snoopy could not have been involved in the DNA process. They need to be realistic, something that a learner who did not take your course content would most probably choose. On the DNA question, the Snoopy one was obvious, but the other two were not that obvious. I don't know which one is correct because I didn't take that content, I didn't study that, so I would most likely get it incorrect. But someone who took the content would get it correct easily, because they would know that name.

And the last tip I have for you for quality assessment questions is to limit true or false questions. Why? Simply because they're easier: there's a 50/50 chance of getting it correct. Okay, so now let's get to where Genially enters into the mix. How can you use Genially to take your high quality questions and make them into a dynamic assessment? Well, one of the most fun features of Genially is the ability to use the interactive elements panel to branch your course, presentation or assessment, to make it more dynamic and actually respond to how the learner answers a question or responds to a task.

I am seeing questions. Seth is asking: is that two distractors at most per assessment or per question? That's per question. So every question you write, you'll have one correct answer, not a "select all that apply", and then two distractors for that correct answer. Good question. There have been no other questions, so we're good there. So now let's take a look at how to implement this in Genially using the interactive elements, which are so fun to use.

Okay, so I built, darn, the color changed on the back of this, but that's okay, the Genially Kitchen. Somehow my text turned to blue and white, so the contrast is not as good as I normally would have had. So let's pretend you took a course on how to build the perfect sandwich. Since this presentation is about assessments, I'm not going to show you the coursework that went along with this. We're going to talk about how you would assess this. I'm going to give you some examples of high quality questions with good distractors, and I'm also going to show you how I would turn this into an on-the-job, real life assessment. So there are two assessments for this task.

Kristi Oliva: I don't know if this would be at a restaurant, but really I just looked up what's the best way to make a sandwich and found the ways that we would do that. This first assessment is going to be my multiple choice assessment, to show my knowledge of how to build the perfect sandwich. It's so strange that the colors are a little bit different on this. Let's go back here a second. I'm going to go to my editor real quick, because it's not showing up in the colors I chose and I don't know how that happened, I apologize.

Kryssia Kipp: No worries, Kristi, this happens.

Kristi Oliva: This means some of the text is not showing. I know this text is hard to read, but here I can make it a different color real quick. We'll just show you how easy it is to do in Genially.

Kryssia Kipp: It's great, you're showing it right from the editor.

Kristi Oliva: And I can't find the button I included on here. There should be an info button to help the learner look things up. So let's go to my second assessment real quick, and we'll look at the multiple choice one in a moment.

So, the Genially Kitchen. You just learned how to make the perfect sandwich, and now I'm asking you to actually implement that. It's asking you to choose the first ingredient to get started, but if you need help, I'm providing help. Why do I provide help on assessments? Well, unless this is really high stakes and it's a life or death situation where they do have to memorize all this content, I like to have options for the learner to go back and revisit the content, so that they can research it and look again.

Also, the research that I've done shows that when a learner goes and researches and looks up that answer again, even after they've already seen the content, they are that much more likely to remember the content, because they had to go back and search for it again. With this info button I have here in Genially, you have the option to turn it into basically a pop-up window. So anytime I want my learner to be able to revisit this content, they can pull up this window. I have the steps for the perfect sandwich in there, and any time during this activity they are able to go back and look at what the perfect sandwich should look like.

So let's take a look at this activity. You'll see here I've got all these slides built out down here with all the different combinations. This is a prototype, so I don't have every single combination, but I do have an incorrect answer and a correct answer built out to show you what this would look like, so that the learner gets meaningful feedback as they go. And like I said, every single slide has that info button built in as well, so that they can revisit that and double check: am I on the right track with this?

But let's have a look as if I were the user playing this game, or interaction, whatever you would call it. We choose our first ingredient and, as you can see, on every slide I've included the ingredients, and now the learner can go through and decide when they've finished their sandwich. If I go back and click on the info button, it says that a slick of mayo or butter on both sides of the bread will flavor each bite. So I'm going to want to start with my mayo. Again, I can check on this as a learner as many times as I want, and it's reinforcing my retention of this knowledge, so I'm okay with that.

This is the more realistic, on-the-job activity or assessment, and we'll look at the multiple choice assessment that matches up with my presentation a little bit later, since it doesn't have that info button. Okay, so then I don't know what to do next. I forgot, or I didn't pay attention to the content, so I'm going to go back and look here. It's talking about where to put the meats and cheeses and where to put the textures. I'm just going to give it a try, and I'm going to put the tomatoes next, because I just didn't read, I didn't pay attention, I just want to get through this.

All right, there's my sandwich. Oh, my sandwich is incomplete, I did not do that correctly, so I have to try again. It'll take me back to the front and I get to do it all over again until I master that one. So that's one way to include a dynamic assessment in Genially. And let me show you a little bit more of the back end of what that looks like, because I think that's important.

Each of these items are just images I found on Adobe. These are not Genially images, and these are not my images: you can upload any kind of image you want into Genially and make it an interactive element, and that's one of the things I love the most about Genially. I've decided that when you click on this bread, it takes you to a certain page, which I've called "bread only". So the bread only page is where that one will take us, and each of these, if I had more than a prototype built out, would take you to a certain page.

Let's go to this page next. So now I have my bread again. You decide what to do here, and each of these, you can see, when I click on this, I made that one interactive as well. I just uploaded each of my pieces of the sandwich and made sure that it went to a certain page that would give that learner feedback. It's going to apply that ingredient to the sandwich, whether or not that's correct, and they can always double check by clicking on the button here.

So, to give anything interactivity, let's find one that doesn't have any interactive elements right now. Let's say this bowl, or plate, I guess it looks like a bowl. Right now this is not an interactive element, I chose not to make it one. But if I click on "Add interactivity", I can make it pop up with a tooltip or the window that I showed you for my info button, or "Go to page", which is where the dynamic assessment really comes into play, because whatever they choose, you can decide to give them specific feedback. I'll show you a little bit more about that when we go to my multiple choice assessment.

Then there's the link. I can share this out with you all at the end, because at the end I have made an interactive element with a link to show you how you would track the learner in an LMS, because that's important, right? We want to know what they're clicking on and how to track that information, so that it can give us data for our uses as a company. And there is a way to do that. So on our last slide here, when you finally do build the sandwich, you come to this slide, and I included getting data from your Genially creation.

So there is a way to get data. I can track how many times they've clicked on each of these buttons, and what that's going to tell me is, let's say they made a soggy sandwich. That is a more specific piece of feedback I can give them. How many people have clicked on this specific button? I can track that, so I can find out how many people are building a soggy sandwich. Now, that sounds silly right now, but let's apply that to a business principle: you can find out how many people have a common misconception about the information that we're giving them.

And what does that give us? Information about gaps in our content and information about gaps in our assessment questions. But we really need to look at the whole picture and ask why so many people are choosing that specific incorrect option. The correct option gives us a lot of data, but so do specific incorrect options. Samantha, yes, I will be making this available to you, although keep in mind this is a prototype, so all the sandwich creation possibilities are not built out, because that would have taken me quite some time. After I built out all the ingredients I was like, oh gosh, I did a lot of ingredients.

So anyway, when I share this out, I have linked to the Genially site that shows you exactly how to track that data, which gives you some really good information. Okay, so what else did I want to show you about this? I showed you that there was specific feedback to give. I think we can go ahead and go to my multiple choice assessment questions. Well, let me show you what it looks like when they get it correct. Let's see if I remember what the correct combination is.

I had some people test this out and they were like, "I guess I didn't know how to build a perfect sandwich." And I learned a little bit about this too. I did not know that the condiments act as a sogginess barrier between the bread and the ingredients. I also did not know, because I have been putting tomatoes on first, and I guess it's obvious that that would make the bread soggy, but it's not the best choice. So what did it say to do? It said to put the meat on first. So I think this is how I did it. Oh, dang it, I didn't make the right sandwich.

So you see, these dynamic, I don't know if I would call this a game, but these dynamic assessments can turn the frustration level of a learner into "oh, let me try that again, I really want to see what that turned out to be." I know, Robin, it's true: can I pass my own assessment? Doesn't look like it, oh gosh.

"Do you use Genially as a pre-assessment to assess learners' skills, so as to point them to the right level of course?" That's a great thing to point out there, Robin, because yes, you could put that pre-assessment at the top and, based on which answers they chose, you can route them to certain parts of the course. Let's say they got all of the questions correct on one portion: why would they sit through that content? Skip over that content for them, route them to a different portion of the content, allow them to skip.

Kristi Oliva: "How can you track the answers?" Juliana asks. Once again, here I can share the link in the chat. It came from the Genially website, so this is not my own, I just searched how you can track learner data. Maybe I don't have access to actually put anything in the chat.

Kryssia Kipp: Yeah, absolutely, you can send it to me in the private chat and I will share it with our audience, so they can start playing with their Genially.

Kristi Oliva: Yeah, they can start playing in there, I love that.

"If you're trying to build an assessment tool in order to give a suggestion of options according to the answers, which will vary because there are not going to be right or wrong answers, mainly the suggested pathway will come from those answers. It's more like an assessment tool and a starting point." That's definitely possible, yes, Liliana. I love how you guys are thinking, because now that you see that routing possibility, the options are endless.

Kristi Oliva: So then, what I did is I created this one from scratch, but then I was like, let's see what Genially has to offer, and I found a template. There are at least three branching scenario templates in Genially, so I took one and adapted it. But I know what happened: I built it in a separate genially and then I copied it over. So you know what, I can get it from my other presentation so that it's not tripping me up so much. Sorry about this, but now you're just seeing my thought process here. I built them all separately, my presentation and the two quizzes, and then when I copied it over, it's weird that it changed colors.

Kryssia Kipp: That's feedback for Genially, received, I love this.

Kristi Oliva: Okay, so this is the multiple choice one that I built out, and you can see I just used similar imagery. I think I actually simply forgot to put the info button in, but the plan was to also offer that information button in this assessment as well. Though I can see why maybe in this one you wouldn't want to, because you want them to memorize it first. And as for the order in which you give them these assessments, I would probably give them the multiple choice assessment first.

But let me show you something else before I show you these questions. This came with this template: this decision-making scheme. If you go to your Genially account and you choose branching scenario number three, I think that's what it's called, it gives you this. It gives you suggestions: okay, if they get it correct, let's take them on this path. They call this one "neutral decision, no impact", so maybe it's the incorrect answer, but it's a question that maybe doesn't matter as much, or that answer choice was the next closest one to the correct answer. That's for you to decide. It takes them on a different path, and then the incorrect answer can take them on a completely different path altogether.

What I love about this is you can really tailor the learning to that learner. Let's say they keep getting questions incorrect: you can reword questions, you can give them simpler questions. This makes me think of our kids in school, at least here in the United States. We have standardized tests, and at the beginning of the school year they are given an assessment that does this exact thing. If they keep getting hard answers correct, it gives them harder and harder questions, because it's showing that they are able to master those. But if they keep getting questions incorrect, it's going to simplify the questions. What that's doing is finding their level. So this is another way: if you really want to build that out, you could build a genially that does just that, which is so exciting.

So this is part of that Genially template, and you can find it in branching scenario number three. I started to build out my prototype for how to use just multiple choice assessment questions to get that same effect, to respond to the learner, basically. So: based on what we saw, which of the following should go on the sandwich first to prevent sogginess? Let's first take a look, based on the assessment guidelines I gave you for what a good question and good distractors are, and make sure that we're following them.

"Which of the following" is a very common and a really good way to start assessment questions. With the way you word your question, the learner should be immediately trying to answer it in their head. Sometimes you can go wrong with these "which of the following" questions: they can be too broad, so that learners have to read the answer choices to know the answer. But if a learner went through your content and they're reading this assessment question, they should be coming up with an answer in their head right away.

Sorry, I just had a brain fog moment here. Let's look at the answer choices. Remember, we talked about how they should be realistic. So I listed out the actual ingredients that are on the table: I didn't put anything that wasn't on the table, and I did not put anything that would be unrealistic for preventing sogginess. I didn't put tomato on there, because to me it seems obvious that it wouldn't prevent sogginess, in fact it may cause sogginess. So I put the correct answer and then my two distractors, and I always put the correct answer first, just for our purposes, so you know which one is which. And you see how they're similar in length: they each list two ingredients. That's where those high quality assessment questions come in.

If I have one answer that's really long, I don't know if you're a good test taker like me, but they even teach this in SAT prep: always look at the longest answer choice first, it's usually the correct one. So we want to avoid that in our assessment questions. We don't want to put one that's way longer and two that are really short, because it's pointing out to the learner that this one's correct, and that's an ineffective question. Are they getting it correct because they knew the content, or because they're really good at taking assessments? We don't know.

Sorry, I'm looking at the comments now. "Where most of your users ended up and which wrong slides they landed on." Yes, Samantha, exactly, because you can track those clicks, you really get to see where they are landing each time, and you can either tailor your content to that, tailor your assessment to that, or build a facilitated session, an ILT, that clears that up, or maybe you just need to clear something up in the content. "Creating these interactive choices causes the instructor to think critically about the assessment goal." Yes, yes, Teresa, we should be thinking about the assessment before we even do the content.

And that's exactly what I did here. I did not build any content on how to build a perfect sandwich: I just found the steps to building a perfect sandwich, I knew I wanted to assess that, and so I built the assessment first. Then we can build the course and make sure that the course teaches them to be successful in this assessment. But if we don't know how we're going to assess them, the content is null. And typically, if you don't build the assessment first, you will end up with a lot of extraneous content that confuses the learner and causes content overload, or cognitive overload.

All right, so we talked about how the learner should be trying to answer the question in their head immediately. We don't want long answer choices, we want them to be simple. So when a learner who's gone through my course reads this question, they should immediately be thinking of an ingredient that they know applies to that answer. Then what I did here is, for each of these answer choices, I used that interactive element to go to a certain page. So the correct answer goes to a different page than each of the incorrect answers, and I used the routing map at the end of the template as my guide for how I want to route this through.

I thought that the most chosen incorrect answer was probably going to be lettuce, and that's why I chose to send that one to a different page, because I want to acknowledge that misconception. And then this one is just way off, meat and cheese, for me at least, because those are wetter elements than lettuce. So I think that one's way off, and I put it on the red route, as we saw on that last slide. I'm going to acknowledge that in the feedback I give on those slides and in how I ask the next question.

So again, if they chose the correct answer, they're going to page three. We go to page three and you see that I give them that feedback. I reinforce what they just chose, I even gave them the little picture of the mayonnaise to say yes, you're right, condiments are the right thing and act as a barrier, and then I ask them the next question. So that's one way you can build it out. I could have gotten even more specific, and, as somebody said with the pre-assessment, I could have asked that at the beginning of the course and then just not given them the content on the condiments. There are a lot of ways to go with this.

So let's see what happens if they got what I thought was slightly incorrect, where maybe it would be a common misconception. That one goes to page four. Let's go to page four and you'll see that I acknowledged in the feedback what they chose: while lettuce can help with sogginess, condiments like mayonnaise, mustard and butter act as a barrier. So I acknowledged their misconception, but then made sure that they knew what the right one was. And you can go even further with this, the sky's the limit, really, because the beauty of the Genially interactive element here is you can route them how you want. What you do with that routing is up to you, but I'm just here to show you that this is a valuable tool for you to use for your learners.

And then we go on to the next question: which ingredient is the structure of the sandwich and should go on the bottom? If we went back to the info button, we would see that it's meat and cheese. Again, I told you I was putting the correct answer first here every time. I definitely wouldn't do that for the learner, but for our purposes I do, just so that we can quickly identify the correct answer. And then we move through. Again, this is a prototype, I didn't build out the whole thing with all the questions, but this gives you a really good idea, I think, of how you can tailor this to your learner.

And that's why it's called a dynamic assessment: it is moving with the learner, responding to the learner in real time. We're not going to wait until they're done with the assessment to then assign them a new course or move on. This can all be done right within Genially. I think that's all I had to show you. Okay, so at the end here, this is another way you can use this. I've done this in a mock course I did for a job interview, where I built out a personality assessment, a personality test type of interaction.

So this is how I relate that: the best result, maybe you got 90% correct or 100% correct, and maybe your recommendation is here. Again, I left the Genially text in here, but you could even route them further from this slide. Maybe if they got the middle or the worst result, you're routing them to retake the course or go to another course, or maybe they need to have a coaching conversation. Again, I know this is about sandwiches, but we're applying business principles here with our jobs, so this could come down to a coaching conversation, because you got them all wrong, right?

With that path you went on, we need to route you to actually talk to somebody, because that means you either did not understand the content, maybe there was a language barrier, maybe there's a learning disability that has not been identified throughout the interview process, or maybe you just clicked through. There are quite a few possibilities for a learner, but we need to find out what that was, and just having them fail the assessment is not enough.

Kristi Oliva: What we can do here with Genially and our dynamic assessments is really find out and drill down to what the problem is. If most people are missing one question, or most people are clicking on one certain answer choice, that might mean my content is confusing. I have to look at myself as the ID for that, right? If everybody's choosing it, that's not a them issue, that's a me issue. That's a design flaw. And these are the types of things that it can point out for us, which is super valuable.

Kryssia Kipp: I don't know if there are any other questions, but I'm going to ask for all of our audience: Kristi, you really need to share these links, so people can start making their own sandwiches.

Kristi Oliva: Yes, it was so much fun to make, though. I discovered a lot more that Genially could do than I even realized, honestly, because I was really loving figuring out how to... let's go back to this.

Kryssia Kipp: But I believe that with Genially it helps them maximize their time: you have your template, you can reuse your own template, and I know that all of them use a specific LMS, or you can see your own analytics or basic tracking on your own genially. So to me it is something that adds value to the work that you actually do, and this is the perfect example of all the things that you can achieve with a single object.

Kristi Oliva: Yeah, and I loved that when I was creating buttons or interactions, I could copy them to another page and not lose any of that functionality. It would copy the interactive element with it, which doesn't always happen with all the tools: sometimes it'll just copy the actual graphic and won't copy all the triggers that you've given it. So I really appreciated that. And just the fact that I could upload any image I want: these images all look like they came together, but they did not, I had to search for all of these. I thought that was really cool, that I could make this look exactly the way I wanted to, and it reminded me of a lot of way more expensive tools that allow you to do that same thing. So I was really appreciative of that. This has been really fun, and I'm definitely going to try to build out the rest of it, because I want to build out all the sandwich functionalities.

Kryssia Kipp: Another curious thing that you can do with your genially is add a voiceover. I have seen some of our clients add some kind of voiceover or audio explaining a complex process. They have told us, yeah, I can explain a process through images or through interactive questions, and adding my own audio voiceover as well.

Kristi Oliva: Yeah, that's a great call out too, because for accessibility this would be a lot easier to use if I had that audio option. As you saw, when I copied them over, they weren't the most accessible text colors, and so that would have mitigated that risk as well, to make sure that they could access my text.

Kryssia Kipp: Well, we have another webinar to plan.

Kristi Oliva: I know, right?

Kryssia Kipp: I don't know if people have any questions to ask Kristi. Feel free to ask anything about this genially or about how to create dynamic assessments. If not, you can watch this session again, it's going to be on LinkedIn as well with the other sessions that we have had during the week. Thank you very much, Kristi, it has been a pleasure today.

Kristi Oliva: I'll throw out the templates I made on LinkedIn, and when the recording is released I can link it there as well, so just let me know. This has just been super fun, and I really hope that this inspires people to really look at the capabilities of Genially. I know sometimes it can just be seen as this fun tool, and it is super fun, but you can do some real, actual stuff here: you can track your learners, track your data and make sure that you are building stuff that matters.

Kryssia Kipp: That's true. So before finishing, we want to remind you that in the course of next week we will raffle a Genially Master plan among all the people who registered for this specific session and for all the sessions of Genially Talks. It includes all the premium features of our tool: you can save your creations with a password, download them in PDF, JPG, video, HTML and more, and also download SCORM files. We also remind you that our Genially Corporate Ambassador program is now open, so that you may become part of a great community revolutionizing training content together, like Kristi, one of our Corporate Ambassadors. So thank you very much for this amazing session. It is a really hot topic, a lot of people have asked how they can start creating or building this kind of dynamic assessment, and you are the perfect teacher and the perfect person to explain this very easily.

Kryssia Kipp: I totally understand, I want to create one right now.

Kristi Oliva: I know, I want to do more now. I'm definitely going to be finding out what else I can build, so I'll share them as they come to me.

Kryssia Kipp: Yeah, you can create some that can be reusable, so people can start reusing your templates or finding inspiration in Genially.

Kristi Oliva: Yeah, I love that.

Kryssia Kipp: Well, thank you very much. We have another amazing session tomorrow with Cynthia Berry, and during the week we have more sessions as well, so feel free to go to Genially to see the Genially Talks and all the sessions that we have available for you. Thank you very much, Kristi, and see you next time.