Locations of Figures, Tables, & Worksheets
| 1.1a | Get Organized | Gather basic requirements and dates for the course and term |
| 1.1b | Review Course Requirements | Use this form to identify date constraints, program restrictions and requirements, etc. |
Link to Appendices, References, & Indices
Link to Glossary and List of Abbreviations
Navigating to Figures & Tables
Figure A10 would be located in Chapter 10 of Unit A.
Click on link OR navigate like this:
1. Click on the Unit A menu item.
2. Click on the link to chapter A10.
3. Open the Table of Contents.
Figures
Figures Alpha-order list
| Figure | Chapter |
|---|---|
| ADDIE Model of Instructional Design | ID |
| ARCS Model | A10 |
| Belief About the Nature of Knowledge & Knowing | A7 |
| Bookending Technique | C6 |
| Circular ADDIE Examples (From Clark, 2015) | ID |
| Cognitive Taxonomy Knowledge Dimension | A6 |
| Competency & Confidence | A9 |
| Cone of Learning | A3 |
| Course Structure Details | B3 |
| Course Structure | B3 |
| Dick & Carey Model of Instructional Design (Kurt, 2015) | ID |
| Direction & Level of Feedback Based on Hattie & Timperley (2007) | C10 |
| Forward and Backward Design | B3 |
| “College Student Demographics | Postsecondary Success,” 2016) | B4 |
| How Outcomes Guide Course Design | A6 |
| How to Reduce Discrepancies between Desired & Actual Performance | C10 |
| IDI Model | ID |
| Kemp Model of Instructional Design (From Kemp Design Model, n.d.) | ID |
| Model of the Memory System | A8 |
| Oral Communication VALUE | C2 |
| Purdue University’s ICD Model | ID |
| Relation of Goals, Outcomes, & Objectives | C2 |
| Simple Schema Example | A2 |
| SMART Criteria for Objectives | C2 |
| Steps in the Affective Domain (Wording from D. R. Clark, 2015a) | A6 |
| Steps in the Cognitive Domain (Wording from D. R. Clark, 2015) | A6 |
| Steps in the Psychomotor Domain. (Wording from D. R. Clark, 2015c) | A6 |
| University of Cincinnati ID Model | ID |
| ZPD & Scaffolding | A9 |
| ZPD Growth | A9 |
Figures Chapter-order list
| Chapter | Figure |
|---|---|
| A2 | Simple Schema Example |
| A3 | Cone of Learning |
| A6 | Cognitive Taxonomy Knowledge Dimension |
| A6 | How Outcomes Guide Course Design |
| A6 | Steps in the Affective Domain (Wording from D. R. Clark, 2015a) |
| A6 | Steps in the Cognitive Domain (Wording from D. R. Clark, 2015) |
| A6 | Steps in the Psychomotor Domain. (Wording from D. R. Clark, 2015c) |
| A7 | Belief About the Nature of Knowledge & Knowing Based on Hofer & Pintrich |
| A8 | Model of the Memory System |
| A9 | Competency & Confidence |
| A9 | ZPD & Scaffolding |
| A9 | ZPD Growth |
| A10 | ARCS Model |
| B3 | Course Structure Details |
| B3 | Course Structure |
| B3 | Forward and Backward Design |
| B4 | “College Student Demographics | Postsecondary Success,” 2016) |
| C2 | Oral Communication VALUE |
| C2 | Relation of Goals, Outcomes, & Objectives |
| C2 | SMART Criteria for Objectives |
| C6 | Bookending Technique |
| C10 | Direction & Level of Feedback Based on Hattie & Timperley (2007) |
| C10 | How to Reduce Discrepancies between Desired & Actual Performance (adapted from Hattie & Timperley, 2007, p. 87) |
| ID | ADDIE Model of Instructional Design |
| ID | Circular ADDIE Examples (From Clark, 2015) |
| ID | Dick & Carey Model of Instructional Design (Kurt, 2015) |
| ID | IDI Model |
| ID | Kemp Model of Instructional Design (From Kemp Design Model, n.d.) |
| ID | Purdue University’s ICD Model |
| ID | University of Cincinnati ID Model |
Tables
Tables Alpha-order list
| Table | Chapter |
| 12 Principles for Designing Multimedia from Mayer (2005) | B6 |
| 5 Learning Philosophies (adapted from Toutain & Byrne, 2012) | A1 |
| Affective Domain Categories (Wording from D. R. Clark, 2015b) | A6 |
| Angelo & Cross CATS Clusters | A3 |
| Applying the ARCS Model (From Texas Tech University Worldwide eLearning, n.d.) | A10 |
| Assessment & Reaffirmation of Foundational Oral Communication Outcome Purdue University | C2 |
| Cognitive Domain Categories (Wording from Churches, 2009; D. R. Clark, 2015) | A6 |
| Cognitive Levels of Feedback from Day (n.d.) | C10 |
| Cognitive Taxonomy Cognitive & Knowledge Dimensions(Adapted from Huitt, n.d.) | A6 |
| Common Activities Based on Pedagogical Approach/Model | B3 |
| Common Pedagogical Approaches/Learning Models | B3 |
| Competency & Confidence Quadrants from Burch | A9 |
| Example outcomes from Fowler (2016) | C2 |
| Examples of SMART Objectives from Chatterjee & Corral | C2 |
| Feedback Example from Taylor (2013) | C10 |
| Levels of Transformation | A3 |
| Matching UDL & Grasser Principles | B1 |
| Peer & Self Feedback Examples from Taylor (2013) | C10 |
| Program Communication, BA – Purdue University | C2 |
| Psychomotor Domain Categories (Wording from D. R. Clark, 2015c) | A6 |
| Purdue Foundational Learning Outcomes Sample | C2 |
| SOLO Verbs & Examples (From Frame, n.d.) | C10 |
| Steps in the ARCS Motivational Design Process (From Keller, 2010, p.6) | A10 |
| Student Self-Assessment Examples of Feedback from Harris et al. (2014, p. 6) | C10 |
Tables Chapter-order list
| Chapter | Table |
| A1 | 5 Learning Philosophies (adapted from Toutain & Byrne, 2012) |
| A3 | Angelo & Cross CATS Clusters |
| A3 | Levels of Transformation |
| A6 | Affective Domain Categories (Wording from D. R. Clark, 2015b) |
| A6 | Cognitive Domain Categories (Wording from Churches, 2009; D. R. Clark, 2015) |
| A6 | Cognitive Taxonomy Cognitive & Knowledge Dimensions(Adapted from Huitt, n.d.) |
| A6 | Psychomotor Domain Categories (Wording from D. R. Clark, 2015c) |
| A9 | Competency & Confidence Quadrants from Burch |
| A10 | Applying the ARCS Model (From Texas Tech University Worldwide eLearning, n.d.) |
| A10 | Steps in the ARCS Motivational Design Process (From Keller, 2010, p.6) |
| B1 | Matching UDL & Grasser Principles |
| B3 | Common Activities Based on Pedagogical Approach/Model |
| B3 | Common Pedagogical Approaches/Learning Models |
| B6 | 12 Principles for Designing Multimedia from Mayer (2005) |
| C2 | Assessment & Reaffirmation of Foundational Oral Communication Outcome Purdue University |
| C2 | Example outcomes from Fowler (2016) |
| C2 | Examples of SMART Objectives from Chatterjee & Corral |
| C2 | Program Communication, BA – Purdue University |
| C2 | Purdue Foundational Learning Outcomes Sample |
| C10 | Cognitive Levels of Feedback from Day (n.d.) |
| C10 | Feedback Example from Taylor (2013) |
| C10 | Peer & Self Feedback Examples from Taylor (2013) |
| C10 | SOLO Verbs & Examples (From Frame, n.d.) |
| C10 | Student Self-Assessment Examples of Feedback from Harris et al. (2014, p. 6) |
Worksheets
Navigating to Worksheets
All Worksheets (except Contacts List) are accessed through the Menu item Unit W – Workbook.
Example of how to access a worksheet:
Worksheet 4.1f would be located in Step 4 of the Workbook.
Click on link OR navigate like this:
1. Click on the Unit-W – Workbook menu item.
2. Click on the link to Step 4.
3. Scroll down to the link to 4.1 Worksheets.
4. Click on the link to open the worksheets in a Word .doc.
5. Scroll down to Worksheet 4.1f.
Worksheets Alpha-order list
| Activity Details | Use this form to identify potential activities for classes for short term (lasting 1-3 sessions) activities. | 4.1f |
| Assessment Identification | Use this form to begin identifying how you will assess students for each outcome. | 3.1b |
| Assessment Summary | Use this if you want a summary of your assessment plan. | 3.1c |
| Assessments, Instructions, and Rubrics Checklist | Use this checklist to help ensure your assessments and instructions are complete. | 3.1d |
| Assignment Feedback Form | Use this form to provide specific feedback to each student for each assignment. If you have completed a rubric, consider adding these types of feedback to the rubric. | 4.2 |
| Asynchronous First Session Class Outline | Additional considerations for class outline for first day of asynchronous courses. | 4.1d |
| Asynchronous Requirements & Checklist | If your course includes an online asynchronous component, this form may help you identify needed equipment. Divided into Requirements and Checklist | 2.2e |
| Class Outline | Use this to plan your lesson for either a single class session or a group of related sessions, ensuring you have appropriate content and materials. | 4.1a |
| Cognitive Load Checklist | Checklist for all multimedia (LMS, .ppt, printed material…) based on Mayer’s principles of multimedia design | 4.1i |
| Components of Interest | Use this checklist to identify types of pedagogical components that interest you. | 2.2b |
| Contacts List | Use this form to track support people such as admin staff, and IDs, equipment, websites, and other helpful resources. | 1.1c |
| Course and Teaching Changes | Using the 5.1 worksheet, identify specific changes, additions, and subtractions for future courses. | 5.2 |
| Course and Teaching Evaluation | Use this form to review student evaluation, notes on course outlines, and other feedback forms. | 5.1 |
| Course Outcomes | Use this form to group items into topics (potential outcomes) and subtopics (potential objectives) and draft the sequence | 2.1a |
| Course/Teaching Feedback Checklist | Use this form to determine which method(s) you will use to obtain feedback on your teaching | 3.2a |
| First Day Checklist | A checklist to use as you prepare your first session’s class outline. | 4.1.c |
| Get Organized | Gather basic requirements and dates for the course and term | 1.1a |
| Identify Student Learning Characteristics | Use this form to capture demographic information such as age, gender, residency, year of college, and major. | 1.2 |
| Learning Structure | Use this to investigate possible temporal, spatial, and pedagogical aspects of your course. | 2.2a |
| LMS Checklist | This form may help you ensure your course is set up in the LMS. | 2.2f |
| Long Activity Break Down | Use this form to help you prepare longer activities such as projects. | 4.1g |
| Measurable Objectives | To ensure your objectives are SMART (specific, measurable, achievable, realistic, and time based), complete this form for each | 2.1b |
| Multiple Choice & True/False Questions | If you have MC and/or TF questions, this form might help you format them. | 3.1f |
| Prerequisites | Complete this form if you are concerned students may not have the prerequisite SKAs to be able to reach your learning outcomes. | 3.1a |
| Review Course Requirements | Use this form to identify date constraints, program restrictions and requirements, etc. | 1.1b |
| Selecting Student Readings | Use this to match readings to outcomes and objectives, ensure you have a diverse set, and that they are appropriate for your students, and you know when and how to order them. | 3.1e |
| Short Answer Questions | If you have short answer questions, this form might help you format them. | 3.1g |
| SKA Identification | If you are having trouble identifying the objectives for an outcome, use this form for each outcome, identify the skills, knowledge and attitudes required to demonstrate the outcome and the needed competency level. You may want to list these or create a mind map | 2.1d |
| Slides checklist | Short checklist for slides (such as PowerPoint presentations), including links to shortcut keys. | 4.1h |
| Student Assessment of Course and Teaching Details | Use this form to ensure you have properly prepared for student assessments of teaching. | 3.2b |
| Summary of Outcomes & Objectives | Use if you want to summarize your outcomes and objectives | 2.1c |
| Syllabus Checklist | Use this form to check your syllabus for completeness | 2.1e |
| Synchronous Classroom Requirements & Checklist | If your course includes a classroom synchronous component, this form may help identify needed equipment. Divided into Requirements and Checklist | 2.2d |
| Synchronous First Session Class Outline | Additional considerations for class outline for first day of synchronous courses. | 4.1e |
| Synchronous Online Requirements & Checklist | If your course includes an online synchronous component, this form may help you identify needed equipment. Divided into Requirements and Checklist | 2.2c |
| Tips for Class Sessions | Checklist for common tips for leading a class session. | 4.1b |
Worksheets Chapter-order list
| 1.1a | Get Organized | Gather basic requirements and dates for the course and term |
| 1.1b | Review Course Requirements | Use this form to identify date constraints, program restrictions and requirements, etc. |
| 1.1c | Contacts List | Use this form to track support people such as admin staff, and IDs, equipment, websites, and other helpful resources. |
| 1.2 | Identify Student Learning Characteristics | Use this form to capture demographic information such as age, gender, residency, year of college, and major. |
| 2.1a | Course Outcomes | Use this form to group items into topics (potential outcomes) and subtopics (potential objectives) and draft the sequence |
| 2.1b | Measurable Objectives | To ensure your objectives are SMART (specific, measurable, achievable, realistic, and time based), complete this form for each |
| 2.1c | Summary of Outcomes & Objectives | Use if you want to summarize your outcomes and objectives |
| 2.1d | SKA Identification | If you are having trouble identifying the objectives for an outcome, use this form for each outcome, identify the skills, knowledge and attitudes required to demonstrate the outcome and the needed competency level. You may want to list these or create a mind map |
| 2.1e | Syllabus Checklist | Use this form to check your syllabus for completeness |
| 2.2a | Learning Structure | Use this to investigate possible temporal, spatial, and pedagogical aspects of your course. |
| 2.2b | Components of Interest | Use this checklist to identify types of pedagogical components that interest you. |
| 2.2c | Synchronous Online Requirements & Checklist | If your course includes an online synchronous component, this form may help you identify needed equipment. Divided into Requirements and Checklist |
| 2.2d | Synchronous Classroom Requirements & Checklist | If your course includes a classroom synchronous component, this form may help identify needed equipment. Divided into Requirements and Checklist |
| 2.2e | Asynchronous Requirements & Checklist | If your course includes an online asynchronous component, this form may help you identify needed equipment. Divided into Requirements and Checklist |
| 2.2f | LMS Checklist | This form may help you ensure your course is set up in the LMS. |
| 3.1a | Prerequisites | Complete this form if you are concerned students may not have the prerequisite SKAs to be able to reach your learning outcomes. |
| 3.1b | Assessment Identification | Use this form to begin identifying how you will assess students for each outcome. |
| 3.1c | Assessment Summary | Use this if you want a summary of your assessment plan. |
| 3.1d | Assessments, Instructions, and Rubrics Checklist | Use this checklist to help ensure your assessments and instructions are complete. |
| 3.1e | Selecting Student Readings | Use this to match readings to outcomes and objectives, ensure you have a diverse set, and that they are appropriate for your students, and you know when and how to order them. |
| 3.1f | Multiple Choice & True/False Questions | If you have MC and/or TF questions, this form might help you format them. |
| 3.1g | Short Answer Questions | If you have short answer questions, this form might help you format them. |
| 3.2a | Course/Teaching Feedback Checklist | Use this form to determine which method(s) you will use to obtain feedback on your teaching |
| 3.2b | Student Assessment of Course and Teaching Details | Use this form to ensure you have properly prepared for student assessments of teaching. |
| 4.1a | Class Outline | Use this to plan your lesson for either a single class session or a group of related sessions, ensuring you have appropriate content and materials. |
| 4.1b | Tips for Class Sessions | Checklist for common tips for leading a class session. |
| 4.1.c | First Day Checklist | A checklist to use as you prepare your first session’s class outline. |
| 4.1d | Asynchronous First Session Class Outline | Additional considerations for class outline for first day of asynchronous courses. |
| 4.1e | Synchronous First Session Class Outline | Additional considerations for class outline for first day of synchronous courses. |
| 4.1f | Activity Details | Use this form to identify potential activities for classes for short term (lasting 1-3 sessions) activities. |
| 4.1g | Long Activity Break Down | Use this form to help you prepare longer activities such as projects. |
| 4.1h | Slides checklist | Short checklist for slides (such as PowerPoint presentations), including links to shortcut keys. |
| 4.1i | Cognitive Load Checklist | Checklist for all multimedia (LMS, .ppt, printed material…) based on Mayer’s principles of multimedia design |
| 4.2 | Assignment Feedback Form | Use this form to provide specific feedback to each student for each assignment. If you have completed a rubric, consider adding these types of feedback to the rubric. |
| 5.1 | Course and Teaching Evaluation | Use this form to review student evaluation, notes on course outlines, and other feedback forms. |
| 5.2 | Course and Teaching Changes | Using the 5.1 worksheet, identify specific changes, additions, and subtractions for future courses. |