Locations of Figures, Tables, & Worksheets Link to Appendices, References, & Indices Glossary and List of Abbreviations
Navigating to Figures & Tables
Figure A10 would be located in Chapter 10 of Unit A.
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
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.
Worksheets Alpha-order list
Title Worksheet Activity Details 4.1f Assessment Identification 3.1b Assessment Summary 3.1c Assessments, Instructions, and Rubrics Checklist 3.1d Assignment Feedback Form 4.2 Asynchronous Check 2.2i Asynchronous First Session Class Outline 4.1d Asynchronous Requirements 2.2h Class Outline 4.1a Classroom Check 2.2e Cognitive Load Checklist 4.1i Components of Interest 2.2c Contacts List Help Page Course and Teaching Changes 5.2 Course and Teaching Evaluation 5.1 Course/Teaching Feedback Checklist 3.2a First Day Checklist 4.1c Identify Student Learning Characteristics 1.2 Learning Model 2.2a Learning Temporal & Spatial Aspects 2.2b LMS Equipment, Materials, and Technologies 2.2j Long Activity Break Down 4.1g Measurable Objective Format 2.1b Multiple Choice & True/False Questions 3.1f Outcomes 2.1a Outcomes to Objectives 2.1c Prerequisites 3.1a Review Course Requirements 1.1 Selecting Student Readings 3.1e Short Answer Questions 3.1g SKA identification 2.1d Slides checklist 4.1h Student Assessment of Course and Teaching Details 3.2b Syllabus Checklist 2.1e Synchronous Classroom Requirements 2.2d Synchronous First Session Class Outline 4.1e Synchronous Online Check 2.2g Synchronous Online Requirements 2.2f Tips for Class Sessions 4.1b
Worksheets Chapter-order list
Worksheet Title 1.1 Review Course Requirements 1.2 Identify Student Learning Characteristics 2.1a Outcomes 2.1b Measurable Objective Format 2.1c Outcomes to Objectives 2.1d SKA identification 2.1e Syllabus Checklist 2.2a Learning Model 2.2b Learning Temporal & Spatial Aspects 2.2c Components of Interest 2.2d Synchronous Classroom Requirements 2.2e Classroom Check 2.2f Synchronous Online Requirements 2.2g Synchronous Online Check 2.2h Asynchronous Requirements 2.2i Asynchronous Check 2.2j LMS Equipment, Materials, and Technologies 3.1a Prerequisites 3.1b Assessment Identification 3.1c Assessment Summary 3.1d Assessments, Instructions, and Rubrics Checklist 3.1e Selecting Student Readings 3.1f Multiple Choice & True/False Questions 3.1g Short Answer Questions 3.2a Course/Teaching Feedback Checklist 3.2b Student Assessment of Course and Teaching Details 4.1a Class Outline 4.1b Tips for Class Sessions 4.1c First Day Checklist 4.1d Asynchronous First Session Class Outline 4.1e Synchronous First Session Class Outline 4.1f Activity Details 4.1g Long Activity Break Down 4.1h Slides checklist 4.1i Cognitive Load Checklist 4.2 Assignment Feedback Form 5.1 Course and Teaching Evaluation 5.2 Course and Teaching Changes Help Page Contacts List
