7 Instructional Design Checklist

Identify goals for textbook & create corresponding chapters

• Goals are clearly defined, addressing the main topics to be discussed in the textbooks.
• Goals are suitable for the introductory level textbook for post-secondary education[1] level courses.
• There is at least one corresponding chapter for each identified textbook goal.
• Each chapter corresponds to one or more of the identified textbook goal(s).
• The sequence/order of the chapters progresses from fundamental chapters to more application-based chapters.

Identify objectives for chapters & create corresponding units

• Objectives are cohesively defined in support of the main topic of the chapters.
• There is at least one corresponding unit for each identified chapter objective.
• Each unit corresponds to one or more chapter objectives identified.
• Objectives are performance-based[2] composed with action-verbs.
• The sequence/order of the units progresses from fundamental units to more application-based units.

Develop review questions aligned with chapter objectives

• Multiple types of questions are used offering students various opportunities to practice and demonstrate their knowledge and skills.
• Questions range from recalling-information questions to critical thinking exercises requiring students to apply and analyze information.
• Questions are designed with consideration for fellow instructors who will be using the questions for their own classroom.
• Questions are designed with consideration for students who wish to examine their own understanding after using the book as a self-guided study material.

Include various instructional elements

• A variety of Instructional elements were used
  • to stimulate students with novelty, uncertainty, and surprise.
  • to help students understand what they are expected to learn and do.
  • to engage students with the course content.
  • to help students connect with future careers or real world applications.