Comprehensive Individualized Curriculum and Instructional Design

CAP Production Steps See Table 1 for a set of recommended production steps for CAPs and a two- part CAP on how to create a CAP. Set of recommended production steps for CAPs http://tecplus.org/article/1 Two-part CAP on how to create a CAP Part 1: https://vimeo.com/24179998 Part 2: https://vimeo.com/24182724 Table 1. CAP Production Steps It is important to note that the path to creating CAPs is best left to the discretion and preferences of the person creating the instructional tool. Therefore, the production steps available through the aforementioned website and CAPs should be used as a reference; user creativity and use of other products (e.g., Camtasia, etc.) are welcome. That said, it is critical to ensure that CAPs adhere to Mayer’s evidence-based instructional design principles and to embed vocabulary instruction that matches the topography of the term and the learner’s needs. Adding embedded questions. An additional step in the CAP development process is optional, but potentially useful in supporting student learning. Embedding comprehension and other questions throughout the CAP will give a teacher additional data to aid in decision-making. Qmedia allows users to embed questions throughout CAPs and provides data on questions for individual users and groups of users. To add questions, the completed CAP video must be on a video-sharing site such as Vimeo or YouTube. Once the video has been uploaded, go to www.qmediaplayer.com . The remaining steps for embedding questions using Qmedia are presented in Figure 6. CAPs under current research using assessment questions typically have two stop 129