L06 — Atom Browser
L01 (57)
L02 (42)
L03 (103)
L04 (36)
L05 (103)
L06 (56)
L07 (44)
L08 (40)
MP01 (61)
MP02 (32)
MP03 (65)
MP04 (48)
MP05 (68)
MP06 (45)
56 Atoms
| ID | Name | Family | Definition | File |
|---|---|---|---|---|
L06-COG-ANALYZE |
Analyze (Differentiation) | COG | Breaking material into constituent parts and determining part-to-part and part-to-whole relationships. Three processes: DIFFERENTIATING (relevant vs irrelevant, important vs unimportant), ORGANIZING ( | L06-COG-ANALYZE.json |
L06-COG-APPLY |
Apply (Implementation) | COG | Carrying out or using a procedure in a given situation. Two processes: EXECUTING (applying to familiar task) and IMPLEMENTING (applying to unfamiliar task). Bridge between knowing and doing—requires A | L06-COG-APPLY.json |
L06-COG-CREATE |
Create (Synthesis) | COG | Putting elements together to form coherent/functional whole; reorganizing into new pattern/structure. Highest cognitive level with three processes: GENERATING (hypothesizing alternatives), PLANNING (d | L06-COG-CREATE.json |
L06-COG-DOK1 |
DoK Level 1: Recall & Reproduction | COG | Tasks requiring rote recall or simple one-step procedures with ZERO decision points. Defines lowest cognitive complexity: reproduce previously encountered info or execute routinized procedures without | L06-COG-DOK1.json |
L06-COG-DOK2 |
DoK Level 2: Skills & Concepts | COG | Tasks engaging mental processing beyond habitual response, requiring decision-making about HOW to approach. Involves skill and concept application with strategic complexity: distinguish, compare, orga | L06-COG-DOK2.json |
L06-COG-DOK3 |
DoK Level 3: Strategic Thinking | COG | Tasks demanding reasoning, planning, and using evidence to develop arguments. Requires STRATEGIC complexity: plan approach, consider multiple perspectives, coordinate complex information. Multiple val | L06-COG-DOK3.json |
L06-COG-DOK4 |
DoK Level 4: Extended Thinking | COG | Tasks requiring complex reasoning over EXTENDED period, involving synthesis across multiple sources, domains, or work phases. Distinguished by temporal extension AND interdisciplinary/multi-phase synt | L06-COG-DOK4.json |
L06-COG-EVALUATE |
Evaluate (Judgment) | COG | Making judgments based on criteria and standards. Two processes: CHECKING (testing internal consistency, detecting fallacies) and CRITIQUING (judging based on externally applied criteria). Requires kn | L06-COG-EVALUATE.json |
L06-COG-REMEMBER |
Remember (Retrieval) | COG | Retrieving relevant knowledge from long-term memory. Encompasses RECOGNIZING (identifying stored knowledge) and RECALLING (actively retrieving without cues). Per Anderson & Krathwohl (2001), lowest co | L06-COG-REMEMBER.json |
L06-COG-UNDERSTAND |
Understand (Comprehension) | COG | Constructing meaning from instructional messages. Seven processes: INTERPRETING (translating representations), EXEMPLIFYING (finding instances), CLASSIFYING (category membership), SUMMARIZING (abstrac | L06-COG-UNDERSTAND.json |
L06-EVD-ARTEFACT |
Observable Artefact Evidence | EVD | Evidence type requiring production of an observable work product or artefact that can be inspected. Goes beyond binary completion—artefact must be produced and is subject to review. Examples: written | L06-EVD-ARTEFACT.json |
L06-EVD-BINARY |
Binary Completion Evidence | EVD | Evidence type requiring only binary pass/fail or complete/incomplete verification. No qualitative judgement required—outcome is deterministic based on completion state. Examples: quiz passed, module c | L06-EVD-BINARY.json |
L06-EVD-LONGITUD |
Longitudinal Evidence | EVD | Evidence type requiring sustained demonstration of competence over extended time periods. Goes beyond single-point assessment—performance must be verified across multiple occasions, contexts, or devel | L06-EVD-LONGITUD.json |
L06-EVD-RUBRIC |
Rubric-Based Judgement Evidence | EVD | Evidence type requiring systematic application of defined criteria through rubric-based assessment. Judgement is criterion-referenced with explicit performance levels. Examples: graded essay with rubr | L06-EVD-RUBRIC.json |
L06-EVD-TRANSFER |
Transfer Demonstration Evidence | EVD | Evidence type requiring demonstration of learning transfer to novel contexts or domains. Goes beyond criterion-referenced assessment—student must apply knowledge/skills in situations not directly taug | L06-EVD-TRANSFER.json |
L06-EXP-ABSCONC |
Abstract Conceptualization | EXP | Integrating reflections into sound theories, models, or generalizable concepts. Per Kolb (1984), PREHENSION via COMPREHENSION: grasping experience through symbolic representation. Abstract Conceptuali | L06-EXP-ABSCONC.json |
L06-EXP-ACTEXP |
Active Experimentation | EXP | Using theories to make decisions, solve problems, and test hypotheses through action. Per Kolb (1984), TRANSFORMATION via EXTENSION: transforming knowledge through active engagement with external worl | L06-EXP-ACTEXP.json |
L06-EXP-CONCEXP |
Concrete Experience | EXP | Encountering a new experience or reinterpreting existing experience through immersion. Per Kolb (1984), learning begins with DOING—direct, sensory engagement with phenomenon. The Concrete Experience m | L06-EXP-CONCEXP.json |
L06-EXP-REFLOBS |
Reflective Observation | EXP | Stepping back to observe and reflect on experience from multiple perspectives. Per Kolb (1984), the TRANSFORMATION dimension via INTENTION: reflecting on experience to extract meaning. Reflective Obse | L06-EXP-REFLOBS.json |
L06-HUM-APPLI |
Application | HUM | Using learning to engage in various kinds of thinking (critical, creative, practical) or to develop skills and manage projects. Per Fink (2003), Application makes other knowledge useful—without it, Fo | L06-HUM-APPLI.json |
L06-HUM-CARING |
Caring | HUM | Developing new feelings, interests, and values. Per Fink (2003), Caring represents the affective dimension—when students care about something, they have the ENERGY to learn more and make what they lea | L06-HUM-CARING.json |
L06-HUM-FOUNDKN |
Foundational Knowledge | HUM | Understanding and remembering specific information and ideas. Per Fink (2003), this provides the basic understanding necessary for other kinds of learning—the 'cognitive base' upon which other learnin | L06-HUM-FOUNDKN.json |
L06-HUM-HUMDIM |
Human Dimension | HUM | Learning about oneself and others. Per Fink (2003), Human Dimension occurs when students gain important insights about themselves (self-understanding) or about others (understanding people/interaction | L06-HUM-HUMDIM.json |
L06-HUM-INTEGR |
Integration | HUM | Connecting ideas, people, and realms of life. Per Fink (2003), Integration occurs when students perceive and make connections between different ideas, subjects, or domains of life. Three types: CONNEC | L06-HUM-INTEGR.json |
L06-HUM-LHTL |
Learning How to Learn | HUM | Becoming a better student, inquiring, and developing self-directed learning capacity. Per Fink (2003), this meta-dimension enables students to continue learning after formal instruction ends. Includes | L06-HUM-LHTL.json |
L06-MML-CHOICE |
Student Choice with Consequences State | MML | Metacognitive transparency level where student has informed choice with visible consequences. Highest transparency—student selects path with full understanding of trade-offs, alternatives, and likely | L06-MML-CHOICE.json |
L06-MML-METACOGNITIVER |
Metacognitive Rationale for Preference Choices | MML | Evaluates whether student-facing modality choices are accompanied by explicit rationales, affordance summaries, or content previews that support metacognitive calibration, ensuring that preference dec | L06-MML-METACOGNITIVER.json |
L06-MML-OPAQUE |
Opaque Metacognitive State | MML | Metacognitive transparency level where no rationale is exposed to the student. Learning path or choice is presented without explanation of pedagogical reasoning, trade-offs, or affordances. Student pr | L06-MML-OPAQUE.json |
L06-MML-TRADEOFF |
Trade-off Explanation State | MML | Metacognitive transparency level where trade-offs are explicitly explained to the student. Goes beyond basic rationale—student understands what is gained and lost with the current approach. Affordance | L06-MML-TRADEOFF.json |
L06-MML-VISIBLE |
Visible Rationale State | MML | Metacognitive transparency level where basic rationale is visible to the student. Pedagogical reasoning is exposed—student understands why this approach was selected. However, trade-offs are not expla | L06-MML-VISIBLE.json |
L06-PRC-ASSPERF |
Assess Performance | PRC | Formal verification of mastery through summative evaluation. Per Gagne (1985), ASSESSMENT confirms whether learning has occurred—provides evidence for student, instructor, and system. Distinguished fr | L06-PRC-ASSPERF.json |
L06-PRC-ELICPERF |
Elicit Performance | PRC | Asking student to demonstrate new skill or knowledge through active responding. Per Gagne (1985), learning requires PRACTICE—active retrieval and application strengthens memory traces. Methods include | L06-PRC-ELICPERF.json |
L06-PRC-ENHRET |
Enhance Retention and Transfer | PRC | Ensuring durability and transfer of learning through consolidation activities. Per Gagne (1985), GENERALIZATION requires deliberate support—without it, learning remains context-bound and decays. Metho | L06-PRC-ENHRET.json |
L06-PRC-GAINATT |
Gain Attention | PRC | Capturing sensory focus to transition student into learning mode. Per Gagne (1985), instruction begins by alerting the nervous system—without attention, subsequent processing cannot occur. Methods inc | L06-PRC-GAINATT.json |
L06-PRC-INFOBJ |
Inform Objectives | PRC | Setting internal expectations by explicitly stating learning goals. Per Gagne (1985), students need to know WHAT they are expected to learn—this creates EXPECTANCY that guides attention and processing | L06-PRC-INFOBJ.json |
L06-PRC-PRESCON |
Present Content | PRC | Delivering core material in organized, chunked format. Per Gagne (1985), this is the SELECTIVE PERCEPTION phase—new information enters working memory for processing. Content must be organized to avoid | L06-PRC-PRESCON.json |
L06-PRC-PROVFEED |
Provide Feedback | PRC | Giving specific information about performance correctness and quality. Per Gagne (1985), REINFORCEMENT clarifies whether performance meets standards—without feedback, students cannot correct errors or | L06-PRC-PROVFEED.json |
L06-PRC-PROVGUID |
Provide Guidance | PRC | Helping transfer information to long-term memory through meaning-making supports. Per Gagne (1985), SEMANTIC ENCODING requires more than exposure—students need scaffolding to connect new content to ex | L06-PRC-PROVGUID.json |
L06-PRC-STIMREC |
Stimulate Recall | PRC | Activating prior knowledge to anchor new learning in existing schemas. Per Gagne (1985), new learning must connect to existing cognitive structures—RETRIEVAL of prior knowledge creates the 'hooks' for | L06-PRC-STIMREC.json |
L06-PRF-ADVBEG |
Advanced Beginner | PRF | Recognizes situational aspects through experience but cannot prioritize them. Per Dreyfus & Dreyfus (1986), the Advanced Beginner perceives 'situational elements'—aspects only recognizable through pri | L06-PRF-ADVBEG.json |
L06-PRF-COMPET |
Competent | PRF | Conscious planning to prioritize goals amidst overwhelming situational information. Per Dreyfus & Dreyfus (1986), the Competent performer adopts a hierarchical perspective, choosing goals and plans th | L06-PRF-COMPET.json |
L06-PRF-EXPERT |
Expert | PRF | Deep tacit understanding with fluid, unconscious action in normal situations. Per Dreyfus & Dreyfus (1986), the Expert no longer relies on rules, guidelines, or maxims—they have an INTUITIVE grasp of | L06-PRF-EXPERT.json |
L06-PRF-NOVICE |
Novice | PRF | Complete reliance on context-free rules with no discretionary judgment. Per Dreyfus & Dreyfus (1980, 1986), the Novice follows explicit rules without understanding context or exceptions. Performance i | L06-PRF-NOVICE.json |
L06-PRF-PROFIC |
Proficient | PRF | Perceives situations as wholes intuitively; uses maxims but decides analytically. Per Dreyfus & Dreyfus (1986), the Proficient performer sees WHAT needs to be done immediately but must still conscious | L06-PRF-PROFIC.json |
L06-PSY-ADAPT |
Adaptation | PSY | Modifying movement patterns to meet special requirements or novel situations. Per Simpson (1972), Adaptation occurs when skills are well-developed enough to be modified without loss of effectiveness—t | L06-PSY-ADAPT.json |
L06-PSY-COMPOR |
Complex Overt Response | PSY | Skillful, quick, accurate performance with minimal wasted effort. Per Simpson (1972), Complex Overt Response represents high-level motor skill—coordinated, efficient, seemingly effortless execution. T | L06-PSY-COMPOR.json |
L06-PSY-GUIDRES |
Guided Response | PSY | Early stage skill learning through imitation and trial-and-error. Per Simpson (1972), Guided Response is the first level of overt motor action—learning by copying and experimenting under guidance. Two | L06-PSY-GUIDRES.json |
L06-PSY-MECHAN |
Mechanism | PSY | Intermediate proficiency where learned responses become habitual and confident. Per Simpson (1972), Mechanism represents the stage where movement patterns are established—actions are performed with so | L06-PSY-MECHAN.json |
L06-PSY-ORIGIN |
Origination | PSY | Creating new movement patterns to fit particular situations or problems. Per Simpson (1972), Origination is the highest psychomotor level—generating original movements not previously learned. The perf | L06-PSY-ORIGIN.json |
L06-PSY-PERCEPT |
Perception | PSY | Using sensory cues to guide motor activity. Per Simpson (1972), Perception is the foundation of psychomotor skill—the ability to use sensory organs to obtain cues that guide motor action. Involves sen | L06-PSY-PERCEPT.json |
L06-PSY-SET |
Set (Readiness) | PSY | Readiness to act encompassing mental, physical, and emotional preparation. Per Simpson (1972), Set represents the preparatory adjustment before action—the 'get ready' state. Three components: MENTAL S | L06-PSY-SET.json |
L06-STR-EXTABS |
Extended Abstract | STR | Integrated whole conceptualized at higher abstraction level and GENERALIZED to new domain or context. Per Biggs & Collis (1982), represents highest structural complexity—principles extracted and appli | L06-STR-EXTABS.json |
L06-STR-MULTISTR |
Multi-structural | STR | Response addresses SEVERAL independently treated aspects. A 'list' of valid points without integration or recognition of relationships. Per Biggs & Collis (1982), represents quantitative accumulation— | L06-STR-MULTISTR.json |
L06-STR-PRESTR |
Pre-structural | STR | Response misses the point entirely. Uses irrelevant information, tautology, or transduction (linking unrelated elements). Per Biggs & Collis (1982), represents failure to engage with task requirements | L06-STR-PRESTR.json |
L06-STR-RELAT |
Relational | STR | Different aspects integrated into coherent whole. Perceives relationships, causes, effects, and system dynamics. Per Biggs & Collis (1982), represents qualitative shift—parts coordinated into structur | L06-STR-RELAT.json |
L06-STR-UNISTR |
Uni-structural | STR | Response focuses on ONE relevant aspect only. Linear, singular understanding without recognition of other valid elements or relationships. Per Biggs & Collis (1982), student has acquired one valid pie | L06-STR-UNISTR.json |