Vocabulary p15

8/3/2019 Vocabulary p15

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ability

The capacity to perform an act, either innate or as the result of learning and practice.

ability grouping

Arrangement whereby students are assigned to groups on the basis of aptitude testing.

accelerated learning

Combining adult learning theory and whole brain learning theory in the learning

environment to achieve a faster learning rate. Most practices are based on the work of

Dr Georgi Lozanov at the University of Sophia in Bulgaria in the 1950s and 1960s.

Also see suggestopedia

accuracy

The degree of freedom from error or the degree of conformity to a standard.

achievement

A measurement of what a person knows or can do after training.

action learning

This is a continuous process of learning and reflection with the intention of gettingsomething done. Learning is centered around the need to find a solution to a real

problem. Most action learning programs take from four to nine months to complete.

Learning is voluntary and learner driven, while individual development is as

important as finding the solution to the problem. Reg Ravens, the originator of "action

learning" basis this learning method on a theory called "System Beta." The whole idea

is that the learning process should closely approximate the "scientific method." The

real model is cyclical (you proceed through the steps and when you reach the last step

(6) you relate the analysis to the original hypothesis and if need be, start the process

again. The six steps are:

1. Formulate Hypothesis (an idea or concept)

2. Design Experiment (consider ways of testing truth or validity of idea or

concept)

3. Apply in Practice (put into effect, test of validity or truth)

4. Observe Results (collect and process data on outcomes of test)

5. Analyze Results (make sense of data)

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6. Compare Analysis (relate analysis to original hypothesis)

action verb

A word that conveys action/behaviors and reflects the type of performance that is to

occur (i.e., place, cut, drive, open, hold). Action verbs reflect behaviors that aremeasurable, observable, verifiable, and reliable.

active learning

A process of learning new ideas, skills and attitudes through what we do at work or in

other behavioral situations. It is about learning from doing, performing, and taking

action. The action can be either mental (e.g. reflection) or physical (e.g. case study). It

uses such devices as games, simulations, introspection, role playing, etc.

action maze

A case study which has been programmed. Learners receive enough information to

take them to their first decision point. The decision then takes them to the next frame,

which explains the consequence of their decision. This process is continued until the

maze has been completed.

activity step

The step of learner activity based on the enabling objective. In achieving the activity

the learner is carried through the teaching points and the teaching steps.

actuals

Information about the current skills, knowledge, perspectives and environment of

individuals in an organization. Specifics about what people now do.

adaptive branching (adjustive device)

Any of several techniques used in scheduling to accommodate individual differences.

It may permit the student to bypass material they already know or may provide themwith additional instruction as needed.

adjunct program

A type of instructional device that applies programming principles to existing course

materials, texts, manuals, etc. Learners are directed to specific areas within these

materials that support course objectives; then directed to respond and given

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confirmation until they have progressed through the material and have accomplished

predetermined objectives.

ADDIE model

Consider my most to be the "classic" model of ISD (Instructional System Design).The acronym stands for Analysis, Design, Development, Implementation, and

Evaluation.

affective domain

A classification of objectives that focus on the development of attitudes, beliefs, and

values. Affective learning is about gaining new perceptions (e.g., self-confidence,

responsibility, respect, dependability, and personal relations).

Receiving: Aware of, passively attending to certain stimuli. Responding: Complies to given expectations by reacting to stimuli.

Valuing: Displays behavior consistent with single belief or attitude in

situations where not forced to obey.

Organizing: Committed to a set of values as displayed by behavior.

Characterizing: Total behavior consistent with internalized values.

analogy

A cognitive process in which an example or schema is used to map a new solution for

a similar problem.

analysis phase

First of the Instructional System Design phases (ADDIE). The purpose of this phase is

to determine what the job holder must know or do on the job and to determine training

needs. Also see front-end analysis.

andragogy

From the Greek words "anere", for adult and "agogus", the art and science of helpingstudents learn. Widely used by adult educators to describe the theory of adult learning.

The term offers an alternative to pedagogy. The andragogic model asks that five

issues be considered and addressed in formal learning:

Letting learners know why something is important to learn - The need to

know.

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Showing learners how to direct themselves through information - The

need to be self directing.

Relating the topic to the learner's experiences - Greater volume and

quality of experience.

People will not learn until ready and motivated to learn - Readiness to

learn. A need to have a life centered, task centered, or problem centered

orientation - Often this requires helping them overcome inhibitions,

behaviors, and beliefs about learning.

aptitude

The ability of an individual to acquire a new skill or show the potential for acquiring a

skill when given the opportunity and proper training.

ARCS Model

John Keller developed a four-step instructional design process to help instill learner

motivation - Attention, Relevance, Confidence, Satisfaction.

asynchronous learning

Any learning event that is delivered after the original live event. Also used to indicate

a learning event where the interaction is delayed over time, such as a correspondence

course.

assessment

Essentially a measurement process of the learning that has either taken place or can

take place. Usually measured against stated learning outcomes:

Predictive assessment attempts to measure what the learner might

achieve given suitable training.<

Attainment assessment attempts to measure what the learner knows or

can do, and is usually related to the syllabus of a course the learner has

followed.

asynchronous learning

The learners' learning takes place on their own time, thus it does not include real-time

instructor guidance. This differs from synchronous, which places the learners and

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instructors in the same time, although they may be in different places, such as face-to-

face learning or virtual learning.

attitude

A persisting feeling or emotion of a person that influences choice of action andresponse to stimulus. Defined as a disposition or tendency to respond positively or

negatively towards a certain thing (idea, object, person, situation). They encompass,

or are closely related to, our opinions and beliefs and are based upon our experiences.

Training that produces tangible results starts by changing behavior...which ultimately

changes attitudes. Training often uses the term attitude to identify the psychological

term "affective domain."

authoring

A structured approach to developing all elements of a unit of instruction.

authoring tool

Software application used to produce media-based learning content. Some of the more

popular ones are PowerPoint, Captivate, Robodemo, DreamWeaver, Flash, Articulate,

and Toolbook.

bandwidth

Information carrying capacity of a communication channel.

baseline

1) Valid and reliable information about the intended learner population used to

ascertain differences between learners' performances before and after instruction. 2) A

set of measurements (metrics) that seek to establish the current starting level of a

performance. These measurements are usually established before implementing

improvement activities.

behavior

Any activity (either covert or overt) the learner will be expected to exhibit after

training. The activity should be observable and measurable. It is the primary

component of an objective.

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behaviorism

Belief that learning results in a change in the learner's behavior. The focus of

behaviorists is on the outputs of the learning process. The study of learning only

through the examination and analysis of objectively observable and quantifiable

behavioral events, in contrast with subjective mental states.

blended learning

When this term first arrived, most definitions followed the concept that it is a

"blended" solution between elearning and classroom learning (face-to-face). However,

some are now taking a broader view in that it goes beyond elearning and classrooms

that include a group of related instructional units or modules of different media

covering a major subject area. It was first known as brick and click .

Bloom's Taxonomy

Benjamin Bloom and colleagues developed a hierarchical domain model of

educational activities: Cognitive, Affective, and Psychomotor.

brain dominance

An individual's preference for using one's cognitive abilities. There are two styles of

thinking - right brain (intuitive, spontaneous, qualitative) and left brain (factual,

analytical and quantitative).

branching

An instructional technique, usually in the form of programmed text, in which the

learner's next step of instruction is determined by her response to a previous step. Two

or more directions in a program path can go from a decision point.

bricks and click

A traditional classroom approach combined with elearning or online learning (as in

clicking a mouse). This is more comonly known as blending learning.

broadcast

Method of transferring learning content to many learners simultaneously.

bypassing

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In programmed instruction, a technique that permits a student to skip certain portions

of the material because of prior knowledge.

case study

A printed description of a problem situation that contains enough detail to enable the

learners to recommend a solution. The learners encounter a real-life situation under

the guidance of an instructor or computer in order to achieve an instructional

objective. Control of the discussion comes through by the amount of the detail

provided.

causes

What gets in the way of individual and organizational performance. There are

normally four kinds of causes: absence of skills and knowledge or information, weak

motivation, improper environment, and flawed incentives.

certification

Program and process where a learner completes prescribed training and passes an

assessment with a minimum acceptable score. To increase validity and assure

authentication, the certification process should be proctored by an independent agent.

chaining

An instructional technique that transforms a learned response into a stimulus for the

next desired response.

chunking

The process of dividing instructional materials into sections in order to promote

understanding. What is known as "sequencing and organizing epitomes"

in Reigeluth's Elaboration theory, is commonly referred to as "chunking."

c-learning

Classroom learning or conventional learning as compared to e-learning (electronic).

clustering

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A process of organizing many tasks into groups for the purpose of deciding upon the

optimal instructional setting mix for that group of tasks. Also pertains to sequencing

groups of objectives within a course of instruction.

coach

A person who instructs, demonstrates, directs, and prompts learners. Generally

concerned with methods rather than concepts. There are four coaching roles/styles:

hands-on - acting as an instructor for inexperienced learners

hands-off - developing high performance in experienced learners

supporter - helping learners use a flexible learning package

qualifier - helping a learner develop a specific requirement for a

competence-based or professional qualification

cognitive

From the Latin cogito; "I think". The mental processes of perception, memory,

judgment, and reasoning. Cognitive also refers to attempts to identify a perspective or

theory in contrast to emphasizing observable behavior.

cognitive domain

Involves mental processes. The Taxonomy of categories arranged in ascending order

of difficulty are:

Knowledge: Recognition and recall of information.

Comprehension: Interprets, translates or summarizes given information.

Application: Uses information in a situation different from original

learning context.

Analysis: Separates wholes into parts until relationships are clear.

Synthesis: Combines elements to form new entity from the original one.

Evaluation: Involves acts of decision making based on criteria or

rationale.

cognitive engagement

The intentional and purposeful processing of lesson content. Engagement, in effect,

requires strategies that promote manipulation rather than memorization, as the means

through which learners acquire both lesson knowledge and deeper conceptual insight.

Engagement can be elevated through a variety of activities such as inducing cognitive

dissonance, posing argumentative questions requiring the development of a






supportable position, and causing learners to generate a prediction and rationale

during a lesson.

cognitive load Theory

This theory describes learning structures (schemas). Intrinsic cognitive load isassociated with task difficulty, while extraneous cognitive load is associated to task

presentation. The theory states that if both intrinsic cognitive load and extraneous

cognitive load are high, then problem solving will either fail or be extreamly difficult.

The idea is to lower or modifying the task presentation to a lower level in order to

facilitate problem solving.

cognitivists

Believe that learning occurs when learners are able to add new concepts and ideas to

their cognitive structure by recognizing a relationship between something they alreadyknow and what they are learning. The focus of cognitivists is on the inputs of the

learning process. Cognitive theorists emphasize internal processes and knowledge

representations which are impossible to observe directly, but which are inferred.

collaborative learning

A more radical departure from "cooperative learning." It involves learners working

together in small groups to develop their own answer through interaction and reaching

consensus, but not necessarily a known answer. Monitoring the groups or correcting

"wrong" impressions is not the role of the trainer since there is no authority on whatthe answer should be.

collective task

A task that requires more than one individual to complete with each individual

performing a discreet part of the collective task.

common learning objective

A learning objective written for a task element (supporting skill or knowledge) that iscommon to two or more tasks.

Communities of Practice

A group of individuals who share a common interest, profession or craft who support

informal and collaborative learning. Jean Lave and Etienne Wenger (who extensively

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examined it) describe a Community of Practice as "a set of relations among persons,

activity and world, over time and in relation with other tangential and overlapping

CoPs."

competency

(1) Areas of personal capability that enable people to perform successfully in their

jobs by completing task effectively. A competency can be knowledge, attitudes, skills,

values, or personal values. Competency can be acquired through talent, experience, or

training. (2) Competency comprises the specification of knowledge and skill and the

application of that knowledge and skill to the standard of performance required in

employment. For a competency model example, see Building the Leadership

Competency Model.

competency-based instruction

Instruction that is organized around a set of learning objectives based upon the

knowledge, skills and attitudes required to perform a set of skills called competencies.

Evaluation of student success is based on competent performance of the skills.

Normative measurement is specifically excluded from competency-based instruction.

compilation

A learning process in which learners embed declarative knowledge in highly domain

specific rules or productions.

computer-assisted instruction (CAI)

The use of computers to aid in the delivery of instruction in which the system allows

for remediation based on answers but not for a change in the underlying program

structure.

computer-based training (CBT)

Interactive instructional experience between a computer and a learner in which the

computer provides the majority of the stimulus and the learner responds, resulting inprogress toward increased skills or knowledge. Has a more complicated branching

program of mediation and answering than CAI. Now an all-encompassing term used

to describe any computer-delivered training including CD-ROM and the World Wide

Web. Some people still use the term CBT to refer only to old-time text-only training.

concept

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A mental picture of a group of things that have common characteristics. A

generalization is a person's idea of the relationships between two or more concepts.

Concepts represent a group of solid objects, such as an airplane or book; or abstract

ideas, such as leadership and honesty. A concept is an idea about a group of things. A

concept involves thinking about what it is that makes those things belong to that one

group.

concept map (learning map)

The arrangement of major concepts from a text or lecture into a visual arrangement.

Lines are drawn between associated concepts, and relationships between the

connected concepts are named. These concept maps reveal the structural pattern in the

material and provide the big picture.

condition

The component of a learning objective that describes the situation, environment, or

limitations in which the learner must exhibit the specified behavior.

conditional branching

Branching which occurs when a specified condition or set of conditions is satisfied.

conditioned response

A response that has been learned through employing a specific stimulus.

confirmation

Giving each learner knowledge of the results of each exercise throughout the

instructional process. This reinforces or rewards the learner during the entire learning

situation.

constraint

Any element or factor that prevents a person from reaching a higher lever of performance with respect to her goal.

constructed response

An answer requiring recall or completion as opposed to recognition (e.g., drawing a

diagram, filling in a form, and labeling the parts of a piece of equipment).

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constructivism

School of human learning that believes knowledge is a mental construct that is built

on and added to. Learners create an image of what the world is like and how it works

and they adapt and transform their understanding of new experiences. This theory of

learning has consequences for teaching and learning strategies. By starting where thelearners are at, that is, engaging prior knowledge with present learning, the trainer

then assists the learners to build on their understanding of the world and its workings.

contextual interference

Various factors inhibit a quick and smooth mastery of a skill.

controlled pacing

A programming principle that implies self-pacing within an instructional system. Theinformation and learner activity are developed so that the learners can progress toward

the criterion objectives according to their own learning ability.

cooperative learning

Involves the more conventional notion of cooperation (see collaborative), in that

learners work in small groups on an assigned project or problem under the guidance of

the trainer. Also see collaborative learning.

correlation

The relationship between two sets of data, that when one changes, the other is likely

to make a corresponding change. If the changes are in the same direction, then there is

a positive correlation. If it is in the opposite direction, then it is a negative correlation.

counseling

A means of assisting and developing students and subordinates. A leader/instructor

counsels subordinates: to praise and reward good performance, to develop teamwork,

to inform students on how well or how poorly they are performing, to assist studentsto reach required standards, to cause students to set personal and professional goals,

and to help students resolve personal problems.

course

A complete integrated series of lessons which are identified by a common title and/or

number.

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course management plan

A document that includes the course description and the administrative directions for

managing a course. Sometimes called a training management plan.

course map

A chart that depicts the designed sequence for events of a course.

course trials

A full length course conducted in a target environment (facilities, instructors and

students) using the curriculum and supporting training material prepared for that

course. It has as its purpose the "shaking down" or "validating" of the curriculum and

materials in a classroom situation to determine their effectiveness in attaining the

approved learning objectives or training goals. Also called "pilot course".

courseware

The media, such as text, computer program, or CD-ROM, that contains the

instructional content of the course.

covert behavior

Mental activity usually referred to as thinking. Behavior that is not directly observable

but may be inferred from overt behavior that is observable.

criterion

The standard by which something is measured. In training, the task or learning

objective standard is the measure of student performance. In test validation, it is the

standard against which test instruments are correlated to indicate the accuracy with

which they predict human performance in some specific area. In evaluation it is the

measure used to determine the adequacy of a product, process, or behavior.

criterion referenced instruction

Testing of the objectives as a learner progresses through the course of instruction.

Learners pass or fail depending upon their attainment of the objectives and NOT in

accordance with their rank or standing among peers.

critical incident technique



A methodology of task analysis which determines the tasks to be included in

instruction. Experts identify the critical job incidents and their products. Incidents are

edited for redundancy, grouped into similar tasks, and then classified as positive or

negative incidents. The incidents are summarized and then validated by the experts for

completeness. This is a useful means for obtaining a list of relevant, real-world tasks

to be included in instruction.

cross-training

Providing training in several different areas or functions. This provides backup

workers when the primary worker is unavailable.

cue

A prompt that signals performance is needed. An initiating cue is a signal to begin

performing a task or task performance step. An internal cue is a signal to go from oneelement of a task to another. A terminating cue indicates task completion.

curriculum

The aggregate of courses of study given in a learning environment. The courses are

arranged in a sequence to make learning a subject easier. In schools, a curriculum

spans several grades, for example, the math curriculum. In business, it can run for

days, weeks, months, or years. Learners enter it at various points depending on their

job experience and the needs of the business.

decay rate

The amount of time it takes learners to forget what they have learned in training. The

decay rate can be stopped or slowed by having them use their new skills upon their

return to the job.

declarative knowledge

Knowledge referring to outside representations of the outside world.

deductive design

An instructional design where rules are presented followed by examples. The

emphasis is on forming conclusions.



deficiency

Failure to meet a set performance standard.

delivery

Any method of transferring offerings to learners. Variants are instructor-led training,

web-based distance learning, online laboratory, CD-ROM, and books.

demonstration-performance method

A learning experience in which students observe and then participate in a sequence of

events designed to teach a procedure, a technique, or an operation, frequently

combining oral explanation with the operation or handling of systems, equipment, or

materials.

dependent learning objective

Skills and knowledge in one learning objective that are related to those in another

learning objective. In order to master one of the learning objectives, it is first

necessary to learn the other.

design phase

The second of the Instructional System Design phases (ADDIE). The learning

objectives, tests, and the required skills and knowledge for a task are constructed andsequenced.

design review

A technique for evaluating a proposed design to ensure that:

adequate resources are available to meet time deadlines

it will work successfully

it can be built within a reasonable cost

it meets the organization's needs

development

Training people to acquire new horizons, technologies, or viewpoints. It enables

leaders to guide their organizations onto new expectations by being proactive rather

than reactive. It enables workers to create better products, faster services, and more










competitive organizations. It is learning for growth of the individual, but not related to

a specific present or future job.

development phase

The third of the Instructional System Design phases (ADDIE). The purpose of thisphase is to develop and validate the instructional material (courseware).

didactic design

Instructional design in which the student is presented information and asked to

respond to questions.

differential feedback

Test response feedback specific to the multiple choice answer selected by the student.

difficulty-importance-frequency model

One of several models available for use in selecting tasks for training. Using this

model, tasks are identifies as critical based on the difficulty, importance, and

frequency of job task performance.

discovery learning

Learning without a teacher; usually in a controlled (i.e. pre-designed) set-up, andunder supervision.

discrimination

The ability to choose between two closely related responses to a specific stimulus.

distance learning

(1) Its primary distinction from other types of learning is that the instructor and the

learner are separate in space and possibly time. (2) A telecommunications-based

instructional system evolved from the open learning movement used to overcome

geographical "place-based" learning. (3) In its most common historical form, this

refers to a broadcast of a lecture to distant locations, usually through video

presentations.

distributed learning






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Students take courses from a variety of sources (and delivery modes) to customize a

program of study. Often is used synonymously with online learning.

distracter

In testing, incorrect answers provided as choices in multiple choice or matching typetest items.

drill

A standardized technique or procedure that prepares students to execute critical

collective tasks in an instinctive and spontaneous manner. The drill includes the

methods by which it is trained.

drill and practice

Ungraded verifications of comprehension of enabling objectives (e.g., questions,

exercises, and problems). A interactive exercise characterized by systematic repetition

of concepts, examples, and practice problems. An ungraded practice quiz.

duty

A combination of related tasks equal a duty, and duties combine to form a job.

education

Training people to do a different job. It is often given to people who have been

identified as being promotable, being considered for a new job either lateral or

upwards, or to increase their potential.

educational technology

A complex, integrated process involving people, procedures, ideas, devices, and

organization, for analyzing problems, and devising, implementing, evaluating and

managing solutions to those problems, involved in all aspects of human learning.

efficiency

A measure (as a percentage) of the actual output to the standard output expected.

Efficiency measures how well someone is performing relative to expectations.



eLearning

The use of innovative technologies and learning models to transform the way

individuals and organizations acquire new skills and access knowledge.

eLearning 2.0

Learning through digital connections and peer collaboration. It is driven by the

technologies of Web 2.0 due to it being an extension of the term "Web 2.0." Learners

become empowered to search, create, and collaborate information. It differs from

traditional eLearning (sometimes called "eLearning 1.0") by encouraging everyone to

contribute in creating and sharing information and their experiences.

electronic performance support system (EPSS)

Applications designed to run simultaneously with other applications or embeddedwithin other applications that provide support for the user in accomplishing specific

tasks. An EPSS may provide needed information, present job aids, and deliver just-in-

time, context-sensitive training on demand. A Web-based performance support system

(WBPSS) is an EPSS which uses Web technology to deliver support in an enterprise

environment.

elements

Components of a task or the smallest meaningful activity that describes what

employees in an industry are expected to be able to do. Elements combine to form atask, tasks combine to form a duty, and duties combine to from a job. Elements

depend on other elements and are always components of a procedure. Also, the sub-

division of a unit of competence. The element encapsulates:

Skills - the performance of relevant tasks.

Management - the skills required to manage a group of tasks to achieve

the overall job function.

Contingency management skills - i.e. responding to breakdowns in

routines and procedures.

Job/role environment - i.e. responding to general aspects of the work roleand environment, such as natural constraints and working relationships

Emotional Intelligence

A term popularised by Daniel Goleman in his 1995 book of the same name,

Emotional Intelligence, or EQ, describes the understanding individuals have of other

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people, their feelings and motivations. It is contrasted with Eysenck's Intelligence

Quotient, or IQ, which focuses on logic and process

enabling learning objective (ELO)

A statement in behavioral terms of what is expected of the student in demonstratingmastery at the knowledge and skill level necessary for achievement of a Terminal

Learning Objective (TLO) or another ELO.

epistemology

A branch of philosophy that investigates the origin, nature, methods, and limits of

human knowledge. The study of how we know what we know.

EPSS

see electronic performance support system

ergonomics

An approach to job design that focuses on the interactions between the person and the

environmental elements such as the work station, light, sound, tools, etc.

evaluation

The process of gathering information in order to make good decisions. It is broaderthan testing, and includes both subjective (opinion) input and objective (fact) input.

Evaluation can take many forms including memorization tests, portfolio assessment,

and self-reflection. There are at least six major reasons for evaluating training, each

requiring a different type of evaluation:

Improve the instruction (formative evaluation)

Promote individual growth and self-evaluation (evaluation by both

trainer and learner)

Assess the degree of demonstrated achievement (summative evaluation)

Diagnose future learning needs (of both trainer and learner)

Enhance one's sense of merit or worth (learner)

Identify or clarify desired behaviors (trainer)

evaluation hierarchy (four levels of evaluation model)

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Donald Kirkpatrick identified the evaluation model most widely recognized today in

corporate training organizations. The Kirkpatrick Model addresses the four

fundamental behavior changes that occur as a result of training.

Level one is how participants feel about training (reaction). This level is

often measured with attitude questionnaires. Level two determines if people memorized the material (learning). This

is often accomplished with pre-testing and post-testing.

Level three answers the question, "Do people use the information on the

job?" This level addresses transference of new skills to the jobs

(behavior change). This is often accomplished by observation.

evaluation instrument

A test or other measuring device used to determine achievement (go and no-go) or the

relative standing of an individual or group or a test objective (i.e., attitude, behavior,performance objective, and other attributes). Evaluation instruments include tests,

rating forms, inventories, and standard interviews.

evaluation phase

The fifth of Instructional System Design phases (ADDIE). The purpose of this phase

is determine the value or worth of the instructional program. This phase is actually

conducted during and between all the other phases.

evolutionary approach

A method for developing training programs. It includes both deterministic and

incremental systems, in contrast to the systems approach, which is entirely

deterministic. This means that in an evolutionary approach, tentative or short term

goals may be specified. This approach is particularly appropriate for situations where

there is limited past experience from which to draw guidance.

experiential learning

A learning activity having a behavioral based hierarchy that allows the student toexperience and practice job related tasks and functions during a training session.

extrapolation










A sub-level of the comprehension level of learning in which students develop

sufficient understanding to estimate trends or predict outcomes based upon the subject

matter under study.

face-to-face (F2F)

Students and teachers are in the same location at the same time.

facilitator

A person who makes it easier for learners to learn by attempting to discover what a

learner is interested in knowing, and then determines the best way to make that

information available to the learner by providing the knowledge, systems, or materials

which enable the learner to perform a task more effectively. This is done by listening,

asking questions, providing ideas, suggesting alternatives, and identifying possible

resources.

fading

The technique of gradually removing the teaching information in programmed

sequence to the point that the learner is required to perform the desired behavior

without assistance.

feedback

Providing learners with information about the nature of an action and its result in

relation to some criterion of acceptability. It provides the flow of information back to

the learner so that actual performance can be compared with planned performance.

Feedback can be positive, negative, or neutral. Feedback is almost always considered

external while reinforcement can be external or intrinsic (i.e., generated by the

individual).

formative evaluation or assessment

The focus of discussion between trainer and learner, as a result of which both partiesreview their objectives or approach.

frame

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Learning objects given to learners in order to achieve an answer. Their answer will

determine the next frame to proceed to. Learners proceed through these "bits of data"

until they have completed the required instruction.

front-end analysis

The "front end" phase of the ISD or SAT process in which the job is analyzed, tasks

are selected for training, task performance measures are constructed, existing courses

are reviewed, and the instructional setting tentatively determined.

functional grouping

Organizing instruction such that tasks that relate to the same procedures or equipment

are presented together.

gaming

A technique in which the student is presented situations involving choice and risks.

The choices and the consequences resemble real-life situations, and the players are

reinforced for various decisions. Gaming is typically an enjoyable learning method for

the student.

generalizations

Responding in the same manner to several different stimuli.

Gestalt

Study of human learning where understanding is based upon insight.

Grok

To reach total understanding of a subject. From Robert Heinlein's Stranger in a

Strange Land .

group-paced instruction (lockstep)

Students progress as a group at a rate equal to that of the slowest student. There is no

fixed minimum time for a unit.

group trial






Tryout of a training course on a representative sample of the target population to

gather data on the effectiveness of instruction in regard to error rates, criterion test

performance, and time to complete the course.

guidance package

A complete self-instructional package that guides the learner through various methods

and media to achieve specific learning objectives and directs the learner activities in

the performance of a task.

guided discussion method

A learning experience in which students participate in an instructor-controlled,

interactive process of sharing information and experiences related to achieving an

instructional objective.

handbook

A document prepared specifically to provide guidance information. Handbooks are

used for the presentation of general information, procedural and technical use data, or

design information related to commodities, processes, practices, and services.

handout

Supporting information to be used by the learner as reference material in a trainingprogram.

hands-on

Student practice on actual equipment, simulators, or training aids.

hard skills

As opposed to soft skills. Skills to perform where job requirements are well defined in

terms of actions to be taken and expected outcomes.

heuristic routine

A problem solving approach, not a direct step-by-step procedure, but a trial-and-error

approach frequently involving the act of learning.

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human capital

The sum of the knowledge, attitudes, skills, and competencies of people in an

organization. Unlike structural capital, human capital is owned by the individuals who

have it. It is the renewable part of intellectual capital and is the source of creativity

and innovation.

Human Performance Improvement (HPI)

A systematic process of discovering and analyzing human performance improvement

gaps, planning for future improvements, designing cost-effective interventions to

close performance gaps, implementing the interventions, and evaluating the financial

and nonfinancial results.

human resource development (HRD)

An organized learning experience, conducted in a definite time period, to increase the

possibility of improving job performance and growth.

hybrid task analysis method

Involves both a quantitative analysis and consensus building. Using job task

documents, a list of tasks is compiled by an analyst. Through an iterative process

involving consensus building, the validity of the task list is assessed by subject matter

experts, supervisors and job incumbents. Through discussions, each task's complexity,

importance and frequency are numerically rated by members of the consensus group.Once the tasks are identified, the group identifies and validates the knowledge, skills

and abilities required to perform each task.

implementation phase

The fourth of the Instructional System Design phases (ADDIE). The instruction is

delivered to the learners during this phase.

inductive design

An instructional design where examples are presented and then followed by the rule.

informal learning






http://www.knowledgejump.com/learning/informal.html







The terms formal and informal learning have nothing to do with the formality of the

learning, but rather with the direction of who controls the learning objectives and

goals. In a formal learning environment the training or learning department sets the

goals and objectives, while informal learning means the learner sets the goals and

objective

instruction

The delivery of information to enable learning. The process by which knowledge and

skills are transferred to students. Instruction applies to both training and education.

instructional analysis

The procedures applied to an instructional goal in order to identify the relevant skills

and their subordinate skills and information required for a learner to achieve the goal.

instructional concept

An initial estimate of what the instruction should do, and what it should look like.

instructional design

The philosophy, methodology, and approach used to deliver information. Some

courseware aspects include question strategy, level of interaction, reinforcement, and

branching complexity.

instructional goals

Clear statements of behavior that learners are to demonstrate as a result of instruction.

instructional method

A component of the instructional strategy defining a particular means for

accomplishing the objective. For example a traditional instructor led instructional

strategy may be accomplished using the lecture method, a Socratic lecture technique,

and a defined step-by-step questioning procedure. Also called "method of instruction".

instructional module

A self-contained instructional unit that includes one or more learning objectives,

appropriate learning materials and methods, and associated criterion-reference

measures.

















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instructional setting

The location and physical characteristics of the area in which instruction takes place.

The setting can be in a classroom, a laboratory, a field, or workplace location. An

example is: a clean, well lighted, temperature controlled classroom equipped with

individual desks, chairs, and individual video monitors.

instructional step

A portion of material to which the student makes a response. It is a stage in the

instructional process that represents progress in the student's mastery. A subject to be

taught is broken down into frames, items, or segments (steps). It is assumed that

students cannot take later steps in a given sequence before taking the earlier step and

that each segment or item represents a step forward.

instructional strategy

The approach used to present information in a manner that achieves learning.

Approaches include tutorial, gaming, simulation, etc. Aspects of instructional

strategies include the order of presentation, level of interaction, feedback,

remediation, testing strategies, and the medium used to present the information.

instructional systems design (ISD)

A formal process for designing training, be it computer-based or traditional instructor-

led training. The ISD process includes analysis, design, development, implementation,and evaluation. Also known as System Approach to Training (SAT).

instructional technology

The use of technology (computers, compact disc, interactive media, modem, satellite,

teleconferencing, etc.) to support learning.

instructor

An individual who gives knowledge or information to learners in a systematic mannerby presenting information, directing structured leaning experiences, and managing

group discussions and activities.

Instructor led training (ILT)

A learning program facilitated by an instructor, normally in classroom or through a

web-based conference system.

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Interactivity

Instruction that requires interaction through the learner and a product or service. The

product or service should be able to sense and respond in order to maintain the

learner's interest, provide practice, and/or reinforce prior learnings.

interactive training

An umbrella term that includes both computer-based and multimedia training.

interim summary

A segment of instruction that reviews recent learning to reinforce prior information.

internet-based training

Delivery of educational content via a Web browser over the internet or intranet. It

provides links to learning resources outside of the course, such as references, email,

bulletin boards, and discussion groups. It is now normally referred to as elearning.

introduction

A major section of a lesson designed to establish a common ground between the

presenter and students, to capture and hold attention, to outline the lesson and relate it

to the overall course, to point out benefits to the student, and to lead the student into

the body of the lesson; usually contains attention step, motivation step, and overview.A segment that provides a general statement of the course content, target population,

why the student is studying the material, and appropriate motivation to gain the

student's attention.

job

What a person does at work to satisfy an employer's needs and expectations in

exchange for pay. A job consists of responsibilities, duties, and tasks that are defined

and can be accomplished, measured, and rated. It is used as an employment tool forclassifying work and for selecting employees.

job aid (performance aid)

A device designed for use on the job and providing guidance on the performance of a

specific task or skill. May be printed or on-line. Used in situations where it is not

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feasible or worthwhile to commit the procedure to memory before on-the-job activity.

Often these are paper-based and posted on the wall in plain sight or in a small

reference notebook. They can also be, decals, manuals, cards, etc.

job analysis

Breaking down the complexity of a person's job into logical parts such as duties and

tasks. It identifies and organizes the knowledge, skills, and attitudes required to

perform the job correctly. This is accomplished by gathering task activities and

requirements by observation, interviews, or other recording systems.

job description

A formal statement of duties, qualifications, and responsibilities associated with a job.

job enlargement

An increase in the number of tasks that an employee performs. It is associated with

the design of jobs to reduce employee dissatisfaction.

job enrichment

An increase in the number of tasks that an employee performs and an increase in the

control over those tasks. It is associated with the design of jobs and is an extension of

job enlargement.

Just-in-case training

Instruction that is delivered in advance of when a person might need to use it. It is

typical of most traditional training that seeks to ensure that people have the

knowledge and skills they need before they begin a job.

just-in-time training (JITT) or just-in-time learning:

A method of providing training when it is needed. Its advantages are:

Eliminates the need for refresher training due to subject knowledge loss

experienced if training precedes, over an extended period of time

(prevents decay if the learner cannot use the material upon returning to

the job).

Prevents training being wasted on people who leave the job before the

training

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Allows the learners to receive training when they need it... not weeks or

months later.

Kirkpatrick Four-Level Evaluation Model

A four step training evaluation methodology developed by Donald Kirkpatrick in

1975 consisting of:

Reaction - how the learners react to the learning process

Learning - the extent to which the learners gain knowledge and skills

Behavior - capability to perform the learned skills while on the job

Results - includes such items as monetary, efficiency, moral, etc.

knowledge

1. The sum of what is known; a body of truths, principles, and information. 2. Specific

information required for the student to develop the skills and attitudes for effective

accomplishment of the jobs, duties, and tasks.

knowledge level summary

A reiteration of key points of content in a knowledge-level lesson designed to enhance

a learner's ability to remember facts.

knowledge management

Capturing, organizing, and storing knowledge and experiences of individual workers

and groups within an organization and making it available to others in the

organization.

knowledge mapping (mind maps)

A learning method similar to outlining that consists of drawing out circles andconnecting them with lines while writing words in the circles and on the lines.

knowledge structures

There are three knowledge structures: declarative, procedural and strategic.




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Declarative knowledge tells us why things work the way they do, or that

the object or thing has a particular name or location. It includes

information about the concepts and elements in the domain and the

relationships between them.

Procedural knowledge tells us how to perform a given task. It contains

the discrete steps or actions to be taken and the available alternatives toperform a given task. With practice, procedural knowledge can become

an automatic process, thus allowing the human to perform a task without

conscious awareness.

Strategic knowledge is comprised of information that is the basis of

problem solving, such as action plans to meet specific goals; knowledge

of the context in which procedures should be implemented; actions to be

taken if a proposed solution fails; and how to respond if necessary

information is absent

mastery

Meeting all of the specified minimum requirements for a specific performance.

measurement

A tool used to provide feedback to the learner and the trainer to determine where the

learner is in relation to the ultimate goal or objective.

media

The means by which material is presented to learners; e.g. film, slides, computers, etc.

meta skills

Cognitive strategies that an individual applies to the processing of new information in

a novel situation (a scenario not previously experienced). These skills include

chunking or organizing new information, recalling relevant schemas, adding the new

information to the old schemas, and creating new schemas.

mind mapping

Technique invented by Tony Buzan following research on note taking procedures

which proved that if a learner writes down own key words then retention was

maximized.

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mLearning (mobile learning)

It basically means elearning through a mobile device, such as a mp3 player (iPod),

smart cellphone portable computer, or iPad. This means the learners do not have to be

in a fixed, predetermined location.

model

(1) A person that serves as a target subject for a learner to emulate. (2) A

representation of a process or system that show the most important variables in the

system in such a way that analysis of the model leads to insights into the system.

modeling

The process of observing and mapping the successful behaviors of other people.

module

A stand-alone instructional unit that is designed to satisfy one or more learning

objectives. A separate component complete within itself that can be taught, measured,

and evaluated for a change or bypassed as a whole; one that is interchangeable with

others, used for assembly into units of differing size, complexity, or function. A

module consists of one or more lessons. Also called “annex” or “subcourse”.

motivational device

A design element that causes and sustains interest or regulates activity for the purpose

of causing the student to perform in a desired way.

multimedia training

An instructional system that incorporates all or various instructional methods and

media. It describes any application that uses multiple media (graphics, text, animation,

audio, video), but multimedia is primarily thought of as any application that uses

high-bandwidth media (audio and video) and is most often delivered on CD-ROM.

needs analysis

A method used to determine training needs by reviewing work tasks, identifying

performance factors and objectives, and defining training objectives and

recommendations.

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Literally means the art and science of educating children, pedagogy is often used as a

synonym for teaching. Pedagogy embodies teacher-focused education.

perceptual modality

Learning style that refers to the primary way our bodies take in and perceiveinformation; visual, auditory, kinesthetic, and tactile (VAK).

performance

The accomplishment of a task in accordance with a set standard of completeness and

accuracy.

performance aid

See job aid.

performance analysis

It is the process by which professionals partner with clients to identify and respond to

opportunities and problems, and through study of individuals and the organization, to

determine an appropriate cross-functional solution system. Performance analysis is a

systematic and systemic approach to engaging with the client. It is the process by

which we determine when and how to use education and information resources.

performance-based instruction

Instruction which develops learner performance proficiency via task-based learning

objectives written with an action verb. Learners prove competency by actual

performance of the objectives to the established standards.

performance criteria/standard

Part of a learning objective that describes the observable learner behavior (or the

product of that behavior) that is acceptable as proof that learning has occurred.

performance deficiency

The inability of a unit or individual to perform the required tasks to the established

standard.

performance gap

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Normally, the syndicated distribution of audio files, but may also include

any media, such as video and written materials. In learning, podcasts are a useful way

of distributing formal and informal content.

practical exercise

A technique used during a training session that permits students to acquire and

practice the knowledge, skills, and attitudes necessary to successfully perform one or

more training objectives.

practice

Repeated and systematic performance to gain proficiency using the psychomotor,

cognitive, and affective skills, acquired in the training phase. Initial practice occurs

while the student is acquiring skills; proficiency practice occurs at intervals after

training so that the skills may be refreshed. Practice enables the student to perform the job proficiently.

practice effect

The influence of previous experience in taking a test for the second time or more.

Familiarity with directions, types of items, and questions when taking a test again

usually helps the examinee to score higher. Practice effect is greatest when the time

interval between the test and retest is short and when the same form is administered.

proficiency

Ability to perform a specific behavior (e.g., task, learning objective) to the established

performance standard in order to demonstrate mastery of the behavior.

proficiency training

Training conducted to improve or maintain the capability of individuals and teams to

perform in a specified manner. Training to develop and maintain a given level of skill

in the individual or team performance of a particular task.

programmed learning

A procedure that provides information to the learner in small steps, guarantees

immediate feedback concerning whether or not the material was learned properly and

allows the learner the pace with which she can go through the material.

prompt

http://www.knowledgejump.com/technology/ipod/ipod.html

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A word or signal that initiates or guides behavior; a cue.

psychomotor domain

Involves physical movement and coordination. The Taxonomies major categories in

order of ascending difficulty are:

Imitation: Observes skill and tries to repeat it.

Manipulation: Performs skill according to instruction rather than

observation.

Precision: Reproduces a skill with accuracy, proportion and exactness.

Usually performed independent of original source.

Articulation: Combines one or more skills in sequence with harmony and

consistency.

Naturalization: Completes one or more skills with ease and becomes

automatic.

quiz

A short test administered by the instructor to measure achievement on material

recently taught or on any small, newly completed unit of work.

reductionism

A meaningful way to study complex subjects by dividing it up into smaller

components.

remediation

Supplemental course materials to correct a learner's understanding or to reinforce the

learning objective.

response

Any behavior that results from a stimulus or stimuli. In instruction, it designates a

wide variety of behavior which may involve a single word, selection among

alternatives (multiple choice), the solution of a complex problem, the manipulation of

buttons or keys, etc.






remedial loop

An adjustive device that allows remedial instruction for learners.

scaffold

A metaphor which describes the support offered by educators in assisting learners to

achieve learning outcomes. It is characterized by the explicit training of skills and

knowledge targeting specific individuals, small groups or, where appropriate, whole

classes. Prior knowledge of the subject matter or the learning environment can help

the learners regulate by providing a ready scaffold (stepping stone, learning aid) for

new knowledge, or by making the learning environment easier to use so it doesn't

displace the subject matter as the object of study.

schema

In learning psychology, the way in which a human processes, store and "recreates"

information coming into the brain.

SCORM

Acronym for Sharable Content Object Reference Model. It is a collection of standards

and specifications for e-learning that defines how learning content communicates with

the learning platform. SCORM is a specification of the Advanced Distributed

Learning (ADL) Initiative.

segmented training

Modification of existing formal courses into discrete portions.

self-paced learning

Learning initiated and directed by the learner. The term is used by some organizations

now to include computer-based, web-based and multimedia training.

self teaching packages

Self instructional study units sent to the learner's location.

sequencing



Arranging the teaching points, teaching steps, and criterion steps into the most

appropriate order for effective learning.

sequential training

The ordering of training so that the learning of new or more complex skills/knowledgeis built on and reinforces previously learned material.

shaping

The process of gradually changing a student's behavior until it conforms to the desired

behavior.

simulation

Any representation or imitation of reality. An instructional strategy used to teachproblem solving, procedures, or operations by immersing learners in situations

resembling reality. The learners actions can be analyzed, feedback about specific

errors provided, and performance can be scored. They provide safe environments for

users to practice real-world skills. They can be especially important in situations

where real errors would be too dangerous or too expensive.

sitting with Nellie

Discredited form of training where the learner observes an expert performing the

tasks.

skill

The ability to perform a psychomotor activity that contributes to the effective

performance of a task.

small group instruction (SGI)

A means of delivering training which places the responsibility for learning on the

student through participation in small groups led by small group leaders who serve asrole models throughout the course. SGI uses small group processes, methods, and

techniques to stimulate learning.

small group leader (SGL)

An instructor who facilitates role modeling, counseling, coaching, learning, and team

building in Small Group Instruction (SGI).



small group trial

Tryout of a training course on a representative sample of the student target population

to gather data on the effectiveness of instruction in regard to error rates, criterion test

performance, and time to complete the course. Also called “trials” or “tryout, small

group”.

Social Learning

A process of learning caused or favored by people being situated in a common

environment and observing one another. This allows the learners to not only perceive

each other for comparison and self-evaluation, but also see others as a neutral source

of information, which may help or speed several forms of instrumental learning.

Social Media

Communication tools that allows users to create, modify, and/or distribute content.

And rather than being a broadcast model for one-to-many, such as a typical web page,

social media are more of a many-to-many model that allows a conversational format

for people to create, share, and remix information. Includes such tools as blogs,

microblogs (e.g., Twitter & Yammer), file sharing (e.g., Flickr & SlideShare), Virtual

Meeting Places, (e.g., Adobe Connect & Elluminate), social sites (e.g. Facebook &

MySpace) and wikis.

soft skills

As opposed to hard skills. Business skills are more related to competencies rather than

skills, such as leadershipc or listening.

standards

Describes the criterion or standards of performance which must be attained. An

established norm against which measurements are compared. The time allowed to

perform a task including the quality and quantity of work to be produced.

stem

The part of a test item that asks a question.

stimulus

Anything that provokes behavior. The event, situation, condition, signal, or cue to

which a response must be made.

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stimulus discrimination

The correct response to a multiple choice situation

stimulus instruction

The part of a discrimination-type situation that tells the learner how to work the

exercise, or the stem to a discrimination type exercise.

storyboard

A series of pictures which support the action and content that will be contained in an

audiovisual sequence.

student controlled instruction

An instructional environment in which the student can choose from a variety of

instructional options for achievement of the terminal objectives. Students can vary

their rate of learning, the media used, and other such learning factors. Also called

"learner controlled instruction".

student population baseline data

Information about the current level of performance of the student population that can

be used to confirm the need to develop new instruction or to assess differences

between student performance before (at baseline) and after instruction. Also called“baseline data”.

subject matter expert (SME)

A person who can perform a job or a selected group of tasks to standards. Her

experience and knowledge of the job designates her as a technical expert. She must

know what is critical to the performance of the task and what is nice-to-know. She

must have recent job experience, otherwise, her knowledge of the task may be

outdated by new procedures or equipment.

suggestopedia

Methodology developed by Georgi Lozanov. Sometimes called Super Learning

or Accelerated Learning. In broad terms, it is a research based technology and an

philosophy that uses learners' holistic natural talents to provide them the highest

probability of maximizing their learning, retention, and performance. It is supposed to

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create a stress-free, positive, joyful, psychologically and physically healthy

environment that enhances self-esteem and focuses on the needs of the learner.

synchronous learning

Places the learners and instructors in the same time, although they may be in differentplaces, such as face-to-face learning or virtual learning. This differs

from asynchronous learning, in which the learners' learning takes place on their own

time, thus it does not include real-time instructor guidance.

system approach to training (SAT)

See Instructional Systems Design (ISD).

tabletop analysis

Using a facilitator, a small group of (3-10) subject matter experts convene to identify

the various tasks to be performed. Through brainstorming and consensus building, the

team develops a sequential list of tasks. Following this process, the team determines

which tasks should be trained. Task selection is based on the frequency, difficulty,

criticality and the consequences of error or poor performance.

target population

The total collection of a population that is scheduled to enter a given instructionalprogram.

task

The smallest essential part of a job. A unit of work activity that is a logical and

necessary action in the performance of a job. It can be described in simple terms. Has

an identifiable start and end point and results in a measurable accomplishment or

product.

task analysis

Involves the systematic process of identifying specific tasks to be trained; and a

detailed analysis of each of those tasks. Task analysis information can be used as the

foundation for: developing instructional objectives, identifying and selecting

appropriate instructional strategies, sequencing instructional content, identifying and

selecting appropriate instructional media, and designing performance evaluation tools.

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It is always done in the context of a specific job. It facilitates training program design

by providing a description of the fundamental elements of a job.

task selection model

A model used to apply statistically valid task selection models to identify criticalindividual tasks. There are a variety of models available for use. Some examples of

task selection models are as follows:

Difficulty-importance-frequency model. An individual critical task

selection model that uses difficulty, importance, and frequency factors.

Eight-factor model. An individual critical task selection model that uses

percent performing, percent time spent performing, consequence of

inadequate performance, task delay tolerance, frequency of performance,

task learning difficulty, probability of deficient performance, and

immediacy of performance. Four-factor model. An individual critical task selection model that uses

percent performance, and task learning difficulty.

Training Emphasis (TE) model. An individual critical task selection

model that uses the training emphasis factor to determine if a task is

critical or not. The TE factor is collected from supervisors of job holders.

It reflects how much emphasis the task should be given in training for a

specific task.

teaching point

The smallest increment of information to which a learner may be expected to respond;

a statement of fact or a procedural step in the performance of a task; the precise

information you want a learner to know or respond to.

terminal behavior

The behavior which the learner is to demonstrate after the learning experience.

terminal learning objective

Prescription of the conditions, behavior (action), and standard of task performance for

the training setting. A learning objective at the highest level of learning (SKA)

appropriate to the human performance requirements a student will accomplish when

successfully completing instruction.

test

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A device or technique used to measure the performance, skill level, or knowledge of a

learner on a specific subject matter. It usually involves quantification of results -- a

number that represents an ability or characteristic of the person being tested.

test fidelity

The degree to which the test resembles the actual task performed. The closer the

resemblance, the higher the fidelity of the test.

test item analysis

The process of evaluating single test items by any of several methods. This usually

involves the determination of how well an individual item separates examinees, its

relative difficulty value, and its correlation with some criterion of measurement.

topic

The basic organizational unit of instruction covering one or more closely related

learning objectives.

topical outline

An outline of the topics to be included in the instructor guide. It provides course

learning objectives, a listing of part, section, and topic titles and statements of

rationale to explain or justify the training. It is used by the curriculum designer to

develop the instructor guides.

trainer

A person who directs the growth of learners by making them qualified or proficient in

a skill or task. Uses coaching, instructing, and facilitating techniques to accomplish

the learning objectives.

training

Learning that is provided in order to improve performance on the present job.

training aid

An item to enhance training. May include charts, slides, and schematics

training concept








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A summary describing how the required training is to be accomplished in terms of

type of training, presentation environment, presentation techniques, presentation

media, pipeline, location, and other considerations.

transfer of training

The ability of persons to effectively apply to the job the knowledge and skills they

gain in dissimilar learning situation. Also, the learning in one situation that facilitates

learning (and therefore performance) in subsequent similar situations.

tutorial

An instructional program that presents new information to the student efficiently and

provides practice exercises based on that information. A lesson design used to teach

an entire concept. Interactive instruction that asks questions based on the information

presented, requests student responses, and evaluates student responses. It is self-paced, accommodates a variety of users, and generally involves some questioning,

branching, and options for review.

validation

A process of testing the effectiveness of instruction by administering the criterion test

immediately after the instruction. Also, a process through which a course is

administered and revised until learners effectively attain the base line objectives.

validity

The degree to which a test measures what it is intended to measure. Although there

are several types of validity and different classification schemes for describing

validity there are two major types of validity that test developers must be concerned

with, they are content-related and criterion-related validity.

varied repetition

Design elements that repeat a segment of a lesson differently to enhance learning.

vestibule training

A variant of job rotation in which a separate work area is set up for a learner so that

the actual work situation does not pressure the learner, (e.g. cockpit simulator).



web based instruction (WBI)

Web-based Instruction is delivered over public or private computer networks and

displayed by a Web browser. WBI is available in many formats and several terms are

linked to it; on-line courseware, distance education on-line, etc. WBI is not

downloaded CBT, but rather on-demand training stored in a server and accessedacross a network. WBI can be updated very rapidly, and access to the training

controlled by the training provider. Also see eLearning

workbook

A handout that contains procedures and exercises designed to assist the learner in

achieving the learning objectives.

worker efficiency

A measure (usually computed as a percentage) of worker performance that compares

the standard time allowed to complete a task to the actual worker time to complete it.

work sample

The use of number of random samples to determine the frequency with which certain

activities are performed. Performance on a work sample is frequently used as a

criterion against which prediction devices in evaluation are validated.

http://www.nwlink.com/~donclark/hrd/glossary/e.html#e-learning






Vocab 2

admission

entry to a particular institution or program that is formally granted by the institution after a student meets

set requirements

advisor/advising

person or act of directing a student toward the proper courses necessary to complete the student's

educational goals

asynchronous communication or interaction

any act of exchanging information involving a delay between the sending and the receiving of the message

associate degree

degree program requiring 60+ hours of specified course work

bachelor's degree or baccalaureate

the degree of bachelor of arts or bachelor of science, typically requiring 120 hours of specified course work

bursar

campus office where student tuition and fee payments are made

campus

physical location of a college or university

campus coordinatoran ICN learner's primary contact at the Home Institutionan who assists with registration and provides on-

campus support

correspondence course

a course in which all communication between student and instructor is done with printed materials via the

US Mail

credit course

a class with specified learning goals which the student is required to meet in order to pass the course and

that may be applied toward the fulfillment of degree requirements at a college or university

degree program

an organized sequence of classes that leads to the awarding of a college degree at the undergraduate or

graduate level

delivery method

means by which a course is accessible to the student; can be television at a Receive Site, cable, videotape,

via the Internet, or by U.S. mail



distance education

a formal learning activity which occurs when students and instructor are separated by geographic distance

or by time, often supported by communications technology such as television, videotape, computers or mail

drop/withdrawal

student option for not continuing enrollment in a course. Student receives a full or partial refund of tuition

and fees if the drop or withdrawal is completed by a certain date near the beginning of the semester

electronic mail (email)

a system of exchanging messages by means of computers attached to a network

electronic mail account or email account

an authorization that allows the sending of electronic mail messages over a particular system, such as one

college's network

faculty

instructors of higher education course work; a group term: one college teacher is "a member of the faculty"

fees/costs

payment required for itemized services or materials involved with higher education classes

final exams

tests often given at the end of a course to assess mastery of course material

financial aid

money available from various sources and under various conditions to students needing assistance to pay

tuition and educational expenses. The term covers both grants and loans.

graduate course

a credit course that may be applied to a graduate degree (that is, a master's or other professional degree,

usually requiring at least 30 hours of work beyond the bachelor's degree)

Home Institution

the university or college in Indiana that processes your enrollment, maintains your records, issues your

grades and grants credit, provides financial aid services, and grants your degree if you are degree seeking.

Indiana College Network (ICN)

a collaborative distance education service with participation from all of Indiana's accredited public colleges

and unviersities and a growing number of private institutions that delivers educational courses and programs

to learners at a distance

Indiana Partnership for Statewide Education (IPSE)

a cooperative venture formed in 1992 by Indiana's colleges and universities to deliver and support high-

quality instructional programming for students wherever they are

Indiana Higher Education Telecommunication System (IHETS)

a state-supported consortium of all higher education institutions in Indiana that operates and manages

telecommunication networks and services for shared use in addition to operating the Indiana College

Network

http://www.ihets.org/

http://www.ihets.org/



IHETS Receive Site

location equipped to receive televised distance education courses over the IHETS satellite network; students

can view and participate in televised classes at these locations.

IHETS Television

a closed-circuit satellite network transmitting distance education courses from colleges and universities to

students throughout Indiana and beyond (note: As of June 2006 IHETS Television is no longer an

active delivery method)

IHETS Interactive

IHETS Interactive is a Web-based application that supports live video and audio as well as other types of

interaction and collaboration. Students watch and listen to the instructor using a standard Windows PC and

interact with the instructor and one another using the application’s audio and text chat features. IHETS

Interactive classes can be taken at any location with a networked PC meeting the minimum technical

requirements, including from home or work. Students who do not have regular access to a networked

computer can participate from an authorized IHETS Interactive receive site.

independent study

courses delivered and completed primarily via US mail

Internet

the web of interconnections among computers that allow computer users to exchange electronic mail and

access host computers at a distance, including host computers providing sites on the World Wide Web

("WWW" or "Web")

IPSE Member Institutions (not the same as ICN Participating Institutins)

Ball State University

Independent Colleges of Indiana Indiana State University

Indiana University

Ivy Tech Community College of Indiana

Purdue University

University of Southern Indiana

Vincennes University

learning center

a place where students can use equipment and obtain services needed to participate in distance education

classes, including computers and fax machines

learning center coordinator

individual at a Learning Center who provides information about learning opportunities, access to equipment,

instruction in its use, and general help with course-related or program-related service needs, questions, and

problems

library coordinator

a librarian at a college or university who provides library services and resources to distance education

students taking courses originating from that institution

http://www.ihets.org/progserv/video/tv/sitecoordinators/search.html

http://www.icn.org/courses_and_programs/course_delivery_methods.html



http://ihets.org/progserv/dms/meeting/SystemRequirements.html




http://webapps.ihets.org/receiveSiteDB/listReceiveSiteMap.htm








http://www.ihets.org/progserv/video/tv/sitecoordinators/search.html



live interaction

ability for students to participate in classes offered at a distance using electronic technology (video or audio

return communication for a TV class or "chat" mode on the Internet)

noncredit

a class that typically meets only once or just a few times and that contributes toward personal or

occupational development rather than being applicable toward a college degree

open enrollment

courses which allow students to register at any time throughout the year. Open enrollment courses generally

must be completed within a six month or one year period, depending upon the originating institution

Originating Institution

the college or university which produces and offers a specific course

parallel course

course that must be taken the same semester as another for full credit

prerequisite

requirements necessary before a student can take a particular class

professional development

courses offered to improve knowledge and skills in a specific professional areas, such as professional

certification programs

registrar's office

campus office where student registration and records are compiled

registration

act wherein a student enrolls in a specific course

student services

services for students and prospective students, including counseling and help with course registration )

syllabus

outline of material a specific course will cover, on what schedule, with what assignments; usually distributed

at the first class of the semester (plural: syllabi).

Teleresponse

a special device developed by IHETS for the satellite network to allow off-site, distant students to interact

with the instructor and classmates via return audio communication

transferability

the extent to which a course taken from one campus may be accepted by another campus; variations

determining full or partial transfer of the credit depend on such factors as whether the receiving campus

offers an equivalent or similar course at comparable levels of academic expectation for learning; academic

advisors and campus coordinators have information about whether and how specific courses will transfer to

their institutions and degree programs



transcript

student record of grades, courses completed, and advancement toward a degree or toward the completion

of a program

tuition

payment required for enrollment in a course

undergraduate course

a credit course that may be applied to an undergraduate degree (that is, a two-year college degree, often

referred to as an associate degree, or a four-year college degree, often referred to as a bachelor's degree)

Virtual Indiana Classroom (VIC)

delivery method of the Indiana University Virtual Indiana Classroom network. The two-way video courses

delivered via the IU interactive network are available solely at IU campuses

World Wide Web (WWW or Web)

an information system based on hypertext, in which you can follow links from one document to another; the

millions of documents which make up the Web are located on computers all over the world and can beaccessed via the Internet



Vocab 3

A

AAAS American Association for the Advancement of Science

AACTE American Association of Colleges for Teacher Education

AASA American Association of School Administrators

AEL Appalachia Educational Laboratory

AERA American Educational Research Association

AFT American Federation of Teachers

AIT Agency for Instructional Technology

alternative assessment: An assessment in which students originate a response to a

task or question. Such responses could include demonstrations, exhibits, portfolios,

oral presentations, or essays. (Compare to traditional assessment.)

analytical trait scoring: A method for assigning a summary score to a product,performance, or work sample based on a prior analysis that defined the key traits,

dimensions, or characteristics possessed by the class of objects being scored. The

object is scored independently against each dimension, and a summary score is

calculated following a set formula. The summary score may be a simple total (or

average) across dimensions, a weighted total, or a more complex algorithm. An

example might be the scoring of a piece of persuasive writing on such traits as

attention to audience, correct use of grammar and punctuation, focus on the topic, and

persuasiveness of argument.

AOD alcohol and other drugs

ASCD Association for Supervision and Curriculum Development

ATE Association of Teacher Educators

ATOD alcohol, tobacco, and other drugs

http://www.ncrel.org/sdrs/areas/misc/glossary.htm#trad






at risk: A term applied to students who have not been adequately served by social

service or educational systems and who are at risk of educational failure due to lack of

services, negative life events, or physical or mental challenges, among others.

authentic assessment: An assessment presenting tasks that reflect the kind of mastery

demonstrated by experts. Authentic assessment of a student's ability to solveproblems, for example, would assess how effectively a student solves a real problem.

authentic task: School assignment that has a real-world application. Such tasks bear

a strong resemblance to tasks performed in nonschool settings (such as the home, an

organization, or the workplace) and require students to apply a broad range of

knowledge and skills. Often, they fill a genuine need for the students and result in a

tangible end product.

B

behaviorism: A theory suggesting that learning occurs when an environmental

stimulus triggers a response or behavior. Based on classical conditioning theory,

behaviorism applies to educational practices that reward performance behaviors to

encourage repetition of those behaviors. Rote memorization and drill-and-practice

instruction are supported by behaviorist theory.

benchmark: Statement that provides a description of student knowledge expected at

specific grades, ages, or developmental levels. Benchmarks often are used in

conjunction with standards. (See standards.)

benchmark performances: Performance examples against which other performances

may be judged.

C

CCSSO Council of Chief State School Officers

CELA National Research Center on English Learning and Achievement

CIERA Center for the Improvement of Early Reading Achievement

CRESPAR Center for Research on the Education of Students Placed At Risk

CRESST National Center for Research on Evaluation, Standards, and Student Testing

coaching: An instructional method in which a teacher supports students as they

perfect old skills and acquire new skills.

http://www.ncrel.org/sdrs/areas/misc/glossary.htm#standard






cognitive science: A science investigating how people learn rather than what they

learn. Prior knowledge and out-of-classroom experience help form the foundation on

which teachers build effective instruction. Also referred to as the study of the mind .

cognitively guided instruction: An instructional strategy in which a teacher assesses

what students already know about a subject and then builds on students' priorknowledge. Students typically are asked to suggest a way to represent a real problem

posed by the teacher. Guided questions, encouragement and suggestions further

encourage students to devise solutions and share the outcome with the class.

collaborative learning or cooperative learning: An instructional approach in which

students of varying abilities and interests work together in small groups to solve a

problem, complete a project, or achieve a common goal.

constructivism: Theory suggesting that students learn by constructing their own

knowledge, especially through hands-on exploration. It emphasizes that the context inwhich an idea is presented, as well as student attitude and behavior, affects learning.

Students learn by incorporating new information into what they already know.

CPRE Center for Policy Research in Education

criterion-referenced assessment: An assessment that measures what a student

understands, knows, or can accomplish in relation to specific performance objectives.

It is used to identify a student's specific strengths and weaknesses in relation to skills

defined as the goals of the instruction, but it does not compare students to other

students. (Compare to norm-referenced assessment.)

critical thinking: Logical thinking that draws conclusions from facts and evidence.

curriculum (plural curricula): A plan of instruction that details what students are to

know, how they are to learn it, what the teacher's role is, and the context in which

learning and teaching will take place.

D

data-driven decision making: A process of making decisions about curriculum andinstruction based on the analysis of classroom data and standardized test data. Data-

driven decision making uses data on function, quantity and quality of inputs, and how

students learn to suggest educational solutions. It is based on the assumption that

scientific methods used to solve complex problems in industry can effectively

evaluate educational policy, programs, and methods.

http://www.ncrel.org/sdrs/areas/misc/glossary.htm#norm






distance learning: Using technology such as two-way, interactive television, teacher

and student(s) in different locations may communicate with one another as in a

regular classroom setting.

E

ECS Education Commission of the States

ENC Eisenhower National Clearinghouse

equity: The state of educational impartiality and fairness in which all children — minorities and nonminorities, males and females, successful students and those who

fall behind, students with special needs and students who have been denied access in

the past — receive a high-quality education and have equal access to the services they

need in order to benefit from that education.

ERIC Educational Resources Information Center

ETS Educational Testing Service

exhibition of mastery: A type of assessment in which students display their grasp of

knowledge and skills using methods such as skits, video presentations, posters, oral

presentations, or portfolios.

F

facilitator: A role for classroom teachers that allows students to take a more active

role in learning. Teachers assist students in making connections between classroom

instruction and students' own knowledge and experiences by encouraging students to

create new solutions, by challenging their assumptions, and by asking probing

questions.

G

graphing calculator: A calculator with a large display that enables the user to see

math functions and data graphically.

H

"hands-on/minds-on" activities: Activities that engage students' physical as well as

mental skills to solve problems. Students devise a solution strategy, predict outcomes,

activate or perform the strategy, reflect on results, and compare end results with

predictions.



heterogeneous grouping: Grouping together students of varying abilities, interests,

or ages.

higher-order questions: Questions that require thinking and reflection rather than

single-solution responses.

higher-order thinking skills: Understanding complex concepts and applying

sometimes conflicting information to solve a problem, which may have more than one

correct answer.

holistic scoring: Using a scoring guide or anchor papers to assign a single overall

score to a performance. (See scoring guide.)

I

informal knowledge: Knowledge about a topic that children learn through experienceoutside of the classroom.

inquiry: A process in which students investigate a problem, devise and work through

a plan to solve the problem, and propose a solution to the problem.

IES: Institute of Educational Sciences (U.S. Department of Education).

interdiscipinary curriculum: A curriculum that consciously applies the methodology

and language from more than one discipline to examine a central theme, issue,

problem, topic, or experience.

intermediate service agency (ISA) or intermediate unit (IU): Regional centers or

agencies established by some state governments to provide needed services,

assistance, and information to local schools and districts.

Internet A worldwide "network of networks" that allows participants in different

electronic networks to share information, transfer files, access news, and

communicate through electronic mail.

L

LAB: The Northeast and Islands Laboratory at Brown University.

learner-centered classroom: Classroom in which students are encouraged to choose

their own learning goals and projects. This approach is based on the belief that

students have a natural inclination to learn, learn better when they work on real or

http://www.ncrel.org/sdrs/areas/misc/glossary.htm#scoring






authentic tasks, benefit from interacting with diverse groups of people, and learn best

when teachers understand and value the difference in how each student learns.

"less is more": A principle built on the idea that quality is of higher importance than

quantity. It is reflected in instruction that guides students to focus on fewer topics

investigated in greater depth, with teachers performing the task of prioritizing subjectsas well as specific skills within those subjects.

LSS Laboratory for Student Success (serves states in the Mid-Atlantic area)

M

manipulative: Any physical object (e.g., blocks, toothpicks, coins) that can be used to

represent or model a problem situation or develop a mathematical concept.

matrix sampling: An assessment method in which no student completes the entireassessment but each completes a portion of the assessment. Portions are allotted to

different, representative samples of students. Group (rather than individual) scores are

obtained for an analysis of school or district performance.

McREL Mid-continent Research for Education and Learning

metacognition: The process of considering and regulating one's own learning.

Activities include assessing or reviewing one's current and previous knowledge,

identifying gaps in that knowledge, planning gap-filling strategies, determining the

relevance of new information, and potentially revising beliefs on the subject.

modeling: Demonstrating to the learner how to do a task, with the expectation that the

learner can copy the model. Modeling often involves thinking aloud or talking about

how to work through a task.

N

NAEP National Assessment of Educational Progress

NAEYC National Association for the Education of Young Children

NASBE National Association for State Boards of Education

NASDC New American Schools Development Corporation

NCADI National Clearinghouse for Alcohol and Drug Information



NCAL National Center on Adult Literacy

NCATE National Council for the Accreditation of Teacher Education

NCES National Center for Educational Statistics

NCMSC North Center Mathematics and Science Consortium

NCREL North Central Regional Educational Laboratory

NCRTEC North Central Regional Technology in Education Consortium

NCTE National Council of Teachers of English

NCTM National Council of Teachers of Mathematics

NEA National Education Association

new math: The teaching of highly abstract and conceptual math, which was popular

during the early 1960s.

NGA National Governors Association

norm-referenced assessment:An assessment designed to discover how an individual

student's performance or test result compares to that of an appropriate peer group.

(Compare to criterion-referenced assessment.)

NSDC National Staff Development Council

NSTA National Science Teachers Association

NWREL Northwest Regional Educational Laboratory

O

OERI Office of Educational Research and Improvement (Now Institute of

Educational Sciences), U.S. Department of Education

open-ended question: A question that has many avenues of access and allows

students to respond in a variety of ways. Such questions have more than one correct

answer.

http://www.ncrel.org/sdrs/areas/misc/glossary.htm#criterion






open-ended task: A performance task in which students are required to generate a

solution or response to a problem when there is no single correct answer.

open-response task: A performance task in which students are required to generate

an answer rather than select an answer from among several possible answers, but there

is a single correct response.

outcome-based education: An integrated system of educational programs that aligns

specific student outcomes, instructional methods, and assessment.

P

performance assessment: Systematic and direct observation of a student

performance or examples of student performances and ranking according to

preestablished performance criteria. Students are assessed on the result as well as the

process engaged in a complex task or creation of a product.

performance criteria: A description of the characteristics to be assessed for a given

task. Performance criteria may be general, specific, analytical trait, or holistic. They

may be expressed as a scoring rubric or scoring guide. (See rubrics andscoring guide.)

performance task: An assessment exercise that is goal directed. The exercise is

developed to elicit students' application of a wide range of skills and knowledge to

solve a complex problem.

portfolio assessment: An assessment process that is based on the collection of student work (such as written assignments, drafts, artwork, and presentations) that

represents competencies, exemplary work, or the student's developmental progress.

PREL Pacific Resources for Education and Learning

prior knowledge: The total of an individual's knowledge at any given time.

problem solving: A method of learning in which students evaluate their thinking and

progress while solving problems. The process includes strategy discussion--

determining solution strategies to similar problems and pinpointing additionalproblems within the context of their investigation.

Project 2061: A reform initiative, developed by the American Association for the

Advancement of Science, which seeks to improve the quality, increase the relevance,

and broaden the availability of science, math, and technology education.

http://www.ncrel.org/sdrs/areas/misc/glossary.htm#rubrics









PTA Parent Teacher Association

PTO Parent Teacher Organization

R

R&D research and development

RD&D research, development, and dissemination

reliability: An indicator of score consistency over time or across multiple evaluators.

Reliable assessment is one in which the same answers receive the same score

regardless of who performs the scoring or how or where the scoring takes place. The

same person is likely to get approximately the same score across multiple test

administrations.

restructuring: See systemic reform.

rubrics: Specific criteria or guidelines used to evaluate student work.

S

scaffolding: An instructional technique in which the teacher breaks a complex task

into smaller tasks, models the desired learning strategy or task, provides support as

students learn to do the task, and then gradually shifts responsibility to the students. In

this manner, a teacher enables students to accomplish as much of a task as possiblewithout adult assistance.

scale: The range of scores possible for the student to achieve on a test or an

assessment. Performance assessments typically use a 4- to 6-point scale, compared to

a scale of 100 or more with traditional multiple-choice tests.

scientific knowledge: Knowledge that provides people with the conceptual and

technological tools to explain and describe how the world works.

scoring guide: A set of guidelines for rating student work. A scoring guide describeswhat is being assessed, provides a scoring scale, and helps the teacher or rater

correctly place work on the scale. (See rubrics.)

SEA state education agency (e.g., state department of education)

SEDL Southwest Educational Development Laboratory

http://www.ncrel.org/sdrs/areas/misc/glossary.htm#systemic



http://www.ncrel.org/sdrs/areas/misc/glossary.htm#performa











standardized tests: Assessments that are administered and scored in exactly the same

way for all students. Traditional standardized tests are typically mass-produced and

machine-scored; they are designed to measure skills and knowledge that are thought

to be taught to all students in a fairly standardized way. Performance assessments also

can be standardized if they are administered and scored in the same way for all

students.

standards: Statements of what students should know and be able to demonstrate.

Various standards have been developed by national organizations, state departments

of education, districts, and schools.

student assistance program: A school-based program, modeled on employee

assistance programs, that focuses on addressing students' behavior and performance at

school and includes a referral process to help students address identified problems.

systemic reform: Change that occurs in all aspects and levels of the educationalprocess and that impacts all stakeholders within the process — students, teachers,

parents, administrators, and community members — with implications for all

components, including curriculum, assessment, professional development, instruction,

and compensation.

T

teaching for understanding: A teaching method that focuses on the process of

understanding as the goal of learning rather than simply the development of specific

skills. It focuses on forming connections and seeing relationships among facts,procedures, concepts, and principles, and between prior and new knowledge.

technology: In education, a branch of knowledge based on the development and

implementation of computers, software, and other technical tools, and the assessment

and evaluation of students' educational outcomes resulting from their use of

technology tools.

TECSCU Teacher Education Council of State Colleges and Universities

traditional assessment: An assessment in which students select responses from amultiple-choice list, a true/false list, or a matching list. (Compare to alternative

assessment.)

V

http://www.ncrel.org/sdrs/areas/misc/glossary.htm#alternat








validity: An indication that an assessment instrument consistently measures what it is

designed to measure, excluding extraneous features from such measurement.

W

WestEd: The Regional Educational Laboratory serving Arizona, California, Nevada,and Utah.

Z

zone of proximal development: A level or range in which a student can perform a

task with help.

Vocabulary p15

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