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.
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
The specific behavior the learner is to exhibit after training.
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.
Action Learning
This is a continuous process of learning and reflection with the intention
of getting something done. It does not use project work, job rotation,
or any form of a simulation such as case studies or business games (see
active learning). 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.
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 are measurable, 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.
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 them with 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 confirmation until they have progressed
through the material and have accomplished predetermined objectives.
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).
The taxonomy of categories arranged in ascending order of difficulty
are:
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.
Analysis Phase
First of the Instructional System Design phases. 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 helping students 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:
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:
AttitudePredictive 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.
Authoring
A structured approach to developing all elements of a unit of instruction.
Authoring Tool
Software application used to produce media-based learning content
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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.
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.
Behavior Modification
The change in the knowledge, skills, or attitude of an individual which
occurs as the result of a planned set and schedule of reinforcements.
Block of Instruction
A group of related instructional units or modules covering a major
subject area.
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 Mortar Schools
A traditional school or class building. A Brick and Click school would
be a combination of a traditional and online (click) school.
Broadcast
Method of transferring learning content to many learners simultaneously.
Bypassing
In programmed instruction, a technique that permits a student to skip
certain portions of the material because of prior knowledge.
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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 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.
C-Learning
Classroom learning or conventional learning as compared to e-learning
(electronic).
Clustering
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:
Cognitive Domain
Involves mental processes. The Taxonomy of categories arranged in ascending
order of difficulty are:
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 already know 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, 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 what the 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 is common to two or more tasks.
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.
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.
Completion Item
A test component requiring the completion of a statement, phrase, or
concept.
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 in progress 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.
Computer Managed Instruction (CMI)
The use of computers and software to manage the instructional process.
Functions of CMI can include a management administration system designed
to track student performance over a period of time, provide information
concerning performance trends, record individual and group performance
data, schedule training, and provide support for other training management
functions.
Concept
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 an 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).
Constructivism
School of human learning which believes in the need to identify current
learning prior to constructing new meaning. Knowledge is seen as
a mental construct that is built on and added to. Learners create
an image of what the world is like and how it operates and they adapt and
transform their understanding of new experiences in light of what they
already '‘know'’. This theory of learning has consequences for teaching
and learning strategies. It means that trainers must recognize how
a learner already sees the world, and how that learner believes it to operate.
New information presented to the learner will be modified by what the learner
already knows and believes. By starting 'where the learner is at’,
that is, engaging prior knowledge with present learning, the trainer assists
the students to build on her understanding of the world and its workings.
Contiguity
The almost simultaneous occurrence of stimulus and response in psychomotor
skill learning.
Controlled Pacing
A programming principle that implies self-pacing within an instructional
system. The information 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, in that learners
work in small groups on an assigned project or problem under the guidance
of the trainer who monitors the groups, making sure the learners are staying
on task and are coming
up with the correct answers (if there is a right or a best answer).
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 students to 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.
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, either 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 one element 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.
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Declarative knowledge
Factual (verifiable information) information about a subject matter.
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.
Design Phase
The phase in the instructional system design process where learning
objectives, tests, and the required skills and knowledge for a task are
constructed and sequenced.
Desktop Training
Any training delivered by computer at one's desk.
Development
The actual learning of knowledge, skills, and attitude.
Development Phase
The phase in the instructional system design process where instructional
materials are developed and validated.
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, and under supervision.
Discrimination
The ability to choose between two closely related responses to a specific
stimulus.
Distance Learning
(1) The use of any media for self-study. (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
Students take courses from a variety of sources (and delivery modes)
to customize a program of study. Often is used synonymously with
online learning.
Drill and Practice
Ungraded verifications of comprehension of enabling objectives (e.g.,
questions, exercises, and problems). A method of instruction characterized
by systematic repetition of concepts, examples, and practice problems.
An ungraded practice
quiz.
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Education
The development of knowledge, skills, and attitude not necessarily
related to one’s job.
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.
E-Learning
Covers a wide set of applications and processes such as web-based learning,
computer-based learning, virtual classrooms, and digital collaboration.
It includes the delivery of content via Internet, intranet/extranet, audio
and videotape, satellite, and CD-ROM. However, many organizations
only consider it as a network-enabled transfer of skills and knowledge.
Electronic Performance Support System (EPSS)
Applications designed to run simultaneously with other applications
or embedded within 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 a task, 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 role and
environment, such as natural constraints
and working relationships.
Enabling Learning Objective (ELO)
A statement in behavioral terms of what is expected of the student
in demonstrating mastery at the knowledge and skill level necessary for
achievement of a Terminal Learning Objective (TLO) or another ELO.
Entry Level Skills
Specific competencies or skills a learner must have mastered before
entering a given instructional activity.
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.
Evaluation
The process of gathering information in order to make good decisions.
It is broader than 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:
Evaluation Phase
The instructional system design phase that determines 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 to experience and practice job related tasks and functions
during a training session.
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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.
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).
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.
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.
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.
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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 training program.
Hands-On
Student practice on actual equipment, simulators, or training aids.
Human Performance Improvement (HPI)
A systematic process of discovering and analyzing human performance
improvement gaps, planning for future improvements in human performance,
designing and developing cost-effective and ethically-justifiable 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.
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Implementation Phase
The Instructional System Design where instruction is delivered to the
learners.
Inductive Design
An instructional design where examples are presented and then followed
by the rule.
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 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.
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
manner by presenting information, directing structured leaning experiences,
and managing group discussions and activities.
Interactive Training
An umbrella term that includes both computer-based and multimedia training.
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.
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Job 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 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-Time Training (JITT):
A method of providing training when it is needed. Its advantages are:
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. The information is stored in a special database
called a knowledge base and is used to enhance organizational performance.
Two of the most common ways are:
Learner Characteristics
The traits, such as reading level, possessed by learners that could
affect their ability to learn. These characteristics are included
in the target population description.
Learning
A relatively permanent change in cognition, resulting from experience
and directly influencing behavior.
Learning Analysis
The analysis of each task or subject area to determine what the learner
must do upon completion of training, how well the learner must be able
to do it, and what skills and knowledge must be taught in order to meet
the end-of-training requirement.
Learning Curve
A curve reflecting the rate of improvement in performing a new task
as a learner practices and uses her newly acquired skills.
Learning Hierarchy
A graphic display of the relationships among learning objectives in
which some learning objectives must be mastered before others can be learned.
Learning Management System (LMS)
Infrastructure platform through which learning content is delivered
and managed. A combination of software tools perform a variety of
functions related to online and offline training administration and performance
management.
Learning Package (courseware)
The media, either text, computer program, or CD-ROM, that contains
the instructional content of the course.
Learning Objective
A statement of what the learners will be expected to do when they have
completed a specified course of instruction. It prescribes the conditions,
behavior (action), and standard of task performance for the training setting.
An Enabling Learning Objective measures an element
of the Terminal Learning Objective. Sometimes referred to as performance,
instructional, or behavioral objectives.
Learning Organization
Continually learning new KSA's (knowledge, skills, abilities or attitudes)
and applying them to improve product or service quality.
Learning Portal
Any Website that offers learners or organizations consolidated access
to learning and training resources from multiple sources.
Learning Strategies
The methods that students use to learn. This ranges from techniques
for improved memory to better studying or test taking strategies.
For example, one learning strategy program is SQ3R which suggests 5 steps:
Learning Style Inventory
Kolb & Fry's Learning Style Inventory which theorizes that people
develop preferences for different learning styles in the same way that
they develop any other sort of style, i.e. - management, leadership, negotiating
etc. The four predominant styles are:
Lesson Plan
A written guide for trainers plans in order to achieve the intended
learning outcomes. It provides specific definition and direction
on learning objectives, equipment, instructional media material requirements,
and conduct of the training.
Levels of Competence
There are four levels of competence:
Lifelong Learning
The concept of 'continuous personal development' through student centered
(self-actualized) learning. Lifelong learners demonstrate:
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.
Mentor
A wise and trusted counselor.
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.
Mode
The way a teacher/learning activity is controlled; e.g. lecture, demonstration,
performance, lockstep, individual paced, etc.
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.
Modularization
The process by which courses are divided into separate elements - modules
- which are self contained.
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”.
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.
Myers-Briggs Type Indicator (MBTI)
Known formally as Jung's theory of personality type, first developed
by Carl Jung in the early 1920's and more recently resurrected and made
into a practical instrument by Myers and Briggs. It is a particular
test vehicle for personality typing.
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Needs Analysis
A method used to determine training needs by reviewing work tasks,
identifying performance factors and objectives, and defining training objectives
and recommendations.
Needs Assessment
Problem identification process that looks at the difference between
"what is" and "what should be" for a particular situation. A systematic
study that incorporates data and opinions from varied sources in order
to create, install and evaluate educational and informational products
and services. The effort commences as a result of a "hand-off" from
performance analysis. Also known as training needs assessment, needs
analysis, front end analysis, task and subject matter analysis.
On-the-Job-Training (OJT)
Formal training for learning the skills and knowledge to perform a
job that takes place in the actual work environment.
Organizational Change
Leading people on a different path than what they are accustomed to.
Associated with business planning. There are three main driving forces
- people, technology, and information.
Overt Behavior
Behavior that is observable and measurable, as opposed to a convert
response, which is not publicly observable.
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Participative Design
A process that refers to all the participation of all the functional
areas of the organization in the training design activity. The intent
is to enhance the design with the input of all the key stakeholders.
Such a process should ensure that the final outcome of the design meets
the needs of the stakeholders.
Pedagogy (pèd-e-go´jê)
Literally means the art and science of educating children, pedagogy
is often used as a synonym for teaching. Pedagogy embodies teacher-focused
education.
Performance
The accomplishment of a task in accordance with a set standard of completeness
and accuracy.
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 Checklist
The breakdown of a learning objective into elements that must be correctly
performed to determine whether each learner satisfactorily meets the performance
standards described in the learning objective.
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 Drivers
Causes of performance problems. Barriers which get in the way of optimal
performance, and influence the success of people and organizations.
Performance Evaluation
A process of data collection and analysis to determine the success
of learners on a specific task as a result of a training program.
Performance Evaluation Tools
Competency tests that allow the trainer to profile the student's proficiency
and identify weak areas so that training can be efficiently planned for
the areas of most critical need.
Performance Gap
The delta between desired and actual performance.
Performance Improvement
A systematic process of discovering and analyzing human performance
improvement gaps, planning for future improvements in human performance,
designing and developing cost-effective and ethically-justifiable interventions
to close performance gaps, implementing the interventions, and evaluating
the financial and nonfinancial results.
Performance Measures
The actions that can be objectively observed and measured to determine
if a task performer has performed the task to the prescribed standard.
Performance Objective
A statement of the conditions, learner's behavior (action), and standard.
A criterion for prescribing the desired learner performance. This
is a generic term and may be either a criterion objective or an enabling
objective.
Performance Technology
Technologies designed to enhance human performance and capabilities
in the workplace. Also referred to as human performance technology,
it is a systematic process of integrating practices from a vast breadth
of fields such as instructional technology, organizational
development, motivation, feedback, human factors, and employee selection.
Predictive Validity
The extent to which the test or expert opinion predicts how well students
will actually perform on the job.
Procedural Analysis
A method for analyzing tasks that lend themselves to flowcharting.
Procedural Knowledge
How and when to apply the facts learned.
Procedural Task
A task for which a set of procedures has been published to produce
the desired results. The procedures may be either a single fixed
array (linear) or a set of alternatives on the contingencies encountered
(branching).
Process
A planned series of actions that advances a procedure from one stage
of completion to another. A process always has an input and an output.
Process Chart
A chart that represents the sequence of steps or tasks needed to complete
an operation. It serves as a basis for examining and possibly improving
the way the operation is carried out.
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.
Prompt
A word or signal that initiates or guides behavior; a cue.
Prompted Simulation
Student performance of a simulated procedure under controlled circumstances.
The student is prompted, guided through the procedure, provided necessary
remediation, given explanations, and help is provided. It usually consists
of video or graphic still frames.
Psychomotor Domain
Involves physical movement and coordination. The Taxonomies major categories
in order of ascending difficulty are:
Reliability
Yielding comparable results each time. In examinations, reliability
is consistency; the same result is achieved on successive trials.
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.
Self-Paced Learning
Learning initiated and directed by the learner. Either for leisure
learning or as a result of being informed that we may need additional knowledge
for a job, or school. More and more training departments are developing
courses that employees go through at their own pace. The term is used by
some organizations now to include computer-based, web-based and multimedia
training.
Self-Study Workbook/Guide
A document containing a series of lessons arranged in discrete steps
with self-test questions that allow the instructor to monitor the students'
progress.
Simulation
Any representation or imitation of reality. An instructional
strategy used to teach problem 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.
Skills
General capacities to perform a set of tasks developed through the
acquisition of experience and/or training which require more than just
knowing about the subject.
Skill Retention Model
A model which provides a numerical score for an individual task used
in predicting retention on that task. Of value for determining sustainment
training requirements.
Skills Transfer
An ability acquired for the performance of a task that may be used
in the performance of a different task.
Soft Skills
Skills needed to perform jobs where job requirements are defined in
terms of expected outcomes, but the process(es) to achieve the outcomes
may vary widely. Usually, an area of performance that does not have
a definite beginning and end (i.e., counseling, supervising, and managing).
Standards
Describes the criterion or standards of performance which must be attained.
An established norm against which measurements are compared.
Stimulus
Anything that provokes behavior.
Storyboard
A series of pictures which support the action and content that will
be contained in an audiovisual sequence.
Strategic Knowledge
Requires acquisition of declarative and procedural knowledge, which
is then internalized as a mental model.
Structure
The complete set of relationships between parts of a learning program
as displayed in a course map or learning plan.
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".
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.
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Target Population
The total collection of a population that is scheduled to enter a given
instructional program.
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. I
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.
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
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 Reliability
The degree to which a test/test item gives consistent results each
time it is used.
Topical Outline
An outline of the topics to be included in the instructor guide.
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
The systematic process of developing knowledge, skills, and attitudes
for current or future jobs.
Training Aid
An item to enhance training. May include charts, slides, and
schematics
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.
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 accessed across
a network. WBI can be updated very rapidly, and access to the training
controlled by the training provider.
Workbook
A handout that contains procedures and exercises designed to assist
the learner in achieving the learning objectives.