Instructional Design Terminology

1234567891011121314151617181920212223242526272829303132333435363738394041424344454647
Across
  1. 2. Information received that is either confirming or corrective of some action.
  2. 6. Type of learning also referred to as hybrid learning. Learning and instructional techniques that integrate e-learning such as podcasts and online discussion with traditional (in-class) techniques such as lectures and tutorials.
  3. 7. A functional version of a new process and/or product, usually in an unfinished state, whose effectiveness and efficiency to be tested.
  4. 9. Formal design/plan for a particular instructional segment. Can range from single-page outlines to comprehensive instructor manuals. Guides the teacher in producing and delivering the instruction.
  5. 11. Personal choice and human modeling .
  6. 12. Physical means selected or developed to communicate instructional messages. Examples include drawings, slides, audiotape, computer, model, etc.
  7. 14. Type of instruction used, by students, of systematically designed learning activities and materials specifically chosen to suit their individual interests, abilities, and experience. Such instruction is usually self-paced.
  8. 16. An analysise that when applied to an instructional goal, results in the identification of the relevant knowledge, skills and procedures required for a learner to achieve goal.
  9. 19. A specific, finite task with a well-defined set of predetermined outcomes.
  10. 20. First phase of ADDIE. Aims at identifying probable causes for the absence of performance and recommend a solution.
  11. 22. Measurable, tangible, verifiable output that must be produced to complete the project or a training course.
  12. 23. A criterion-referenced test designed to measure performance of objectives to be taught during a unit of instruction; given after the instruction.
  13. 25. The third phase of the ADDIE instructional systems design process; its purpose is to generate and validate the training materials.
  14. 29. Process of assembling produced and/or revised instructional elements, and of testing, revising, summatively evaluating, and preparing the system for marketing.
  15. 34. (Content Analysis) Process of dividing a instructional goal or a learning task into steps/elements and skill objectives to achieve the goal. Provides data for developing lesson and unit objectives.
  16. 36. Action that is an overt, observable, measurable performance.
  17. 37. A division (domain) of Bloom’s taxonomy of objectives that references objectives and test items requiring recall or recognition of knowledge and the development of intellectual abilities and skills.
  18. 38. An analysise used with goals in the intellectual skills domain to identify the critical subordinate skills needed to achieve the goal, and their interrelationships. For each subordinate skill in the analysis, this involves asking, What must the student know how to do in order to learn the specific subskills being considered?
  19. 39. Learning facilitated and supported through the use of information and communications technology (ICT). Covers a spectrum of activities from supported learning, to blended/hybrid learning to entirely online delivery.
  20. 42. A conceptual and iterative application model for instructional systems design.
  21. 43. The domain of Bloom’s taxonomy of educational objectives that references those objectives and test items demonstrating manipulative and/or motor skills.
  22. 45. The evaluation process of collecting data that can be used to revise the instruction before implementation, thus making the instruction more effective. A pilot test is an example.
  23. 46. The second phase of the ADDIE instructional systems design process; its purpose is to verify the learning tasks, performance objectives, and testing strategies.
  24. 47. A type of learning used to describe distance or correspondence classes conducted via the Internet.
Down
  1. 1. System which instruction is provided to learners, for example instructor-led, distance learning, computer-based, web-based, or self-instructional materials.
  2. 3. Concepts describing four levels for measuring the effectiveness of training (Reaction, learning, behavior, results).
  3. 4. Type of assessment used to identify “the gap” between what is already known and what needs to learned. Needs assessment uses questionnaires, surveys, interviews, observation, etc to collect data. Phases: 1. List goals, 2. Determine whether or how well the identified goals are being achieved, 3. Determine gaps between the desired and actual performance, Set priorities. Types: 1. Normative, 2. Felt, 3. Expressed or demand 4. Comparative. 5. Anticipated or future. 6. Critical-incident.
  4. 5. Physical; usually involving motor tasks.
  5. 8. A criterion-referenced test designed to measure performance of objectives to be taught during a unit of instruction and/or performance on entry behaviors; given before instruction begins.
  6. 10. The desired outcomes for the training event (what the training should accomplish in terms of performance the learners should exhibit in the learning environment in order to be considered competent); consist of three components (the performance, criterion and standard); are congruent with the tasks and testing strategies.
  7. 13. Performance is the component of a learning objective that describes what the learner should be able to do at the completing of the instruction.
  8. 15. The fourth phase of the ADDIE instructional systems design process; its purpose is to conduct the training.
  9. 16. Component of learning objective that describes the specific situation in which the performance occurs.
  10. 17. Type of Analysis for identifying, sequencing, and relating the tasks and subtasks that should be performed in order to meet learning objectives. Driving force in performance technology and instructional systems development.
  11. 18. Knowledge describes thought, fact or concept; such as a cognitive task.
  12. 21. Procedure for identifying and graphically representing the sequential and alternative relationships among processes and decision points relevant to completing a project.
  13. 24. A classification of behavior and learning developed by Benjamin Bloom and others. Organized into three domains of learning cognitive (or intellectual), affective (or emotional/attitudinal), and psychomotor (or physical, motor). "Bloom's ______________"
  14. 26. The fifth phase of the ADDIE instructional systems design process; its purpose is to assess the quality of the training materials prior to and after implementation and the ISD procedures used to generate the instructional products.
  15. 27. Instructional package with a single integrated theme that provides the information needed to develop mastery of specified knowledge and skills, and serves as one component of a total course or curriculum.
  16. 28. Education that occurs when students and instructors not in the same location. There is often a geographic and time seperation.
  17. 30. A method for organizing instructional strategies within the lesson. The Nine Events of Instruction include Gain Attention, Inform Learners of the Objectives, Stimulate Recall of Prior Learning, Present the Stimulus (Content), Provide Learner Guidance, Elicit Performance, Provide Feedback, Assess Performance, Enhance Retention and Transfer (Closure).
  18. 31. A skill that requires some unique cognitive activity; involves manipulating cognitive symbols, as opposed to simply retrieving previously learned information.
  19. 32. A design technique for showing as individual scenes the proposed sequence of visual and audio elements in a production using some form of optically projected media, e.g., television, slid/tape, interactive video.
  20. 33. Stands for Sharable Content Object Reference Model. Collection of specifications that enable interoperability, accessibility, and reusability of e-learning content.
  21. 35. Type of learning process learners apply new knowledge or skills to a real or case study situation following guidelines and directions established during the training episode.
  22. 40. Analysise of data collected about learner group that is used to impact decisions throughout the instructional process. Components include learner group identification, general characteristics, numbers, and location, experience level, attitude, and skills that impact the training delivery system.
  23. 41. A division (domain) of Bloom’s taxonomy of educational objectives which references objectives and test items demonstrating interest, appreciation, attitudes, values, and/or psychological adjustment.
  24. 44. The last test in the Field Trial (the third phase of formative evaluation). Data collected is provided to the client who uses it to make the final decision about whether to proceed with implementation.