Instructional design - systematic approach to the
development of instructional programs which takes into account learning
theory and research to ensure that the intended learning aims are
realized.
Instructional development – systematic approach to the development
of instructional programs at an organization level. Instructional
development is larger in scope than instructional design and takes
into account the organization as a whole.
Needs assessment – process utilized to determine what, if any,
instruction should be designed.
Learner analysis – examination of student characteristics
that are relevant to the design of instruction. These include but
are
not limited to age, academic ability, learning style, and motivation.
Teaching methods – strategies utilized by instructors to deliver
content and allow student interaction with content.
Learning styles – cognitive, affective, and physiological factors
that serve as relatively stable indicators of how learners perceive,
interact with, and respond to the learning environment.
Cognition - The mental process of knowing, including aspects such
as awareness, perception, reasoning, and judgment.
Message design – field of study that encompasses student’s
perceptions of media and their subsequent ability or disability to
interpret media.
Instructional technology – systemic and systematic application
of strategies and techniques derived from behavior and physical sciences
concepts and other knowledge to the solution of instructional problems.
Goal – general and brief statement of intended outcome.
Objective – specific and detailed statement of intended outcome.
Norm-referenced assessment – evaluation that is scored based
on a bell-curve distribution produced by all students’ scores.
Standardized test are an example.
Criterion-referenced assessment – evaluation that is scored
based on specific proficiency standards.
Formative evaluation – assessment utilized to gain information
that will guide further instruction.
Summative evaluation – assessment utilized to determine final
learning outcomes and often to determine grades.
Task analysis – process utilized to determine what content needs
to be included in a segment of instruction for learner to achieve
the learning goal.
Chunking – grouping and organization content into manageable
units.
Curriculum - an organized set of formal education and /or training
intentions.
Schema – Data structures for representing the generic concepts
store in memory.
Adaptive instruction – type of instruction that supplies alternative
teaching operations based on assessment of student readiness to profit
from them.
Feedback – information which can be used to restructure knowledge
and support metacognitive regulation of ongoing performance.
Transactional distance – measure of the learner’s perception
of relatedness to the instructor, the environment, and the process.
(Moore)
Meta-data – electronic tags that are embedded in web materials
to permit their retrieval by search engines. The IMS metadata search
fields include learning level, user’s support, educational objectives,
copyright information, price code, learning object, author, subject,
and publisher.
Learning object – a discreet “chunk” of data that
is part of a learning module. It can include video, audio, text,
e-mail, slides, case studies, or any medium that can be digitized.
SCORM – Sharable Courseware Object Reference Model. A reference
model that defines a Web-based learning "content model" .
SCORM compliant – standard learning objects that follow the
ADL’s guidelines.
Pedagogy – study of teaching children
Androgogy –study of teaching adults |
