Module+1+Glossary

=Glossary of Terms=

Please use the following format when adding to the glossary. Also, please try to enter your terms in **alphabetical order**. **Please write your name next to your entry.**
 * Term:** definition

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 * ADDIE Model:** a generic and simplified instructional systems design model (Analyze, Design, Develope, Implement, Evaluate). (Strickland A.W.) -Amy Sniffen


 * Analyze phase** (in the ADDIE model): phase where components like audience, goals/objectives, delivery method, constraints, competency assessments, timeline, and pedagogical considerations are determined for the next steps of development. – A.W. Strickland [] - Kate Wirsing


 * Audience:** determined during the Analyze stage of the ADDIE model; in order to determine the components necessary for the next phases of development, it is necessary to analyze the characteristics of the learners @http://ed.isu.edu/addie/implement/implement.html -Erica Parr


 * Authentic Learning Task** - Tasks that reflect the complexity of the real-world environment in which learners will be using the skills they are learning. (Reiser, 2001) - Brian Allen

**Bloom’s Taxonomy** – Six different levels (Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation) in the “cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation”  @http://classweb.gmu.edu/ndabbagh/Resources/Resources2/bloomstax.htm -- Karly Scites


 * Cognitive Strategy (Learning Strategy)** - A learning strategy is a general plan that a learner formulates for achieving a somewhat distant academic goal (like getting an A on your next exam). Like all strategies, it specifies what will be done to achieve the goal, where it will be done, and when it will be done. (Cochran & Conklin, 2007) - Brian Allen


 * Cognitive Task Analysis** Techniques needed to perform complex tasks for understanding diverse social context. (Christensen, 2008) - Jacob McMahan

__**Constuctivism**__: A "theory that deals with the way that people create meaning of the world through a series of individual constructs (different types of filters we choose to place over our realities)." In terms of education, constructivism can be seen as a "learning process which allows students to experience an environment first hand - giving reliable and trustworthy knowledge." http://en.wikipedia.org/wiki/Constructivism_(learning_theory) -Ericka Heppeard


 * Criterion-referenced measures:** A CRM is used to identify an individual's status with respect to a previously established standard of performance-- possibly a behavioral objective. (1963; Glaser & Klaus, 1962) –Austin Mitchell


 * Design** (in the ADDIE Model): the systematic method of research, planning, developing, evaluating and managing an instructional process. (Strickland A.W.) - Chris Franckowiak


 * Development phase** (in the ADDIE model): addresses the tools and processes used to create instructional material. Producing materials like story boards, coding, Graphic User Interface, and creating all multimedia elements are created in this phase. - A.W. Strickland [] - Kate Wirsing


 * Distance Learning** Using the internet to deliver instruction from any distance. The increased interest and demand for this type off learning has impacted instructional design by making it nessecary for educators to thoughtfully create meaningful instruction to be delivered over the internet. (Reiser, 2001) - Jacob McMahan

Distance Learning – “A type of education, typically college-level, where students work on their own at home or at the office and communicate with faculty and other students via  e-mail,  electronic forums  ,  videoconferencing  ,  chat rooms  ,  bulletin boards  ,  instant messaging   and other forms of computer-based communication”  @http://www.webopedia.com/TERM/D/distance_learning.html. --Karly Scites (when I e-mailed this to you before having editing rights the previous one was not posted)


 * Educational problems: "**the problems that may require a more all purpose percription, where it is not possible to define or anticipate all the tasks may need to be performed." (Christensen, T. (2008)) - Tim Closs


 * Education Problems**- One type of instructional problem that should be considered when deciding on a goal for instruction and to help guide design. Education problems are ones in which all the needs are not definable. You cannot predict all the circumstances and instances when the tasks will need to be performed. The goal of these types of situations is problem solving and transfer. (Christensen, 2008) - Kaitlyn McMahan


 * Electronic Performance Support Systems:** are computer-based systems designed to provide workers withthe help they need to perform certain job tasks, at the time they need that help, and in a form that will be most helpful. (Reiser 63) Missy Pierce


 * Evaluation:** a systemic process that determines the quality and effectiveness of the instructional design as well as the final product. It is an ongoing activity conducted at each phase of the ADDIE model. – A.W. Strickland []- Kate Wirsing


 * Evaluate:** "Involved inductive thinking, which is a lower-level cognitive task than the deductive thought that is required when a person creates" (Cochran, David and Conklin, Jack. (2007)). -Shannon Nelson


 * Final product** (in regard to the ADDIE Model)**:** the well researched plan based on needs and errors discovered while utilizing a prototype product with members of the target audience. – A.W. Strickland [] - Kate Wirsing


 * Formative Evaluation :** Formative evaluation involves gathering information during the early stages of the design process with the focus on finding out whether efforts are unfolding as planned, uncovering any obstacles, barriers or unexpected opportunities hat may have emerged, and identify mid-project adjustments and corrections which can help insure the success of the project. (Strickland, evaluation) Kim Bouchard

that encourages learners to discover solutions for themselves. //Source:// Webster Dictionary -Denise Bucceri **Hierarchical Analysis Process:** “A hierarchy is an organization of elements that, according to prerequisite relationships, describes the path of experiences a learner must take to achieve any single behavior that appears higher in the hierarchy (Seels & Glasgow, 1990, p. 94)”. Thus, in a hierarchical analysis, the instructional designer breaks down a task from top to bottom, thereby, showing a hierarchical relationship amongst the tasks, and then instruction is sequenced bottom up. An example, task one would need to be completed before task 2 could be. Tasks 2 and 3 would need to be completed before the 4th task, and so on. // Source: // [] - Denise Bucceri
 * Formative Evaluation**: A process developing programmed instruction exemplifying an empirical approach to eduational problem by collecting data on materals effectiveness, identifying instructional weaknesses and revising materials. (Reise, 2001) Pang Yang
 * Heuristic **** : ** Encouraging discovery of solutions: relating to or using a method of teaching
 * Implementation phase** (in the ADDIE model): a plan is established for the implementation timeline and procedures for training the facilitators and the learner, and delivering the final product. – A.W. Strickland []- Kate Wirsing

** Instructional design: ** “the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and
==== non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace” (Reiser, 2001) – Bob Peterman ====

====** Instructional Desgin: " ** the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation." (Strickland A.W. []) Missy Pierce ====

====**Instructional Design**: "the practice of creating "instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing" ([]) Pang Yang====


 * Instructional systems design ( // ISD // ),: " A Model that mostly includes **Analysis of instructional problems, and the design, development, implementation and evaluation of instructional procedures and materials intended to solve those problems." (Reiser, 2001) – Tim Closs

**Instructional Materials**- educational resources used to improve students’ knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall development and upbringing. (The Great Soviet Encyclopedia, 3rd Edition (1970-1979). © 2010 The Gale Group, Inc. All rights reserved. []) – Austin Mitchell


 * Knowledge Management**: involves identifying, documenting, and disseminating explicit and tacit knowledge within an organization in order to improve the performance of that orginization. (Reiser, pg. 64, 2001) Kim Bouchard


 * Metacognition:** higher order thinking which involves active control over the cognitive processes engaged in learning. (Cochran, David and Conklin, Jack. (2007)). -Amy Sniffen

**Metacognition:** a learner’s understanding of their own knowledge, and their ability to determine and select the cognitive processes used in specific learning contexts. – Bob Peterman
__**Performance**__ __**Technology**__ __**Movement**__ - This describes the evolution of instructional technology from the beginning of WWII, when it was emphasized in terms of audiovisual communication, through the changes up to the development of systematic teaching and learning. Www.Indiana.edu/~idt/shortpapers/documents/ITduring20.html - Ericka Heppeard


 * Preparation of the Learners:** in the Implement stage of the ADDIE model; preparing students for the use of new tools, registering students if necessary, and advising students on good use of software used [|(http://ed.isu.edu/addie/implement/implement.html)] -Erica Parr

====**Programmed instruction:** comprises “analyzing and breaking down content into specific behavioral objectives, devising the necessary steps to achieve the objectives, setting up procedures to try out and revise the steps, and validating the program against attainment of the objectives.” (Heinrich, 1970, from Reiser, 2001) Developed by B.F. Skinner during the late 50’s and early 60’s, the concepts of programmed instruction played an important part in the early development of instructional design. – Bob Peterman====
 * Preparation Problems**- the middle of the instructional problem continuum, between training and education problems. Preparation problems are not measured as easily as training problems, but the ranges of needs are more definable than education problems. These are problems where it is necessary to gain prerequisite skills or background knowledge for a future task. The goal of these types of situations is acquisition and retention. (Christensen, 2008) - Kaitlyn McMahan

====**Rapid prototyping:** the process of developing a prototype of some form of instructional material(s) early in the development of an instructional design project, and conducting a series of rapid trial and revision cycles to produce an acceptable result. This process is advocated as being a way to produce high quality instructional materials in less time than more traditional methods. – Bob Peterman====


 * Self-Regulated Learners:** able to define problems effectively, identify possible solutions, predict consequences, choose best solutions, identify how to carry out the solution, implement solutions, and evaluate results. (Christensen, T. (2008)). -Amy Sniffen


 * Situated Cognition:** learning should be taking place in the context in which it is used. (Christensen, pg 30, 2008) Kim Bouchard

__**Subordinate**__ __**Skills**__ - Skills and knowledge that one must master before moving on to more advanced skills and knowledge. See example under superordinate skills. - Ericka Heppeard


 * Summative Evaluation:** Th e process of collecting data following implementation of the project in order to determine its effectiveness and satisfies the instructional objectives. (Strickland A.W.) - Chris Franckowiak

__**Superordinate**__ __**Skills**__ - Higher/more difficult skills that one can perform only after mastering subordinate skill mastery. Example: one must first learn how to walk (subordinate skill) before they can learn how to run (superordinate skill). - Ericka Heppeard


 * Synthesis**: "Refers to a combination of two or more entiities that together form something new; alternately, it refers to the creating of someitng by artificial means" ([]) Pang Yang

instructional goal. By applying systematic procedures and being attentive to specific details one can design effective instruction"
 * Systematic:** "an orderly, logical method of identifying, developing and evaluating a set of strategies aimed at attaining a particular

(Strickland A.W. [] ) Shannon Nelson
(Christensen, T. (2008)). -Amy Sniffen
 * Theoretical Perspectives:** Different theories and models of learning and instruction used to guide instructional practice.

__Training Problems__- One type of instructional problem that should be considered when deciding on a goal for instruction and to help guide the design. Training problems can be easily described and there is a specific and measurable criteria for the solution. The goal of these types of situations is performance or mastery. (Christensen, 2008) - Kaitlyn McMahan