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=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


 * Activity Analysis:** A form of analysis that focuses on understanding the rich contexts in which people live and work. (Brenda Marriott)


 * ADDIE:** An acronym for an Instructional Systems Design Model: Analyze, Design, Develop, Implement, and Evaluate. (Brenda Marriott)


 * Analyze:** suggests separating or distinguishing the component parts of something (as a substance, a process, a situation) so as to discover its true nature or inner relationships. (Debbie Groke)


 * Attitudes:** A person's positive or negative feelings toward particular objects, situations, institutions, persons, or ideas. (Khaali Terrell)


 * Authentic Learning Tasks**: Tasks that reflect the complexity of the real- world environment in which learners will be using the skills they are learning. (Brenda Marriott)


 * Behaviorism:** A learning theory that only focuses on objectively observable behaviors and discounts any independent activities of the mind. (Tammie Nixon)


 * Behavioral objectives**: Objectives or learning goals that explain "the kind of behavior a course/lesson should help to develop." (Reference: A History of Instructional Design and Technology: Part II: A History of Instructional Design, p. 59) (Belinda Whitaker)


 * Bloom's Taxonomy:** A hierarchy of questions that teachers use to guide students through the learning process. As students are introduced to new topics, teachers should keep these questions in mind to help students stay on track and recall the information they are taught. As each students comprehension grows the questions become more complex and a catalyst for higher thinking. (Michelle Spies)
 * Bottom-up Approach:** "the most important determinant of learning is the possession of prerequisite skills" (Gagne) (Tim Reed)


 * Cognitive Constructivism:** Knowledge is individually constructed through interaction with the environment and others. Instruction provides experiences and resources so students gain personal understanding. Main Goal: Stimulate interest or curiosity in an anomaly. (Kristie VanDeSteene)


 * Cognitive Task Analysis**: A form of analysis that captures the explicit and implicit knowledge that experts use to perform complex tasks. (Brenda Marriott) An examination of the thought processes behind effective performances. (Stacy Anderson)

//**The Conditions of Learning**// by Robert Gagne. First published in 1965 and now in it's 4th edition (1985), Gagne's landmark work introduced his theory that there are five domains, or types, of learning outcomes and nine events of instruction, or learning activities; his theory was the first to bridge the gap between instructional theory (particularly behaviorism) and instructional practice. (Stacy Anderson)

**Constructivist**: Persons adhering to the theoretical perspective that learners construct (rather than absorb) a body of knowledge from their experiences (Ormrod, 2009). (Terri Davis) **Copyright- Ownership of something of value. (Tim Reed)**

designed to teach. (Reiser, R. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. //ETR&D//. 49 (2).p. 57–67) (Amanda Workman)
 * Criterion-referenced measures:** Measures used to assess student entry-level behavior and to determine the extent to which students acquire the behaviors an instructional program was


 * Criterion-Referenced Testing**: A method of testing that measures how well individuals can perform a particular behavior or set of behaviors, irrespective of how well others perform. (Brenda Marriott)


 * Design:** the systematic method of research, planning, developing, evaluating and managing an instructional process. All of the individual components are incorporated into the method termed instructional design. By applying systematic procedures and being attentive to specific details, one can design effective instruction. (Debbie Groke)


 * Development:** the process of authoring and producing the materials needed to meet objectives. (Debbie Groke)


 * Differentiated Instruction:** Using different instructional practices to meet the needs, abilities, interests, motivations of students, regardless of differences in ability. Characterized by clearly focused learning goals, pre-assessment and responses, flexible grouping, appropriate student choice during instruction, and ongoing formative assessment, differentiated instruction gives all students avenues to learning. (Khaali Terrell)


 * Distance Learning:** Use of the internet to deliver content online as an alternative to the traditional classroom setting. (Jamie Hatfield)


 * Domains of Learning Outcomes**: (1) verbal information, (2) intellectual skills, (3) psychomotor skills, (4) attitudes, and (5) cognitive strategies - each of which require a different set of conditions to promote learning. (David Curlette)


 * Domain Referenced Assessment:** A form of assessment that requires the specification of rules that determines membership in the domain and a procedure for sampling, individual elements so that inferences can be made from the sample to the domain. (Brenda Marriott)


 * Education Problems**: In the Christensen reading, these are "the problems that may require a more all-purpose prescription, where it is not possible to define or anticipate all the task requirements or the conditions under which the tasks may need to be performed" (p. 26). Goals for this type of problem are less concrete--like problem solving ability. (Emily Mitchell)


 * Electronic Performance Support Systems:** Computer- based systems designed to provide workers with the help they need to perform certain job tasks, at the time they need that help, and in a form that will be most helpful. (Brenda Marriott)


 * ETR&D:** acronym for Educational Technology Research and Development (Janelle McIntosh)


 * Evaluate **: T he New Bloom’s Taxonomy, learners will assess the value of ideas, concepts, and materials. It can be used to evaluate learner’s technology enhanced experience in more powerful and critical ways. (Cochran and Conklin, (2007). p, 23) (Brenda Stenson-Fuller)


 * Formative Evaluation**: trying out and revising the effectiveness of instructional materials (David Curlette)


 * Formative Assessment**: Assessments used throughout the learning process to gauge if students are achieving the intended instructional goals. Teachers can use the information gained from formative assessments to evaluate instructional methods and revise planning if necessary. Formative assessments typically have little or no impact a student's grade. An example of a formative assessment may be an exit slip in which students write a short response to a writing prompt that is related to the lesson. Teachers can then gauge understanding based on these responses. (Jason Johnston)


 * Heuristics:**Any one of several general strategies that may help solve a given problem (Nitko, Brookhart, 2011). Can also be defined as 'rule of thumb'.(Terri Davis) A tool, device, or rule that helps one understand a concept or method. (Stacy Anderson)

(Janelle McIntosh)
 * Hierarchical analysis:** a process that identifies subordinate skills before finding out the learner's superordinate ones, it is a key feature in many instructional design models (Reiser, Robert A. 2001)


 * Knowledge Management:**The development, identification, documentation and dissemination of explicit specific knowledge within and organization in order to improve the performance of that organization. (Brenda Marriott) Identifying, acquiring, creating, verifying, indexing, storing, delivering, and sharing information in order to plan, develop, and facilitate learning. (Stacy Anderson)


 * Implementation -** the plan is created during this phase of the ADDIE model. This plan includes a timeline and procedures needed to train educators and students as well as guidelines for delivering the finished product. (Nicole Janower-Goldman)


 * Information Processing -** focuses on memory and cognitive processes. The main goal is to present new information in a way that connects to information the learner currently has in long-term memory. By doing so the learner will make meaningful connections which allows them to recall the new information easily at a later date. (Nicole Janower-Goldman)


 * Instructional media:** any materials and means an instructor uses to teach/ facilitate students' achievement of desired objectives (Amanda Workman)


 * Instructional Design and Technology:** 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, particuarly educational institutions and the workplace. ( Brenda Marriott)


 * Intelligent coaching:** "Guidance in performing various activities"; scaffolding. (Reference: A History of Instructional Design and Technology: Part II: A History of Instructional Design, p. 63) (Belinda Whitaker)


 * ISD:** acronym for instructional system design, more complicated compared to ADDIE (Janelle McIntosh)


 * Iterative Design:** An approach of incrementally developing and refining a design based on feedback and evaluation. Iterative Design can apply to a learning experience, the creative of media, or the development of learning systems. (Tammie Nixon)


 * Learning Object:** Technology based instructional component developed so it can be accessed, incorporated, and reused for various learning environments--"any digital resource that can be reused to support learning" (Wiley, 2000). (Nadia Kahla)


 * Learner self-efficacy:** Student's belief in his or her competence/worth. (Belinda Whitaker)


 * Lexical Loop:** Term coined in a 1981 Instructional Science Journal Article, "Work Models: Beyond Instructional Objectives," to mean an established process of instructional design constrained by pre-published definitions (Bunderson et al., 1981; Wilson, 1997, p. 9). (Nadia Kahla)


 * Memory**: Ones ability of saving something previously learned mentally. The process starts with a sensory register and with attention can move to working or short term memory. This is followed by connecting the information with old or previously learned information so it can be stored in long-term memory. (John Burnett)


 * Mental Models:** A combination of "schema with a process for manipulating the information in the schema." The learner must incorporate the appropriate knowledge structure (schema) along with " algorithms or heuristics for manipulating these knowledge components in order to solve problems" (Merrill, //Knowledge Objects and Mental-Models//, 2000, p. 17-18). (Nadia Kahla)


 * Metacognition:** Determining a method to solve complex problems, develop higher order thinking skills, and evaluate/reflect on the process to determine its success or needs for improvement. (Jamie Hatfield)
 * Multicultural View:** "to accommodate the diversity of the student population." Posner (Tim Reed)


 * Norm-Referenced Testing:** A method of testing that spreads out the performance of learners, results in some students doing well,and others poorly. (Brenda Marriott)


 * Operant Conditioning**: Responses increase as a result of reinforcement following the response. (John Burnett)


 * PEAnet:** “Process, Entity, Activity, Network” (Merrill, //Knowledge Objects and Mental-Models//, 2000, p. 12-13). A generalized structural model representing the interrelationship of the components of processes, such as represented in an algorithm for example (Merrill, //Knowledge Objects and Mental-Models//, 2000, p. 12-16). (Nadia Kahla)


 * Performance Assessment:** A method used to measure the extent of a students academic achievements. strengths and weaknesses by describing a skill or task and the criteria that will be used to judge the performance. This assessment is mainly based on observation and judgment and may be done using checklists, rating scales or rubrics to measure mastery. (Michelle Spies)


 * Performance Assessment:** Assessment based on observation and judgement, that describes a skill or task and the criteria that will be used to judge the performance.


 * Preparing Objectives for Programmed Instruction** by Robert Mager, first published in 1962 and now in it's third edition (1997) is a very popular primer on how to write instructional objectives containing the three elements of describing desired learner behaviors, the conditions under which the behaviors are to be performed, and the standards, or criterion, by which the behaviors are to be judged. This approach is central to many objectives-based evaluation models. (Stacy Anderson)


 * Preparation Domain**: In the Christensen reading, this domain is in the middle of his spectrum. Included are problems that "are not as focused or easily measured as the training problems, but they still represent more readily definable ranges of needs than the education problems" (p. 26). Christensen's vision metaphor for this is the kind of glasses you might need for driving. Driving involves a lot more than something like threading a needle, but it's still a much more concrete goal than an education problem would be. (Emily Mitchell)


 * Preparation Problems**: An information-processing perspective that focuses on the capabilities and limitations of human memory and cognitive processes. The nature of the task can be defined, and the conditions under which it must be performed can be specified. (Christensen (2008), //The Role of Theory In Instructional Design: Some Views of An ID Practitioner//, 47 (4), p. 26, 28). (Brenda Stenson-Fuller)


 * Proces**s: The basic information about “how something works.” The process components include the term or name, explanation, set of conditions, and results. A visual representation of a process may be presented in a PEAnet structural model. (Merrill, //Knowledge Objects and Mental-Models//, 2000, p.12). (Nadia Kahla)


 * Rapid Prototyping:** The process of quickly developing a prototype product in the very early stages of an Instructional Design project and then going through a series of target and revision cycles until an acceptable version of the product is produced.**(**Brenda Marriott)


 * Situated Cognition:** Learning that takes place in the context in which it is used. (Brenda Marriott)


 * Skinner's view of effective instructional materials:** Instruction needs to be presented in small steps, require responses and questions, provide immediate feedpack, and allow for self-pacing (Reiser, R. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. //ETR&D//. 49 (2).p. 57–67) (Amanda Workman)


 * Social Cognitive:** Knowledge is negotiated from experiences and reason. Learner learns by observing others. (Kristie VanDeSteene)


 * Social Constructivism:** Knowledge is coconstructed through interaction of others. Instruction provides meaningful social contexts for coconstructing knowledge, provides opportunities to interact and articulate thinking. Main Goal: create authentic, inherently challenging situations. (Kristie VanDeSteene)


 * Summative Evaluation:** the testing of instructional materials after they are in their final form - after the formative evaluation (David Curlette)


 * Summative Assessment**: Assessments used after the instructional period to determine student mastery. Summative assessments typically weigh heavily in a student's final grade. An example of a summative assessment could be a unit test, final exam, a major presentation, or a national test like the ACT. (Jason Johnston)


 * Synthesis**: term changed to "create" in the new taxonomy because "for a synthesis to be demonstrated, there needs to be a new creation." It is now the highest level in the taxonomy. (Debbie Groke)


 * Systematic design of instruction:** Matching learning targets with instructional activities & assessments. (Reference: Dr. Dirkin's PowerPoint Introduction to Instructional Design) (Belinda Whitaker)


 * Training Problems**: In the Christensen reading, these are "the nature of the task can be defined, and the conditions under which it must be performed can be specified" (p. 26). These are the problems like the woman who brought in a needle and thread and said she wanted to be able to thread the needle. (Emily Mitchell)


 * UBD: Understanding By Design** is a conceptual framework used in instructional planning to focous on teaching for understanding. (Linda Collins)


 * Website: **
 * Overview of Donald Norman’s Work **: [] (Brenda Stenson-Fuller)


 * Widget: **A stand-alone application that can be used to enhance a website, wiki, or blog by copying and pasting the code (embedding the code) onto a site. (Belinda Whitaker)