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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**. **Don't forget to write your name next to your entry.**


 * Term:** definition (Name)

**Activity Analysis:** "focuses on understanding the rich contexts in which people live,used to examine the activities in which experts engage, the tools they use, and the social context and interrelationships amoung particpatns in real world environments." Source: Christensen, 2008 ~ Brandy Butcher

 **ADDIE:** "A generic and simplified instructional systems design (ISD) model. ADDIE is short for Analyze, Design, Develop, Implement, and Evaluate." Source: Strickland, 2011 (Britt Hainstock )

**Alternative Forms of Assessment: ** "Used to measure the application of principles and concepts through the production of outcomes or performance behaviors in realistic, complex settings." These assessments can include holistic, protfolio, or authentic assessments. Source: Christensen, Trudy K. 2008 (Amber Traverse)

**Analyze Phase:** the first phase of the ADDIE model, in which "the instructional problem is clarified, the goals and objectives are established, and the learning environment and learner characteristics are identified." Source: Strickland, A.W ISU College of Education (Jeremy Bond)

**Authentic Learning Tasks:** "Tasks that reflect the complexity of the real-world environment in which learners will be using the skills they are learning." Source: R. Reiser, 2001, p. 63 (Mike Murphy)

 **Behavioral Objective:** a desired outcome that is stated in terms of the learner's behavior. Source: Reiser, 2001, p. 59 (Matt Kelliher) : "Many current day adherents of the instructional design process advocate the preparation of objectives that contain..." firstly, the "description of the desired learner behaviors," secondly, the "conditions under which the behaviors are to be performed," and lastly "the standards (criteria) by which the behaviors are to be judged."

 **Catalyst:** an agent that provokes or speeds significant change or action Source: [|www.merriam-webster.com/dictionary/catalyst]. (Kate Alcook)

**Classical Conditioning: ** "is a technique used in behavioral training. A naturally occurring stimulus is paired with a response. Then, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus." Source: http://psychology.about.com/od/cindex/g/classcond.htm (Terri Gould)

Constructivism : similar views of learning and instruction, "requiring learners to (a) solve complex and realistic problems; (b) work together to solve those problems; (c) examine the problems from multiple perspectives; (d) take ownership of the learning process (rather than being passive recipients of instruction); and (e) become aware of their own role in the knowledge construction process" Source: Reiser, 2001, P.7. (Jenni Kushion)

**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Criterion-Referenced Test: ** test "intended to measure how well an individual can perform a particular behavior or set of behaviors, irrespective of how well others perform." Source: R. Reiser, 2001, p. 60 (Mike Murphy)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">** Education problems: ** ﻿Tasks where it is not possible to "define or anticipate all the task requirements or the conditions under which the task may need to be performed". Problems solving tasks fall under this type of task. Source: T. Christensen, 2008, p. 26 (Karen Shoskey)
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Domain-Referenced Assessment: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">is an assessment that "requires the specification of rules that determine membership in the domain and a procedure for sampling individual elements so that inferences can be made from the sample to the domain." "Typically domain-referenced assessment uses standard written test item formats, such as multiple-choice, true-false, or short answer questions, to test learner knowledge or understanding." Source: Christensen, Trudy K. 2008 (Amber Traverse)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Electronic Performance Support Systems: **"computer-based systems designed to provide workers with the help they need to perform certain jobs tasks, at the time they need the help in a form that will be the most helpful" Source: Reiser, 2001 ~Brandy Butcher

=== Events of Instruction: ﻿" teaching activities, that he considered essential for promoting the attainment of any type of learning outcome" Source: Reiser, 2001, p.4. "The nine events of instruction; gain attention, describe the goal, stimulate the recall of prior knowledge, present the material to be learned, provide guidance for learning, elicit performance "practice", provide informative feedback, assess performance test, enhance and transfer." === http://edutechwiki.unige.ch/en/Nine_events_of_instruction (Jenni Kushion)

Focus on Behavior : " focus on the behavior of the learner as opposed to the content of the material". Source: Modin, 2007, P.2 (Jenni Kushion)
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%; margin: 0in 0in 0pt;">Formative Evaluation: **“To evaluate the effectiveness of materials while they were still in their formative stages and, if necessary, revise them before they were produced in their final form.” Source: R. Reiser, 2001, p. 61 (Kate Alcook)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; margin: 0in 0in 0pt;"><span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 95%; margin: 0in 0in 0pt;">**Five Domains of Learning Outcomes:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 85%; margin: 0in 0in 0pt;">"verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies" Source: Reiser, 2001, p. 60 (Holli Chambers)

** Front-End Analysis ** - " apart of the ISD ( instructional systems design) process where the main problem identification is performed, such as analyzing the job and selecting the tasks to train." Source: http://www.nwlink.com/~donclark/hrd/sat2.html (Jennifer Marriott)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #f42f2f; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Groupware: **"Groupware refers to programs that help people work together collectively while located remotely from each other. They enable real time collaboration are called synchronous groupware. Groupware services can include the sharing of calendars, collective writing, e-mail handling, shared database access, electronic meetings with each person able to see and display information to others, and other activities." Source: http://searchdomino.techtarget.com/definition/groupware (Terri Gould)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> ** Heuristic: ** of or relating to exploratory problem solving techniques that utilizes methods of self-educating (such as the evaluation of feedback) Source: http://www.merriam-webster.com/dictionary/heuristic. (Anne Asplund) "General strategy that facilitates problem solving or creativity, but does not always yield a successful outcome" Source: Ormrod (Britt Hainstock)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Information Processing: ** theory that focuses on the capabilities and limitations of human memory and cognitive processes. Source: __ Christensen, Pg. 28, 2008 __(Anne Asplund)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**Iterative:** Involiving repetition as expressing repetition of a verbal action. source: www.merriam-webster.com/dictionary/iterative (Wallace Hall)

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">// **﻿Inductive Thinking**: ﻿﻿ "A lower-level cognitive task than deductive thought that is required when a person creates." Source: Cochran/Conklin Pg. 23. (David Farnquist) //

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Instructional Design: ** "The //analysis// of learning and performance problems, and the //design//, //development//, //implementation//, //evaluation// and //management// of instructional and noninstructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace." Source: Reiser//,// 2001 p. 57 (Matt Kelliher)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Instructional Development: ** //see Instructional Design// (Matt Kelliher)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Instructional System Design: ** //see Instructional Design// (Matt Kelliher)


 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Knowledge Management: ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">"identifying, documenting and disseminating explicit and tactic knowledge, within an organization to improve the organization" Source: Reiser, 2001. p. 64 (Holli Chambers)


 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Learning Objects: ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">small, self-contained "instructional software modules created to be used in a variety of educational settings" Encyclopedia of Education (Matt Kelliher)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">** Linear Programming: **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">"immediately reinforces student responses that approach the learning goal. Responses that do not lead toward the goal go unreinforced. Each bit of learning is presented in a “frame,” and a student who has made a correct response proceeds to the next frame. All students work through the same sequence, and a low rate of error is necessary to ensure continued positive reinforcement of correct responses." Quoted from http://www.britannica.com/EBchecked/topic/478285/programmed-learning. (Mary Jo Davis)

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Metacognition:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">"Knowledge of one's cognitive processes, including monitoring and regulating one's own learning." source: Nitko & Brookhart, 2011. (Chad Colby)

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">﻿Meta-Analysis: <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">﻿"A quantitative statistical analysis of several seperate but similar experiments or studies in order to test the pooled data for statistical significance." Source: []. May 8, 2011. (David Farnquist)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Norm-referenced Test **: A test in which students' results are ranked against the population of students who took the test. This population in called the "norming group". Current norm-referenced tests frequently give results in the form of percentiles. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">**Source**: [] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">(Murray Stardom)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">"New" Bloom **: "An updated version of the classic Bloom's Taxonomy, emphasiz[ing] learners' cognitive processes and points toward technology-enhanced processes." - Remember, Understand, Apply, Analyze, Evaluate and Create. Source: Cochran and Conklin, Learning & Leading with Technology, pg. 22 (2007) (Jeremy Bond)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Operant **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> Conditioning: ** "(sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior." Source: http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm (Terri Gould)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Oregon Trail** : A classic video game developed by Don Rawitsch (History) and two other student teachers at Carleton College in order to try to make use of the computer in Rawitsch's practicing classroom in 1971. The game taught students about what pioneering life was like while posing several challenges that required math, knowledge about history, and problem solving in order to survive the Oregon Trail. Since then, it has spawned several other versions for more recent computer systems that were used in classrooms and home alike. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Source**: [] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">(Murray Stardom) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Additional media**: []

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Performance Assessment: ** "assessment based on observation and judgement" Christensen, 2008, p. 29 (Holli Chambers) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Performance assessments are assessed for achievement/mastery using checklists, rating scales, or rubrics. Christensen, Trudy K. 2008 (Amber Traverse)

**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">﻿Preparation Problems: ** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">"Middle of the instructional problem continuum." These problems are not as easily defined as training problems nor as "undefined" as education problems. This type of task focuses on the relationships between concepts and principles. Source: Christensen, 2008, p. 26, 29 (Karen Shoskey).

**Preparation Goals:** goals which undergird or provide critical prerequisite skills or knowledge for training and education. Source: Christiansen, 2008, p. 26 (Jeremy Bond)

Programmed Instruction: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> //see Programmed Learning// (Matt Kelliher)

** Programmed Learning **** - ** "educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with much repetition of concepts. Linked to B.F. Skinner and is based on the theory that learning in many areas is best accomplished by small, incremental steps with immediate reinforcement, or reward, for the learner." Source: [|http://www.britannica.com/EBchecked/topic/478285/programmed-learning%20]. (Jennifer Marriott)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Psychomotor: ** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">"of or relating to or characterizing mental events that have motor consequences or vice versa" Source: [|wordnetweb.princeton.edu/perl/webwn]. 2011. Found in the Reiser reading. (Mike Murphy).

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Rapid Prototyping Process: ** "involves quickly developing a prototype product in the very early stages of instructional design project and then going through a series of rapid tryout and revisions cycles until an acceptable version of the product is produced" Source: Reiser, 2001 ~Brandy Butcher

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Self-regulated Learners: ** learners who are able to define problems effectively and identify possible solutions. source: Bandura,1986 (Wallace Hall)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Situated Cognition: ** a theory of learning which "suggests that learning should be taking place in the context in which it is used." Some examples of situated cognition include: "simulations, apprenticeships, internships, and service-learning" <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Source: Christensen, 2008, p. 29, 30 (Britt Hainstock)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Situated Learning Theory/ Social Constructivism: ** a community of learners co-construct and co-define knowledge. Founded in collaborative learning and based on socially defined knowledge and values. Source: Theories of Learning and Instruction table (Anne Asplund)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">** Storyboarding **--a method of planning or outlining a video or digital project. Defined as a "visual organizer" for planning. Found at http://www.instructionaldesign.org/storyboarding.html. (Mary Jo Davis)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; margin: 0in 0in 0pt;"> **Summative Evaluation:** “The testing of instructional materials after they are in their final form.” Source: R. Reiser, 2001, p. 61 (Kate Alcook)

**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Superordinate: **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">"in rank, class, or status." source: http://www.merriam-webster.com/dictionary/superordinate, Retrieved April 4, 2011 (Chad Colby)


 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%; line-height: normal; margin: 0px; outline-width: 0px; padding: 0px;">﻿Training Problems: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%; line-height: normal; margin: 0px; outline-width: 0px; padding: 0px;">﻿the nature of the task can be defined and the conditions under wich it must be performed can be specified. Assessment is of procedural skills. Source: Christensen, p.27-28., 2008 (Anne Asplund)