| Terms | Definitions |
|---|
| Instructional Design | A systematic process used to create instruction to help learners obtain knowledge, skills, and attitudes. |
| Subject Matter Expert (SME) | Individuals who possess a high level of knowledge or experience in a particular area. |
| Learner Persona | A fictional representation of a specific learner group, based on demographic data, psychographic data, and goals and objectives for the course. |
| Cohort Based Learning | A form of instruction in which a group of learners progresses through a course together. |
| E-learning | Learning using electronic technologies. |
| ADDIE Model | A framework for instructional design consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. |
| SAM (in ID) | SAM (Successive Approximation Model), created by Allen Interactions, is an alternative to ADDIE for e-learning solutions. Savvy Start kickoff focus group and 3 design/3 dev iterations reduce risk of death spirals. Philosophy maps to driving performance. |
| Agile (in ID) | "Agile" challenges roles, ownership, and multitasking. It focuses on small chunks finished by teams in a fixed time (sprints). Not prototyping; complete, useable components. |
| Needs Analysis | The process of analyzing the needs of learners and other stakeholders in order to determine the objectives of instruction. |
| Curriculum Development | The process of designing a curriculum that meets the needs of learners and stakeholders. |
| Nanolearning | A form of microlearning that focuses on a single concept or task that can be completed in a few minutes. |
| Asynchronous Learning | A form of instruction in which learners access course content independently and at their own pace. |
| Formative Assessment | Formative assessment is ongoing assessment used to guide instruction and to modify the learning environment in order to promote student learning. It is used to provide feedback to students and instructors on the effectiveness of instruction and learning. |
| Summative Assessment | Summative assessment is an evaluation of learning at the end of a unit or course and is used to measure student achievement and inform decision making. |
| Learning Outcomes | Statements that describe what a learner should know and be able to do after a learning experience. |
| Learning Goals | Broad statements that describe what a learner should achieve or be able to do at the end of a course or program. |
| Learning Objectives | Specific statements that describe what a learner should know and be able to do at the end of a course or program. |
| Bloom's Taxonomy | A hierarchical classification system that organizes learning objectives into six categories (knowledge, comprehension, application, analysis, synthesis, and evaluation). |
