This glossary includes a number of the terms, topical links and techniques. We encourage you help this resource grow by adding additional materials to this source.
| Instructional Design |
Accessibility | |
|---|---|
| A characteristic of technology that enables people with disabilities to use it. For example, accessible Websites can be navigated by people with visual, hearing, motor, or cognitive impairments. Accessible design also benefits people with older or slower software and hardware. See Section 508 | |
Alignment | |
|---|---|
| The degree to which assessments, curriculum, instruction, textbooks and other instructional materials, teacher preparation and professional development, and systems of accountability all reflect and reinforce the educational program's objectives and standards. | |
Blog (Weblog) | |
|---|---|
| An intractive Webpage for public viewing. Blogs usually contain links to other Websites along with the thoughts, comments, and articles. | |
Chunk of instruction | |
|---|---|
| All the instruction required to teach one objective or a combination of two or more objectives. | |
Cluster analysis | |
|---|---|
| A technique used with goals in the verbal inforamtion domain to identify the specific information needed to achieve the goal and the ways that information can best be organized or grouped. | |
Competency | |
|---|---|
| A knowledge, skill or attitude that enables one to effectively perform the activities of a given occupation or function to the standards expected in employment. | |
Concept | |
|---|---|
| A set of objects, events, symbols, situations, etc., that can be grouped together on the basis of one or more shared characteristics, and given a common identifying label or symbol. Concept learning refers to the capacity to identify members of the concept category. | |
Confirmative evaluation | |
|---|---|
| The process of determining whether over time learners have maintained their level of competence, the instructional materials remain effective, and the organizational problems have been solved. Confirmative evaluation occurs after formative and summative evaluation. | |
Congruence analysis | |
|---|---|
Analyzing the
congruence between:
| |
Course Objectives | |
|---|---|
Written at the Course level and defineswhat it is we want the student to know and be able to do upon completing the course. Course outcomes represent a demonstration, synthesis and application of knowledge and skills gained in the course. Course objectives are usually stated at the beginning of the course to provide the student with a clear idea of what is to be expected. An example of a course outcome for one of the courses that I teach is: Demonstrate an understanding of thesystems approach to problem solving and the analysis and evaluation oftechnological solutions to instructional problems through class discussions andassigned projects. | |