A glossary of terms that are used often in Instructional Design.
ADDIE
The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.
Analysis
First phase of ADDIE. Aims at identifying probable causes for the absence of performance and recommends a solution. Includes user/audience analysis, context analysis, and task analysis
Behavior
The way in which someone conducts oneself or behaves.
Blended Learning
A style of education in which students learn via electronic and online media as well as traditional face-to-face teaching.
Cognitive Strategies
Cognitive strategies are one type of learning strategy that learners use in order to learn more successfully. These include repetition, organizing new language, summarizing meaning, guessing meaning from context, using imagery for memorization.
Condition
Component of a learning objective that describes the specific situation in which the performance occurs.
Deliverables
Measurable, tangible, verifiable output that must be produced to complete the project or a training course. Deliverables could include design documents, alpha/beta/final versions of eLearning modules, and instructor/student guides.
Delivery System
The method by which instruction is provided to learners, for example instructor-led, distance learning, computer-based, web-based, mobile, or self-instructional materials.
Design
The second phase of the ADDIE instructional systems design process; its purpose is to verify the learning tasks, performance objectives, and testing strategies.
Design Document
The document completed at the conclusion of the Design phase showing a detailed overview of the training. Components included are: a sequenced list of learning tasks; a sequenced list of performance (learning) objectives; a list of testing strategies, a summary of benefits derived from the training.
Development
The third phase of the ADDIE instructional systems design process; its purpose is to develop and validate the training materials.
Distance Learning and Distance Education
Education that occurs when students and instructors not in the same location. There is often a geographic and time separation.
E-Learning (Electronic Learning)
Learning facilitated and supported through the use of information and communications technology. E-learning is typically delivered via the Internet using such technologies as self-paced courses, teleconferencing, and video conferencing.
Evaluation
The fifth phase of the ADDIE instructional systems design process; its purpose is to assess the quality of the training materials prior to and after implementation and the ISD procedures used to generate the instructional products. Includes both Formative and Summative Evaluation.
Feedback
Information given to the learner that either confirms a response or provides correction or remediation.
Field Trial
The third stage in formative evaluation, referring to the evaluation of the program or product in the setting in which it is intended to be used. Also, the second phase of summative evaluation.
Flowcharting
Procedure for identifying and graphically representing the sequential and alternative relationships among processes and decision points relevant to completing a project.
Formative Evaluation
Iterative testing during the Development to ensure training meets intended goals.
Group-based Instruction
The use of learning activities and materials designed to be used in a collective fashion with a group of learners in interactive, group-paced instruction.
Hierarchical Analysis
A technique used with goals in the intellectual skills domain to identify the critical subordinate skills needed to achieve the goal, and their interrelationships. For each subordinate skill in the analysis, this involves asking, What must the student know how to do in order to learn the specific sub-skills being considered?
ID Model
A graphic representation of a systematic approach. Designed to facilitate efficient and effective development of instruction.
Implementation
The fourth phase of the ADDIE instructional systems design process. In this phase, learning is delivered – in the case of eLearning, deployed on the Learning Management System and taken by learners; in the case of Instructor-Led Training, the course is taught to learners.
Individualized Instruction
The use, by students, of systematically designed learning activities and materials specifically chosen to suit their individual interests, abilities, and experience. Such instruction is usually self-paced.
Instruction
Instruction is the delivery of information and activities that facilitate learner’s attainment of intended learning goals.
Instructional Analysis (Content Analysis)
Process of identifying the relevant knowledge, skills, and abilities required for a learner to achieve a behavioral goal. In this process, an instructional goal or a learning task is divided into the steps/elements and skill objectives to achieve the goal. Instructional analysis provides data for developing the Design Document.
Learning Management System (LMS)
Software (web) application used to plan, implement, and assess learning processes. An LMS provides instructors with a way to create and deliver content, monitor learner participation, and assess performance. An LMS provide interactive features such as threaded discussions, video conferencing, and discussion forums, etc.
Module
Instructional package with a single integrated theme that provides the information needed to develop mastery of specified knowledge and skills, and serves as one component of a total course or curriculum.
Needs Assessment
Tool used to identify “the gap” between what is already known and what needs to be learned in order to address particular organizational or personal needs. Needs assessment uses questionnaires, surveys, interviews, observation, etc to collect data.
Performance Discrepancy (Performance Gap)
Gap that exists between the Actual Performance (the current performance of learner) and the Desired Performance (required or requested performance).
Storyboarding
A design technique for showing as individual scenes the proposed sequence of visual, textual, and audio elements in a learning module (such as a video or eLearning module)