Beruflich Dokumente
Kultur Dokumente
ability The capacity to perform an act, either innate or as the result of learning and practice. ability grouping Arrangement whereby students are assigned to groups on the basis of aptitude testing. accelerated learning Combining adult learning theory and whole brain learning theory in the learning environment to achieve a faster learning rate. accuracy The degree of freedom from error or the degree of conformity to a standard. achievement A measurement of what a person knows or can do after training. action learning This is a continuous process of learning and reflection with the intention of getting something done. Learning is centered around the need to find a solution to a real problem. Most action learning programs take from four to nine months to complete. Learning is voluntary and learner driven, while individual development is as important as finding the solution to the problem. Reg Ravens, the originator of "action learning" basis this learning method on a theory called "System Beta." The whole idea is that the learning process should closely approximate the "scientific method." The real model is cyclical (you proceed through the steps and when you reach the last step (6) you relate the analysis to the original hypothesis and if need be, start the process again. The six steps are: 1. Formulate Hypothesis (an idea or concept) 2. Design Experiment (consider ways of testing truth or validity of idea or concept) 3. Apply in Practice (put into effect, test of validity or truth) 4. Observe Results (collect and process data on outcomes of test) 5. Analyze Results (make sense of data) 6. Compare Analysis (relate analysis to original hypothesis)
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Receiving: Aware of, passively attending to certain stimuli. Responding: Complies to given expectations by reacting to stimuli. Valuing: Displays behavior consistent with single belief or attitude in situations where not forced to obey. Organizing: Committed to a set of values as displayed by behavior. Characterizing: Total behavior consistent with internalized values.
analogy A cognitive process in which an example or schema is used to map a new solution for a similar problem. analysis phase First of the Instructional System Design phases (ADDIE). The purpose of this phase is to determine what the job holder must know or do on the job and to determine training needs. Also see front-end analysis
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Letting learners know why something is important to learn - The need to know. Showing learners how to direct themselves through information The need to be self directing. Relating the topic to the learner's experiences - Greater volume and quality of experience. People will not learn until ready and motivated to learn - Readiness to learn. A need to have a life centered, task centered, or problem centered orientation - Often this requires helping them overcome inhibitions, behaviors, and beliefs about learning.
aptitude The ability of an individual to acquire a new skill or show the potential for acquiring a skill when given the opportunity and proper training. asynchronous learning Any learning event that is delivered after the original live event. Also used to indicate a learning event where the interaction is delayed over time, such as a correspondence course. assessment Essentially a measurement process of the learning that has either taken place or can take place. Usually measured against stated learning outcomes:
Predictive assessment attempts to measure what the learner might achieve given suitable training.< Attainment assessment attempts to measure what the learner knows or can do, and is usually related to the syllabus of a course the learner has followed.
attitude
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hands-on - acting as an instructor for inexperienced learners hands-off - developing high performance in experienced learners supporter - helping learners use a flexible learning package qualifier - helping a learner develop a specific requirement for a competence-based or professional qualification
cognitive From the Latin cogito; "I think". The mental processes of perception, memory, judgment, and reasoning. Cognitive also refers to attempts to identify a perspective or theory in contrast to emphasizing observable behavior. cognitive domain Involves mental processes. The Taxonomy of categories arranged in ascending order of difficulty are:
Knowledge: Recognition and recall of information. Comprehension: Interprets, translates or summarizes given information. Application: Uses information in a situation different from original learning context. Analysis: Separates wholes into parts until relationships are clear. Synthesis: Combines elements to form new entity from the original one. Evaluation: Involves acts of decision making based on criteria or rationale.
cognitive engagement The intentional and purposeful processing of lesson content. Engagement, in effect, requires strategies that promote manipulation rather than memorization, as the means through which learners acquire both lesson knowledge and deeper conceptual insight. Engagement can be elevated through a variety of activities such as inducing cognitive dissonance, posing argumentative questions requiring the development of a supportable position, and causing learners to generate a prediction and rationale during a lesson.
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adequate resources are available to meet time deadlines it will work successfully it can be built within a reasonable cost it meets the organization's needs
development Training people to acquire new horizons, technologies, or viewpoints. It enables leaders to guide their organizations onto new expectations by being proactive rather than reactive. It enables workers to create better products, faster services, and more competitive organizations. It is learning for growth of the individual, but not related to a specific present or future job. development phase The third of the Instructional System Design phases. The purpose of this phase is to develop and validate the instructional material (courseware). didactic design Instructional design in which the student is presented information and asked to respond to questions. differential feedback Test response feedback specific to the multiple choice answer selected by the student. difficulty-importance-frequency model One of several models available for use in selecting tasks for training. Using this model, tasks are identifies as critical based on the difficulty, importance, and frequency of job task performance. discovery learning Learning without a teacher; usually in a controlled (i.e. pre-designed) setup, and under supervision. discrimination
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Skills - the performance of relevant tasks. Management - the skills required to manage a group of tasks to achieve the overall job function. Contingency management skills - i.e. responding to breakdowns in routines and procedures. Job/role environment - i.e. responding to general aspects of the work role and environment, such as natural constraints and working relationships
enabling learning objective (ELO) A statement in behavioral terms of what is expected of the student in demonstrating mastery at the knowledge and skill level necessary for achievement of a Terminal Learning Objective (TLO) or another ELO. epistemology A branch of philosophy that investigates the origin, nature, methods, and limits of human knowledge. The study of how we know what we know. ergonomics An approach to job design that focuses on the interactions between the person and the environmental elements such as the work station, light, sound, tools, etc. evaluation The process of gathering information in order to make good decisions. It is broader than testing, and includes both subjective (opinion) input and objective (fact) input. Evaluation can take many forms including memorization tests, portfolio assessment, and self-reflection. There are at least six major reasons for evaluating training, each requiring a different type of evaluation:
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Promote individual growth and self-evaluation (evaluation by both trainer and learner) Assess the degree of demonstrated achievement (summative evaluation) Diagnose future learning needs (of both trainer and learner) Enhance one's sense of merit or worth (learner) Identify or clarify desired behaviors (trainer)
evaluation hierarchy (four levels of evaluation model) Donald Kirkpatrick identified the evaluation model most widely recognized today in corporate training organizations. The Kirkpatrick Model addresses the four fundamental behavior changes that occur as a result of training.
Level one is how participants feel about training (reaction). This level is often measured with attitude questionnaires. Level two determines if people memorized the material (learning). This is often accomplished with pre-testing and post-testing. Level three answers the question, "Do people use the information on the job?" This level addresses transference of new skills to the jobs (behavior change). This is often accomplished by observation.
evaluation instrument A test or other measuring device used to determine achievement (go and no-go) or the relative standing of an individual or group or a test objective (i.e., attitude, behavior, performance objective, and other attributes). Evaluation instruments include tests, rating forms, inventories, and standard interviews. evaluation phase The fifth of Instructional System Design phases. The purpose of this phase is determine the value or worth of the instructional program. This phase is actually conducted during and between all the other phases. evolutionary approach A method for developing training programs. It includes both deterministic and incremental systems, in contrast to the systems approach, which is entirely deterministic. This means that in an evolutionary approach, tentative or short term goals may be specified. This approach is particularly appropriate for situations where there is limited past experience from which to draw guidance. Page--20
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Eliminates the need for refresher training due to subject knowledge loss experienced if training precedes, over an extended period of time (prevents decay if the learner cannot use the material upon returning to the job). Prevents training being wasted on people who leave the job before the trai Allows the learners to receive training when they need it...not weeks or months later.
knowledge 1. The sum of what is known; a body of truths, principles, and information. 2. Specific information required for the student to develop the skills and attitudes for effective accomplishment of the jobs, duties, and tasks. knowledge level summary A reiteration of key points of content in a knowledge-level lesson designed to enhance a learner's ability to remember facts. knowledge management Capturing, organizing, and storing knowledge and experiences of individual workers and groups within an organization and making it available to others in the organization.
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Declarative knowledge tells us why things work the way they do, or that the object or thing has a particular name or location. It includes information about the concepts and elements in the domain and the relationships between them. Procedural knowledge tells us how to perform a given task. It contains the discrete steps or actions to be taken and the available alternatives to perform a given task. With practice, procedural knowledge can become an automatic process, thus allowing the human to perform a task without conscious awareness. Strategic knowledge is comprised of information that is the basis of problem solving, such as action plans to meet specific goals; knowledge of the context in which procedures should be implemented; actions to be taken if a proposed solution fails; and how to respond if necessary information is absent.
lead-off question A question initiated by the presenter that is usually directed to a group of students at the beginning of a lesson or main point and designed to generate discussion. learner centered instruction An instructional process in which the content is determined by the students needs, the instructional materials are geared to the students abilities, and the instructional design makes the students active participants.
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Active experimentation (simulations, case study, homework). If this if the preferred style of the learner then she is an Activist what's new? I'm game for anything. Reflective observation (logs, journals, brainstorming). If this if the preferred style of the learner then he is a Reflector - I'd like time to think about this. Abstract conceptualization (lecture, papers, analogies). If this if the preferred style of the learner then she is a Theorist - How does this relate to that? Concrete experience (laboratories, field work, observations). If this if the preferred style of the learner then he is a Pragmatist - How can I apply this in practice?
learning taxonomy (Bloom's Hierarchy): A taxonomic classification of cognitive, affective and psychomotor behaviors for the purposes of test design invented by Benjamin Bloom and his colleagues. lesson A segment of instruction that contains a learning objective and information to be imparted to the student.
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Imitation: Observes skill and tries to repeat it. Manipulation: Performs skill according to instruction rather than observation. Precision: Reproduces a skill with accuracy, proportion and exactness. Usually performed independent of original source. Articulation: Combines one or more skills in sequence with harmony and consistency. Naturalization: Completes one or more skills with ease and becomes automatic.
quiz A short test administered by the instructor to measure achievement on material recently taught or on any small, newly completed unit of work. reductionism A meaningful way to study complex subjects by dividing it up into smaller components. remediation Supplemental course materials to correct a learner's understanding or to reinforce the learning objective. response Any behavior that results from a stimulus or stimuli. In instruction, it designates a wide variety of behavior which may involve a single word, selection among alternatives (multiple choice), the solution of a complex problem, the manipulation of buttons or keys, etc. remedial loop An adjustive device that allows remedial instruction for learners. scaffold Page--41
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Difficulty-importance-frequency model. An individual critical task selection model that uses difficulty, importance, and frequency factors. Eight-factor model. An individual critical task selection model that uses percent performing, percent time spent performing, consequence of inadequate performance, task delay tolerance, frequency of performance, task learning difficulty, probability of deficient performance, and immediacy of performance. Four-factor model. An individual critical task selection model that uses percent performance, and task learning difficulty. Training Emphasis (TE) model. An individual critical task selection model that uses the training emphasis factor to determine if a task is critical or not. The TE factor is collected from supervisors of job holders. It reflects how much emphasis the task should be given in training for a specific task.
teaching point The smallest increment of information to which a learner may be expected to respond; a statement of fact or a procedural step in the performance of a task; the precise information you want a learner to know or respond to. terminal behavior The behavior which the learner is to demonstrate after the learning experience.
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