Module+1+Glossary

=A Glossary of Terms=

Please use the following format when adding to the glossary. Also, please try to enter your terms in **alphabetical order**. **Please write your name next to your entry.**
 * Term:** definition

To input your glossary term, place your cursor at the end of the definition or term you want to alphabetically follow, and press enter twice before typing your term in to #|create space for your entry.

=Glossary of Terms EDU 643=


 * ADDIE:** A framework that is used to design instruction. It is an acronym for: analyze, design, develop, implement, and evaluate. These five phases are not linear. Kathy Sadlier-Fiol


 * Analyze Phase**- In ADDIE this is the part of the lesson process that establish the instructional problems, goals and objectives. The learning environment and learner characteristics are identified for the students. Carrie McClure


 * ARCS model:** Model of instructional design focused on student motivation. After attracting interest, the teacher creates a relevance for the student. An expectancy of success is given, before the student receives a reward (internal or external) for the completion of the process. Alex Benoit


 * Authentic Learning Tasks:** Tasks that reflect the complexity of the real-world environment in which learners will be using the skills they are learning. Kristy Lee


 * Behaviorism**: Design theory based on the belief that human behavior is predictable, therefore the motivation to learn is reinforced by good grades/rewards. Shauna Fisher

**Blooms Taxonomy:** a classification of learning objectives divided into three domains: Cognitive, Affective and Psychomotor. Gordon Andersen. New levels are all verbs (remember, understand, #|apply, analyze, evaluate, create) Veronica Clark


 * Cognitivism**: Design theory that focuses on learning as a process driven by each student's previous experiences and how it is presented. Information is processed in short-term memory; important information to us gets further processed into long-term memory and that is when learning happens. Usually believed to happen by associating what we are learning with things we already know. Shauna Fisher


 * Constructivism**: Environmental type of design. Students can choose to learn using the method and manner that is most comfortable to them; the teacher provides all the tools and information necessary for the student to achieve proper end goal. Student centered and paced. Shauna Fisher


 * Continuum of Instructional Problems**: On one end are the "__training problems__" (The nature of the task can be defined, and the conditions under which it must be performed can be specified). On the other end are the "__educational problems__" (Where it is not possible to define or anticipate all the task requirements or the conditions under which the tasks may need to be performed). Nancy Jerry


 * Criterion Referenced Testing: ** Testing that is designed to measure how well an individual can perform a specific task rather than assessing with the goal to distinguish level of abilities among peers. Gordon Andersen In the state of Georgia, our CRCT will be an example of this type of test. Veronica Clark


 * Domain-Referenced Assessment**: Assessing a sample of potential terms, concepts or principles that are critical to the area of study rather than assessing every possible faction of knowledge within that content area. Alan Northouse


 * Events of Instruction:** Events in teaching which produce certain learning outcomes. Combining or eliminating events produces different learning outcomes. Jessica Benoit


 * Formative Evaluation** - Much like formative assessments, formative evaluations help determine the effectiveness of a program while the program activities are ongoing. Angelica Reest


 * Glasser William:** Five Basic needs: Survival, belonging, power of respect, freedom, and fun. These needs should be met for the learners in the classroom. Karen Miscisin


 * Heuristic:** encouraging a person to learn, discover, understand, or solve problems on his or her own, as by experimenting, evaluating possible answers or solutions, or by trial and error. Nancy Jerry


 * Higher-Level Thinking:** The ability to move past the basic facts of a situation and explain how or why something relates to other topics. Not accomplished through drill and practice, but through deeper investigation. Meredith Haataja


 * Information Processing:** A theory that focuses on the capabilities of memory and the way people store and retrieve important information. This process involves strategies for best ways to present information so that it is optimally categorized in the memory to aid recall. Meredith Haataja


 * Iterative/Iteration: ** involving repetition of a verbal action, operation, and/or procedure. Kristy Lee


 * Knowledge Management System:** System used to identify, document, and distribute both explicit and implicit information within an organization in order to improve the performance of the organization. This approach can be used as an alternative to training programs. Kathryn Torrey


 * Learning Object:** An internet-accessible tool useful in teaching and learning. It is a small piece of an overall design, and is used multiple times to achieve different results. Jessica Benoit


 * Maslow's Hierarchy of Needs:** Physiological (food shelter clothing), safety (to feel safe to learn), belonging (to be part of the learning environment), esteem (to feel confidence in exploration), Self-actualization (the ability to create on one's own). Karen Miscisin

**Metacognition**-How learners process information and how they think about their own cognition.The students’ knowledge about when and how to use particular strategies for learning or for problem solving. Carrie McClure


 * Miller's Magic Number:** George Miller discovered in 1956 that the amount of items that a person can hold in their short-term memory at any one time is seven. There is a range of +2 and -2. Kathy Sadlier-Fiol


 * Nine Events of Instruction** - Robert Gagne believes that the following nine events should be present in classroom instruction: gain the learners attention, inform the learner of the objectives, help learners recall relevant prior knowledge, present material, provided guided learning, elicit performance from the learner, provide feedback to the learner, assess the learners performance and enhance the learners retention and transfer of the material. Angelica Reest


 * Norm-Referenced Tests:** Tests designed to yield a spread of results, with some students doing well, and others poorly. Kathryn Torrey


 * Rapid Prototyping:** Instructional design theory in which a concept is defined and continuously refined. The refined concept is continuously evaluated by the learner at each stage of refinement. Alex Benoit


 * Situated Cognition**: Learning should take place in the context it will be used. Alan Northouse
 * Social Cognitive Theory** - S tates that we learn behaviors through observation, modeling, and motivation. Shauna Ackley
 * Summative Evaluation** - Much like summative assessments, summative evaluations judge the effectiveness of a program at the completion of the program. Angelica Reest


 * Team-Based Learning**: A learning strategy that groups diverse students together to work collaboratively. Students are evaluated based on individual and group goals. There is usually an incentive plan built in. Kathy Sadlier-Fiol

Motivating Students
 * IMPORTANT ** **Message:** please feel free to add more details to the definitions already listed below and/or others. Add your own contribution by entering your name -- using your own words so everyone can benefit :-).