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Learning, Training, and Human Performance Glossary
Words beginning with the letter “D” are listed below. For words starting with a different letter, use the below table:
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The amount of time it takes learners to forget what they have learned in training. The decay rate can be stopped or slowed by having them use their new skills upon their return to the job. Thus, training is a process, NOT an event.
Knowledge referring to outside representations of the outside world. Knowing a fact (you know what bicycles are), as opposed to procedural knowledge, which is knowing how (you know how to ride a bike).
An instructional design where rules are presented followed by examples. The emphasis is on forming conclusions. See the section, Approaches to Presenting Information and Examples at van Merriënboer's 4C/ID Model and Instructional Design.
Failure to meet a set performance standard.
Any method of transferring offerings to learners. Examples include instructor-led training, web-based distance learning, online laboratory, CD-ROM, and books.
demonstration-performance method
A learning experience in which students observe and then participate in a sequence of events designed to teach a procedure, a technique, or an operation, frequently combining oral explanation with the operation or handling of systems, equipment, or materials.
Skills and knowledge in one learning objective that are related to those in another learning objective. In order to master one of the learning objectives, it is first necessary to learn the other.
The second phase of Instructional System Design (ADDIE). The learning objectives, tests, and the required skills and knowledge for a task are constructed and sequenced.
A technique for evaluating a proposed design to ensure that:
- 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
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. See, Definitions in Instructional Design.
The third phase of Instructional System Design (ADDIE). The purpose of this phase is to develop and validate the instructional material (courseware).
The design of instruction in which the learners are presented information and asked to respond to questions.
Test response feedback specific to the performance of the student and the desired performance. The discrepancy between the two represents the gap that must be closed by the learner. See Performance Gaps.
difficulty-importance-frequency model
One of several models available for use in selecting tasks for training. Using this model, tasks are identified as critical based on the difficulty, importance, and frequency of job task performance.
Learning without a teacher; usually in a controlled (i.e. pre-designed) set-up, and under supervision.
The ability to choose between two closely related responses to a specific stimulus. Robert Gagnè defines discrimination Learning as when an individual learns to make different identifying responses to many different stimuli that may resemble each other in physical appearance.
(1) Its primary distinction from other types of learning is that the instructor and the learner are separate in space and possibly time. (2) A telecommunications-based instructional system evolved from the open learning movement used to overcome geographical "place-based" learning. (3) In its most common historical form, this refers to a broadcast of a lecture to distant locations, usually through video presentations.
Students take courses from a variety of sources (and delivery modes) to customize a program of study. Often used synonymously with online learning.
In testing, incorrect answers provided as choices in multiple choice or matching type test items. See Testing Instruments in Instructional Design.
A standardized technique or procedure that prepares students to execute critical collective tasks in an instinctive and spontaneous manner. The drill includes the methods by which it is trained.
Ungraded verifications of comprehension of enabling objectives (e.g., questions, exercises, and problems). A interactive exercise characterized by systematic repetition of concepts, examples, and practice problems. An ungraded practice quiz.
A combination of related tasks equal a duty, and duties combine to form a job. See Tasks.
| A | B | C | D | E | F | G | H | I |
| J | K | L | M | N | O | P | Q | R |
| S | T | U | V | W | X | Y | Z | Acronyms |