A metaphor which describes the support offered by educators in assisting learners to achieve learning outcomes. It is characterized by the explicit training of skills and knowledge targeting specific individuals, small groups or, where appropriate, whole classes. Prior knowledge of the subject matter or the learning environment can help the learners regulate by providing a ready scaffold (stepping stone, learning aid) for new knowledge, or by making the learning environment easier to use so it doesn't displace the subject matter as the object of study.

In learning psychology, the way in which a human processes, store and "recreates" information coming into the brain.

Modification of existing formal courses into discrete portions.

Learning initiated and directed by the learner. The term is used by some organizations now to include computer-based, web-based and multimedia training.

Self instructional study units sent to the learner's location.

Arranging the teaching points, teaching steps, and criterion steps into the most appropriate order for effective learning.

The ordering of training so that the learning of new or more complex skills/knowledge is built on and reinforces previously learned material.

The process of gradually changing a student's behavior until it conforms to the desired behavior.

Any representation or imitation of reality. An instructional strategy used to teach problem solving, procedures, or operations by immersing learners in situations resembling reality. The learners actions can be analyzed, feedback about specific errors provided, and performance can be scored. They provide safe environments for users to practice real-world skills. They can be especially important in situations where real errors would be too dangerous or too expensive.

Discredited form of training where the learner observes an expert performing the tasks.

The ability to perform a psychomotor activity that contributes to the effective performance of a task.

A means of delivering training which places the responsibility for learning on the student through participation in small groups led by small group leaders who serve as role models throughout the course. SGI uses small group processes, methods, and techniques to stimulate learning.

An instructor who facilitates role modeling, counseling, coaching, learning, and team building in Small Group Instruction (SGI).

Tryout of a training course on a representative sample of the student target population to gather data on the effectiveness of instruction in regard to error rates, criterion test performance, and time to complete the course. Also called ìtrialsî or ìtryout, small groupî.

Describes the criterion or standards of performance which must be attained. An established norm against which measurements are compared. The time allowed to perform a task including the quality and quantity of work to be produced.

The part of a test item that asks a question.

Anything that provokes behavior. The event, situation, condition, signal, or cue to which a response must be made.

The correct response to a multiple choice situation

The part of a discrimination-type situation that tells the learner how to work the exercise, or the stem to a discrimination type exercise.

A series of pictures which support the action and content that will be contained in an audiovisual sequence.

An instructional environment in which the student can choose from a variety of instructional options for achievement of the terminal objectives. Students can vary their rate of learning, the media used, and other such learning factors. Also called "learner controlled instruction".

Information about the current level of performance of the student population that can be used to confirm the need to develop new instruction or to assess differences between student performance before (at baseline) and after instruction. Also called ìbaseline dataî.

A person who can perform a job or a selected group of tasks to standards. Her experience and knowledge of the job designates her as a technical expert. She must know what is critical to the performance of the task and what is nice-to-know. She must have recent job experience, otherwise, her knowledge of the task may be outdated by new procedures or equipment.

Methodology developed by Georgi Lozanov. Sometimes called Super Learning or Accelerated Learning. In broad terms, it is a research based technology and an philosophy that uses learners' holistic natural talents to provide them the highest probability of maximizing their learning, retention, and performance. It is supposed to create a stress-free, positive, joyful, psychologically and physically healthy environment that enhances self-esteem and focuses on the needs of the learner.

See Instructional Systems Design (ISD).

tabletop analysis

Using a facilitator, a small group of (3-10) subject matter experts convene to identify the various tasks to be performed. Through brainstorming and consensus building, the team develops a sequential list of tasks. Following this process, the team determines which tasks should be trained. Task selection is based on the frequency, difficulty, criticality and the consequences of error or poor performance.

The total collection of a population that is scheduled to enter a given instructional program.

The smallest essential part of a job. A unit of work activity that is a logical and necessary action in the performance of a job. It can be described in simple terms. Has an identifiable start and end point and results in a measurable accomplishment or product.

Involves the systematic process of identifying specific tasks to be trained; and a detailed analysis of each of those tasks. Task analysis information can be used as the foundation for: developing instructional objectives, identifying and selecting appropriate instructional strategies, sequencing instructional content, identifying and selecting appropriate instructional media, and designing performance evaluation tools. It is always done in the context of a specific job. It facilitates training program design by providing a description of the fundamental elements of a job.

A model used to apply statistically valid task selection models to identify critical individual tasks. There are a variety of models available for use. Some examples of task selection models are as follows:

• 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.

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.

The behavior which the learner is to demonstrate after the learning experience.

Prescription of the conditions, behavior (action), and standard of task performance for the training setting. A learning objective at the highest level of learning (SKA) appropriate to the human performance requirements a student will accomplish when successfully completing instruction.

A device or technique used to measure the performance, skill level, or knowledge of a learner on a specific subject matter. It usually involves quantification of results -- a number that represents an ability or characteristic of the person being tested.

The degree to which the test resembles the actual task performed. The closer the resemblance, the higher the fidelity of the test.

The process of evaluating single test items by any of several methods. This usually involves the determination of how well an individual item separates examinees, its relative difficulty value, and its correlation with some criterion of measurement.

The basic organizational unit of instruction covering one or more closely related learning objectives.

An outline of the topics to be included in the instructor guide. It provides course learning objectives, a listing of part, section, and topic titles and statements of rationale to explain or justify the training. It is used by the curriculum designer to develop the instructor guides.

A person who directs the growth of learners by making them qualified or proficient in a skill or task. Uses coaching, instructing, and facilitating techniques to accomplish the learning objectives.

Learning that is provided in order to improve performance on the present job.

An item to enhance training. May include charts, slides, and schematics

A summary describing how the required training is to be accomplished in terms of type of training, presentation environment, presentation techniques, presentation media, pipeline, location, and other considerations.

The ability of persons to effectively apply to the job the knowledge and skills they gain in dissimilar learning situation. Also, the learning in one situation that facilitates learning (and therefore performance) in subsequent similar situations.

An instructional program that presents new information to the student efficiently and provides practice exercises based on that information. A lesson design used to teach an entire concept. Interactive instruction that asks questions based on the information presented, requests student responses, and evaluates student responses. It is self-paced, accommodates a variety of users, and generally involves some questioning, branching, and options for review.