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Instructional Design Terminology: Show What You Know!

Horizontales
A visual or graphic representation of an eLearning course. Used by Instructional Systems Designers to build the prototype for a course. It includes descriptions of the visuals, text, audio elements, interactions, and navigation that will be used in the course.
Refers to a training modality in which learner(s) and instructor(s) are in the same place, at the same time, in order for learning to take place. This includes in-person training and live online/virtual meetings.
This design framework begins with the end in mind and focuses on three sequential stages. 1. Identify desired results. 2. Determine acceptable evidence of learning. 3. Plan instruction and the learning experience.
This process provides a systematic method to study a program, practice, intervention, or initiative to understand how well it achieved its goals. This helps determine what worked well and what could be improved in a training, program, or initiative.
This acronym refers to a software application or web-based technology that is used to administer, document, deliver, and track training programs. This concept emerged directly from e-Learning and is used as a platform for online course content. At APHL, we have used Absorb and in the future will move to Docebo.
These are specific, measurable, action-oriented, learner-centered statements that articulate the behavior, knowledge, or skills that learners can demonstrate as a result of completing a course.
This inclusive practice refers to making information, activities, and/or environments sensible, meaningful, and usable for as many people as possible. Instructional systems designers follow design principles, web standards, and guidelines to ensure that people who have disabilities, impairments, or limitations can have the same or similar experiences as those who do not.
This term refers to the collection of lessons, assessments, content, materials, and resources of a training program.
This term refers to the method and practice of teaching adult learners. This theory is based on the following principles: Adults need to know why they need to learn something. Adults want their experiences valued in the learning environment. Adults prefer to learn experientially and in a self-directed way. Adults learn best when the topic is of immediate value to their personal lives and/or their work. Adults approach learning as problem-solving rather than content-oriented. Adults respond better to internal versus external motivators.
This term refers to the start and end of a project. Courses are created through a systematic process. Project management is one of the main responsibilities of an instructional systems designer. This involves identifying goals and objectives for the project, tracking project milestones, monitoring due dates, and following up with collaborators.
This term refers to the way that a course is delivered. Courses can be delivered in multiple formats such as in-person (face-to-face), virtual, video, online (asynchronous or synchronous), etc.
Founded on seven guiding principles, this design framework aims to create a learning environment that can be accessed, understood, and used to the greatest extent possible by all people. This framework focuses on flexible approaches to instructional and content presentation.
This technical skill is essential to developing clear and concise learning materials, objectives, user guides, tutorial videos, and more.
Verticales
These are incorporated into a course to measure the effectiveness of instruction and how much learning has occurred. These can be added throughout a course with opportunities for learners to receive feedback (formative) and at the end of a course (summative).
This taxonomy offers a framework for defining and distinguishing different levels of cognition and is used when writing learning objectives/outcomes. The framework contains action words that are organized by six major categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. This taxonomy is hierarchical and is often displayed as a pyramid graphic to show that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.
This is a necessary component of effective learning as it improves learner confidence, motivation to learn, and ultimately a learner's attainment of course learning outcomes. This is essential to ongoing continuous improvement of training and should be incorporated before, during, and after learning and development experiences.
This refers to the target of training and a critical part of analysis during the early stages of the instructional design process. Most training elements are based on their central needs, competencies, and expectations.
When designing a training experience, instructional designers ensure that participants have opportunities to interact with the course content, with other participants, and with their instructor.
Instructional systems designers work closely with many people on a project including subject matter experts, instructors, facilitators, program managers, and multimedia designers.
This instructional design model is a five-step, systematic approach to designing and developing effective training activities. This iterative framework ensures that all factors and standards are carefully considered and intentionally integrated to achieve desired outcomes.
This process involves generating, analyzing, and implementing new ideas to enhance training experiences. Prioritizing this fosters critical thinking, a sense of adventure, and adaptability.
A key part of instructional systems design is evaluating the use of synchronous and asynchronous tools, interactive media, instructional videos, learning games, simulations, software, apps, and other media for how they can enhance learning and training experiences.
Instructional systems designers use selected software to design and develop training. Some of the more common tools are Lectora, Articulate Storyline, and Adobe Captivate. Once courses have been created, they are exported from these tools as SCORM files and uploaded into a learning management system where participants enroll into the course.