Rapid Instructional Design 3e by Piskurich

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Rapid Instructional Design 3e by Piskurich is the 3rd edition of the Rapid Instructional Design: Learning ID Fast and Right textbook authored by George M. Piskurich and copyrighted and published in 2015 by John Wiley & Sons, Inc., Hoboken, New Jersey.

  • Action Verb. A word that conveys action/behaviors and reflects the type of performance that is to occur. Action verbs reflect behaviors that are measurable and observable.
  • Active Performance Support System. An electronic performance support system that actually monitors the employees' work and stops them to lend advice and support when necessary. There are few of these in existence.
  • Advance Organizer. A brief introduction to a training aspect that outlines its structure and defines how the content builds on existing knowledge.
  • Alpha Test. The first evaluation of a technology-based program, used to test the user interface and to determine overall usability.
  • Analog Audio and Video. Audio or video information normally stored in a tape format; it is differentiated from digital audio and video, which usually use some type of computer format as the storage medium. Digital video and audio are needed for e-learning and CD-ROM training deliveries.
  • Animation. A sequence of graphics presented in succession, animation is widely used to simulate motion in computer-based or e-learning deliveries.
  • Aspect Ratio. The relationship of height to width of an image size (i.e., 4:3 is a standard aspect ratio for NTSC television).
  • ASTD. Training professionals organization encompassing all aspects of the profession.
  • Asynchronous. Usually in reference to e-learning, asynchronous refers to non-instructor-led training using a computer-network-based delivery system in which the trainees are not online at the same time nor in direct, immediate contact. The technique sometimes includes the use of electronic bulletin boards and chat rooms. It is often a mixed-media format combining a self-instructional aspect with one or more instructor-facilitated process.
  • Audience Analysis. An evaluation of a training audience to determine the background, needs, interests, preferences, and demographics of the group.
  • Authoring System. A software application used to create courseware by combining text, graphics, video, audio, and animations.
  • Bandwidth. Technically a concept that has to do with the size of the wire computers in a network are connected by, and how much information can flow over it. However, what it means is that e-learning using high-level video, graphics, and even audio is very difficult to do smoothly, at least today. It's the same reason surfing the net can be so slow at times. Usually the more bandwidth the better, as more information can be sent.
  • Barriers. Organizational factors that get in the way of performance.
  • Beta Test. An evaluation for a course or product, done by actual users and others, not necessarily in a real-life environment, to determine instructional flow and answer questions that surfaced during development of materials. It is also referred to as a "formative evaluation," although this term is being used less frequently.
  • Blog. A website where an individual author can post entries about a subject or topic of interest, comment on or add to other people's postings such as online course assignments.
  • Brainstorming. A technique for idea generation in which each person suggests as many ideas as possible, with no discussion of viability until after the session is complete. A recorder usually writes the ideas on some medium for this later discussion.
  • Branch Back. A technique where a wrong answer causes the program to replay the area of instruction where the correct answer resides.
  • Branching. An instructional technique in which the learner's next step is determined by his or her response to a previous step. Branching makes a course more interactive by allowing learners to take different paths through a course based on their needs and interests.
  • Browser. A software program that allows trainees to navigate through a web-based training program.
  • Bug. A programming error that causes a course to run improperly or stop running unexpectedly. Alpha tests are used to find bugs. Bugs are also known by the term "undocumented features," although usually only by programmers.
  • Bulletin Board/Discussion Boards. Software that allows trainees to post class information, activities, or questions electronically for reading and responding to by other participants and/or the instructor.
  • Button. An object on the computer screen that initiates an action when clicked.
  • CAI. See Computer-Assisted Instruction.
  • CBT. See Computer-Based Training.
  • CD-I. See Compact Disc–Interactive.
  • CD-ROM. CD-ROM is an older delivery media for multimedia-based programs. It has been mostly replaced by DVDs. It is used mostly for self-instructional training designs. It has a number of compatibility and storage size problems.
  • Chat Room. An electronic "place" where individuals can connect by sending typed text to one another in real time.
  • Checklist. A tool used to ensure that the important actions or steps in the performance of a task have been taken.
  • Chunking. The process of dividing a portion of training material into smaller pieces that are easier to deal with.
  • CMI. See Computer-Managed Instruction.
  • CMI. See Computer-Mediated Instruction.
  • Color Scheme. A group of complementary colors used in computer-based training to give a course a consistent look.
  • Compact Disc–Interactive. Another delivery technology that is much less widely accepted than CD-ROM. It uses its own machines rather than a regular computer for playback, which usually means less flexibility. Design and development are about the same as for CD-ROM, although it has better video capability. Compact disk–interactive machines are also more portable and more reliable in harsher environments. At the moment at least, they are cheaper than the average computer as well.
  • Compact Disc–Read-Only Memory. See CD-ROM.
  • Competency. The specific knowledge and skills and the application of that knowledge and those skills to the standard of performance required for a particular job.
  • Competency Analysis. An analysis process in which the competencies necessary to superior performance of a job are determined. In a second stage of the analysis, competencies of individual performers are determined based on the new competency model to develop individual or group training needs.
  • Completion Item. A test item requiring the completion of a statement, phrase, or concept.
  • Compressed File. Files that are reduced in size to allow for quicker transfer and more efficient storage. Particularly used by audio and video files across computer networks.
  • Computer-Assisted Instruction. Another term for computer-based training or computer-managed instruction. The term is mostly archaic, but appears from time to time in older literature.
  • Computer-Based Training. Arguably any training delivered by a computer. Can be a general term for any training done through the use of computers rather than through instructor facilitation, but is also often used to signify only text-based computer-facilitated instruction. This is usually referred to derogatorily as an "electronic page turner" and is not considered good instruction.
  • Computer-Managed Instruction. Computer-based training that tracks and stores student performance data and maybe the delivery system as well. In computer-managed instruction, the computer or network (or both) is used basically for record keeping and administrative purposes. This concept is also archaic, and it has been replaced by learning management systems.
  • Condition. The part of an objective that describes the situation, environment, or limitations under which the learner must exhibit the behavior.
  • Content. The concepts, ideas, policies, and information that comprise a training program.
  • Content Outline. An outline that organizes course content into topics and subtopics.
  • Cost/Benefit Analysis. A method of assigning dollar values to the cost of training development and implementation and to the benefits derived from the training to determine whether it is worth the effort.
  • Course. A complete, usually integrated series of lessons identified by a common title. Courses usually make up a training curriculum, and in turn are made up of modules, units, sections, and so forth.
  • Course Map. The major concepts from a course in a visual arrangement, usually with lines drawn between associated concepts and relationships shown between the connected concepts. Maps usually break the course into units, lessons, frames, or segments and detail objectives, treatment, teaching strategies, and a skeleton storyboard if needed.
  • Courseware. The media (text, computer program, CD-ROM, etc.) that contains the content of the course.
  • Criterion. The standard by which learning is measured.
  • Criterion-Referenced Testing. Testing of the objectives as a learner progresses through the course of instruction. Success depends on the trainees' attainment of the objectives and not on how well they do in relation to others.
  • Critical Incident Method. A method of analysis through which experts identify the critical job incidents and their products. Incidents are classified as positive or negative, summarized, and then validated by the experts for completeness.
  • Criticality Analysis. A model for selecting tasks for training in which tasks are identified as critical based on their difficulty, importance, and frequency of performance.
  • Cross-Training. Providing training in several different areas or functions. This provides backup workers when the primary worker is unavailable.
  • Data Analysis. Analysis of records and files collected by an organization reflecting actual employee performance and results, such as sales figures, attendance figures, call-backs for repair, employee evaluations, etc.
  • Delphi Studies. A data-collection technique in which groups of SMEs respond to repeated cycles of prepared questions, each cycle of questions becoming more and more specific, based on answers to the previous cycle's questions.
  • Design Document. A conceptual report that gives all those involved in the development of a training program a picture of the overall course design. Items might include a mission statement, an audience profile, course objectives, content outline, a course map, an evaluation plan, and a visual motif.
  • Designer. An individual who attempts to make it easier for learners to learn by systematically discovering what a learner needs to know and then determining the best way to make that information available.
  • Desktop Training. Any training delivered by computer to a trainee's desk.
  • Dial-Up Connection. Using a modem and telephone line to connect to a computer network.
  • Digital Audio. Audio information stored as discrete numeric values. Computer disks, digital audiotape (DAT), and CD-ROMs are typical storage media for both digital audio and video.
  • Digital Video. Video that is digitized on a computer instead of residing on a magnetic tape. Digital video is easier to store, edit, and play on a computer. This also makes it more expensive, and it takes up large amounts of storage capacity. Digital video, particularly for e-learning, is often shown on only a partial screen or in the less smooth fifteen frames/second (quick-time) format, if at all.
  • Digital Video-Disc. Digital video-discs are another advancement in delivery technology. They allow full motion video and all the other goodies of multimedia on a small-sized disc with plenty of storage capacity.
  • Digitize. To store media (graphic, audio, or video) in digital form. Often used to note the conversion from an analog to a digital format.
  • Distance Learning. Probably one of the most overused and much abused terms in technology-based training. At the basic level it simply means that the instructor and the learner are either not in the same physical location or not there at the same time, or both. However, it is often used to refer to satellite-mediated learning, even though computers, video players, and even telephones can be used as distance-learning delivery systems.
  • Distributed Implementation. A self-instructional delivery process in which there is no designated learning center. The packages are sent to the trainees' job locations and usually facilitated by a supervisor or other line individual.
  • Distributed Learning. A newer and also older term that means roughly the same thing as distance learning, but is coming into use due to distance learning's perceived relationship with satellites.
  • Downlink Site. The earth station in a satellite-based system that receives programming beamed from the satellite.
  • Download. To receive and store information from another computer or system.
  • Drill-and-Practice Exercises. Instructional activities designed to allow a learner to review previously learned information through repetition and rehearsal. Often a major activity set for computer-based training.
  • DVD. See Digital Video-Disc.
  • E-Learning. Technology-based training using the Internet as the delivery system. Advantages of this delivery system include reduced hardware compatibility issues, easier and quicker revisions, and the possible maximum size of the distribution network. The disadvantages include security problems, speed, and bandwidth limitations, which reduce multimedia capability. e-Learning can be instructor-led or self-directed.
  • Electronic Performance Support System. Computerized applications that provide support for the user in accomplishing specific tasks, particularly those that are difficult to memorize or are done infrequently. An electronic performance support system may provide needed information, present job aids, and deliver just-in-time training on demand. Electronic performance support systems will often take the place of some training, although the employees need to be trained on how to use the system effectively.
  • Emoticon. A feature used in online classrooms where human expressions are represented by typing a sequence of characters or selecting from a list of icons.
  • Entry Skills (Entry Behavior). Skills or knowledge that the trainee must master before he or she can begin a training program.
  • EPSS. See Electronic Performance Support System.
  • Ergonomics. An approach to job design that focuses on the interactions between the person and his or her environmental elements.
  • Evaluation. Reviewing a course to determine its impact and improve its effectiveness.
  • Expert System. A type of electronic performance support system, normally a decision-making tool, that has been developed in conjunction with an expert on a job or process. It is designed to help the employee make correct decisions concerning particular tasks related to the job. It is the precursor to an active performance support system.
  • Facilitator. An individual who is responsible for helping trainees to learn, not by presenting information, but by listening, asking questions, providing ideas, suggesting alternatives, and identifying possible resources. Facilitators are found in the classroom and for self-instructional delivery as well, although their responsibilities are usually very different for these delivery systems.
  • Facilitator Guide. A companion piece in an ILT or virtual classroom design that provides the facilitator with specific and augmented information on how the class can be facilitated.
  • FAQ. See Frequently Asked Questions.
  • Feedback. Providing learners with information about an action and its result in relation to some criterion of acceptability. Feedback can be positive, negative, or neutral.
  • Field Production. A media production shot "on location" rather than in the studio.
  • Focus Group. A method of data collection using facilitated group discussions with SMEs. The facilitator leads the process, tries to make sure everyone is involved, and collects data for analysis.
  • Frequently Asked Questions. A file with commonly asked questions and their answers created to help trainees in self-instructional or asynchronous deliveries.
  • Graphical User Interface. A process for allowing the user to communicate with computer software through the use of graphic icons instead of words. Graphical user interface has become the preferred method for communication with computers, but can be tricky if the user does not understand what the icons represent. This is a particular problem in a multicultural environment. (Think Apple versus DOS.)
  • GUI. See Graphical User Interface.
  • Guided Simulation. A simulation in which learners receive coaching or feedback during the activity.
  • Handout. Supporting information used by the learner as reference or activity material in a training program. Handouts are often contained in the participant's package.
  • Hands-On. An activity in which the trainees practice on actual equipment, simulators, or special training aids.
  • Hot Spots. Places on a computer screen where hyperlinks occur and that a trainee can select. Sometimes they are obviously marked and sometimes not, depending on the type of interaction you are trying to accomplish.
  • HTML. See Hypertext Markup Language.
  • Human Performance Technologist. An individual responsible for utilizing various technologies designed to enhance human performance and capabilities in the workplace. These technologies include methods and procedures from many fields, such as instructional technology, organization development, career development, motivation and feedback, human factors, and employee selection.
  • Hyperlinks. A process in computer-based training that allows you to program places on a screen that, if selected, will "jump" the trainee to a further explanation of a concept, an example of it, or some other information concerning it or a related topic. This allows for the important process of learner control and for enrichment or remedial activities.
  • Hypermedia. Interactive computer-based instruction technique in which video, slides, graphics, or other media can have or even be "hot spots" that, when selected, send trainees down a new learning path.
  • Hypertext. More or less the same as hyperlink, except it is an older term that was used when only words were hyperlinks.
  • Hypertext Markup Language. The code used to create web pages.
  • ID. See Instructional Design.
  • ID Software. See Instructional Design Software.
  • IDL. See Interactive Distance Learning.
  • Immediate Feedback. Feedback given to learners at the moment they complete an action or provide some form of input, such as answering a question.
  • Individualized Instruction. A learning design in which each trainee works on materials without regard to what other trainees in the same class or facility are doing. Sometimes the learning is prescriptive, and it is often self-paced.
  • Instructional Activity. An activity designed to promote learning and transfer of knowledge. A course is typically a series of lessons made up of instructional activities.
  • Instructional Design. A systematic approach to creating training that meets the needs of the trainees and the organization while being as effective and efficient as possible.
  • Instructional Design Software. Similar to authoring systems but used before them to guide trainers in making important instructional design decisions for any type of training, but particularly for technology-based training. Instructional design software is usually easier to use than authoring systems, but it is the rare individual who can employ one without some instructional design knowledge. It is sometimes referred to as pre-authoring software.
  • Instructional Game. A game designed to teach concepts, behaviors, attitudes, or procedures. Can be part of an instructional activity.
  • Instructional Plan. An intermediate step in program design in which the topic outline is expanded to include sequenced content notations and possible activities.
  • Instructional Setting. The location and physical characteristics of the place in which a form of instruction takes place. The setting can be in a classroom, a laboratory, workplace location, learning center, or any other place in which people receive training.
  • Instructional Systems Design. A systematic process of designing learning activities. By following ISD, designers increase the likelihood that their course designs will be appropriate and effective. The most basic form of the ISD model is a five-step process of analysis, design, development, implementation, and evaluation.
  • Instructional Technologist. One who is an expert with instructional technologies. This is a dying breed, as no one person can be expert in all the varying technologies available today. Most practitioners consider themselves expert in one or two aspects of technology and work with teams of other experts to create great technology-based training. If you run into someone who claims to be a truly general instructional technologist, watch out for the snake oil.
  • Instructional Technology. The use of technology (video, computers, CD-ROM, modems, satellites, etc.) to deliver and/or support training.
  • Instructor. An individual who provides knowledge or information to learners by directly presenting content and directing structured learning experiences.
  • Instructor-Led Training. Training that relies on the instructor to present content and create an effective environment for learning.
  • Interactive Distance Learning. An interesting term that should simply be redundant, but often is not. It is used mainly to differentiate the old "talking head" tele-courses from more modern techniques in which trainee involvement in the distance-learning process is designed in. It is also used less frequently for the same purpose when differentiating the old "electronic page turners" from newer, more interactive computer-based training approaches. Good instructional design for technology-based training (or any instruction, for that matter) demands plenty of student interaction, so methods in which there is none should not be considered valid training techniques, which is why the term is redundant.
  • Interactive Video-Disc. This is an old technology that is almost obsolete. My advice is to ignore it and it will go away, mostly due to the emergence of digital video-discs.
  • Internet. A global network of networks connecting millions of computer users worldwide.
  • Internet Service Provider. A company or group that connects users to the Internet.
  • Interviews. A data-collection technique in which the collector meets with individuals, such as SMEs or managers, usually to ask them a series of prepared questions.
  • Intranet. A private network based on the Internet standards, but servicing a known organization from behind a secure access point.
  • Introduction. A major section of a lesson plan designed to establish common ground, capture and hold trainee attention, outline the lesson, point out benefits of the learning, and to lead the trainee into the body of the lesson.
  • ISD. See Instructional Systems Design.
  • ISP. See Internet Service Provider.
  • Item Analysis. The process of evaluating test items by determining how well an individual item is answered by examinees, its relative difficulty value, and its correlation with objectives.
  • IVD. See Interactive Video-Disc.
  • JIT. See Just-in-Time.
  • Job Aid. An easy-to-carry summary of a procedure that the learner can use on the job to aid transfer of learning. It provides guidance on the performance of a specific task or skill. Job aids are used in situations in which it is not feasible or worthwhile to commit the procedure to memory before on-the-job activity.
  • Job Analysis. A technique for breaking a job into component parts such as duties and tasks.
  • Job Duty. A combination of related tasks equals a duty, and duties combine to form a job.
  • Just-in-Time. A method of providing training when it is needed by the trainee rather than when a class is held or a trainer is available.
  • Learner Characteristics. The traits, such as reading level, education, position, interests, and so on, possessed by learners that could affect their ability to learn.
  • Learning Center. A designated facility, usually staffed by one or more facilitators, where trainees go to view self-instructional programs.
  • Learning Portal. A website that offers access to learning and training resources from many different sources.
  • Learning Technology. See Instructional Technology and substitute "learning" for instruction.
  • Lesson. A portion of a course. Courses may be organized by topics, modules, lessons, or units.
  • Lesson Plan. A written guide for trainers that provides specific definitions and directions on learning objectives, equipment, instructional media, material requirements, and conduct of the training. This is more an educationbased term, with trainers usually referring to it as a facilitator guide.
  • Linear. A programming method characterized by short steps of ordered instruction followed by constructed responses. Also known as "lock step."
  • List-Servs. Subscription mailing lists on a computer network that automatically send the user information on a particular topic.
  • Location. The place a video or still shoot will take place.
  • Lunch and Learn. A meeting held at lunchtime featuring a presentation, workshop, or other learning process.
  • Mastery. Meeting all of the specified minimum requirements for a specific performance.
  • Mastery Learning. A design characteristic in which the trainee is expected to achieve a pre-set level of mastery for the material to be learned. This mastery level is usually measured through a criterion-referenced evaluation.
  • Media List. A master list of all media elements included in a program (overheads, print, video, audio, graphics, and animations).
  • Model. A representation of a process or system that shows the most important aspects of the system in such a way that analysis of the model leads to insights into the system.
  • Module. A unit of instruction. This term is often used to delineate a self-contained instructional unit that includes one or more learning objectives, appropriate learning materials and methods, and associated criterion-reference measures.
  • Multimedia. Most commonly refers to the use of text, graphics, sound, video, and computer-generated animation, or any combination of the above, usually in a self-directed, computer-based format, often employing a large-capacity storage device such as a server, as part of the delivery system. Multimedia is usually designed and developed by a team of experts. Currently, it has some usage problems in e-learning due to bandwidth limitations.
  • Mobile Learning (m-Learning). Use of smart phones, tablets, and other mobile communications devices to deliver training, assessments, job aids, electronic performance support tools, and any other form of knowledge sharing that lends itself to self-directed processes on small screens and with limited capability.
  • Multimedia Training. A delivery system that incorporates various technology-based instructional methods, such as graphics, text, animation, audio, and video. It is most often delivered on a DVD or via a server.
  • Narration. The spoken portion of a video or audio production, especially anything spoken directly to the audience instead of dialogue between the actors.
  • Navigation. How a user moves through a technology-based training program. Navigation controls are typically a series of buttons or icons.
  • Need. The difference between the way things are and the way they ought to be.
  • Needs Assessment. A process used to determine the difference between current and desired states, often related to the development of a training program. A needs assessment may use many data-gathering techniques to discover needs expressed by management, the target audience, and/or subject-matter experts.
  • Nominal Group Technique. A data-collection technique related to brainstorming but more structured, with participants recording their own ideas, then bringing them before the group and discussing them one by one. In the end, the group ranks the ideas.
  • Object-Oriented Design. Creating training as single concepts or small "packets" of information that can be used and reused for many different training needs or programs.
  • Object-Oriented Learning. A training design in which reusable pieces of content learning, termed "objects," are created for both a specific training need and for use in other programs.
  • Objective. A specific statement of what learners will be able to do when they complete a training program or a piece of a program.
  • Observation. A data-collection technique in which the collector physically observes the subjects' job performance.
  • Off-the-Shelf. Training produced by an outside agency for use by other organizations. Normally used by organizations when in-house-produced training programs would be more costly or take too much time to develop.
  • OJT. See On-the-Job Training.
  • On-the-Job Training. Training in the skills and knowledge needed to perform a job, taking place in the actual work environment.
  • Online Learning. Often used to mean synchronous e-learning, it is also a delivery method in which the learners communicate with the instructor through discussion boards and chat rooms as they complete pre-planned activities and exercises on their own. It can be an excellent methodology for the practice of collaborative learning.
  • Open-Ended Test Item. A question that can be answered in a variety of ways, such as an essay question.
  • Organizational Need. The reason for doing training. A difference between where the organization is and where it should be, determined through various analysis methods.
  • Organizational Needs Analysis. A needs-analysis technique that identifies a gap between what the organization expects and its current performance.
  • Participant's Package. A set of materials that presents information for use in a learning experience, usually in a classroom setting. This might include general information, procedural and technical use data, or design information, activities, and references.
  • Passive Performance Support System. The majority of electronic performance support systems, they require the user to recognize the need to stop a task and refer to the system when information is required or a problem that cannot be solved with current knowledge is encountered.
  • Pass-Out. Trainee material, usually in a classroom setting, that is passed out at a specific time in the learning process rather than at the beginning of the program as part of the participant's package.
  • Performance Analysis (Performance Assessment). Process through which opportunities and problems of an organization are determined by using systematic analysis methods that look at the performance of the individual and the organization as a whole.
  • Performance Checklist. A list of elements that must be correctly performed to determine whether each learner satisfactorily meets the performance standards described in the learning objective.
  • Performance Criteria (Performance Standard). Part of a learning objective that describes the observable learner behavior that is acceptable as proof that learning has occurred.
  • Performance Evaluation. Evaluations related to the mastery of specific skills rather than knowledge.
  • Performance Gap. The difference between optimal and actual performance of a person, group, or organization.
  • Performance Intervention. Any one of a number of interactions that are developed and implemented to close a performance gap or help an organization achieve a performance opportunity.
  • Performance Objective. A measurable statement of the behavior that students will be able to demonstrate at the end of the course, the conditions under which they will be demonstrated, and the criteria for acceptable performance.
  • Podcast. Audio and video files downloaded from the Internet for playback using a computer or a mobile device such as an iPod.
  • Poll. A feature in online classrooms where a question with one or more response options is presented and the results from the participants' responses is displayed.
  • Post-Production. The processing of video or audio after it has been recorded into a completed piece of instructional media. This might include video editing, sound editing, synchronization, mixing, and special effects.
  • Post-Test. A test administered after a program or part of a program to assess the level of a learner's knowledge or skill.
  • Pre-Instructional Activity. Introductory course activities that are done before the actual program is received. Often called pre-work.
  • Pre-Production. Everything done to prepare for a video shoot, including location scouting, casting, planning, testing, and so forth.
  • Prescriptive Learning. A learning design in which each learner is measured against a set group of skills or competencies and then assigned work based on this measurement. The learning may be individualized and/or self-paced.
  • Pre-Test. A test administered prior to a program to assess the level of a learner's knowledge or skill. The results may be used to determine prior learning and readiness or as a baseline to compare with the results of a post-test to determine learning or behavioral change.
  • Programmed Instruction. A learning design in which trainees are provided information in small steps, with immediate feedback concerning whether or not the material was learned properly. This allows the trainee to choose the pace with which he or she goes through the material. This concept is often termed self-instruction, self-directed learning, and self-paced learning, although each of these concepts has other definitions as well.
  • Props. Items used in a production by the actors (such as hats, canes, books, etc.).
  • Prototype. An early version of a course developed to test and gain approval of the "look" and "feel" and the functionality of the course.
  • Questionnaire. A data-collection technique, usually a form comprised of a list of questions. Questionnaires are often used during analysis when the potential audience is widely distributed.
  • Quick-Time. A digital video process in which the speed of the image is slowed to fifteen frames per second from the normal thirty frames per second. This allows for more video to be stored in a smaller amount of space on the computer, but also creates the slightly jerky motion that is often found on multimedia programs (and MTV). Quick-time is usually not full-screen video, which bothers many trainees.
  • Quiz. A short test to measure achievement on material recently taught or on any small, newly completed unit of work.
  • Reading Level. A number representing a person's ability to read and comprehend what he or she is reading based on academic grade levels.
  • Refresher Training. Training that reinforces previous training and/or helps trainees regain previously acquired skills and knowledge.
  • Remedial Branch. A technique wherein a wrong answer causes the program to present a new piece of instruction designed to help the trainee master the material, usually from a different point of view.
  • Satellite-Mediated Distance Learning. A general term given to the use of satellites as a training delivery system. This can include two-way audio and/or two-way video communications. If well-designed, satellite-mediated distance learning can be an effective distributed training method. If designed badly, it becomes a technology-based and very expensive talking head or group of talking heads, often termed an "expert panel."
  • Script. A list of all spoken lines in a self-instructional course or media production.
  • SDL. See Self-Directed Learning.
  • Self-Directed Learning. Often referred to as individualized instruction or self-managed instruction, in its basic form it is simply training for which there is no instructor present to guide the trainees, who therefore learn on their own. This concept is open to a number of interpretations and more than a little controversy.
  • Self-Paced. A design characteristic whereby the learner works at his or her own speed to complete the learning assignment.
  • Self-Quiz. A short assessment, usually self-scored, that allows learners to determine their own understanding or abilities.
  • Self-Study Guide. A trainee document containing a series of lessons arranged in discrete steps, each of which ends with a self-quiz. It usually includes objectives, subject-matter content, references, review exercises with feedback, and directions to interact with training media, if any.
  • Sequencing. Arranging the content and/or objectives into the most appropriate order for effective learning.
  • Server. A computer that acts as a link to other computers in a network.
  • Setting. The physical surroundings in which a scene takes place, including the time, period, and ambiance.
  • Shot List. A list of still, film, or video images to be captured, organized by location.
  • Simulation. An instructional technique in which the trainee is presented situations resembling real life that usually involve choices and risks. The players are reinforced for making the right decisions.
  • Skill. The ability to perform a specific task.
  • Small-Group Instruction. A training method that places the responsibility for learning on the student through participation in small groups divided out of a larger class.
  • SMDL. See Satellite-Mediated Distance Learning.
  • SME. See Subject-Matter Expert.
  • SME Review. A review of instruction material done by a subject-matter expert to correct technical errors.
  • SME-Based Training. Training that is facilitated by an SME who may have, but often does not have, any training experience or formal instruction. The SME is chosen as the facilitator based mainly on his or her being an "expert" on the subject.
  • Soft Skills. Skills needed to perform on jobs for which outcomes may vary depending on interactions with individuals, such as counseling, supervising, and managing.
  • Stakeholder. The individual in an organization who requests training and/or who is responsible for the individuals whom the training will affect.
  • Stem. The part of a test item that is common to all possible answers, as in multiple-choice questions or fill in the blanks.
  • Storyboard. A document containing sketches of interactions specifying the placement of screen elements (text, graphics, buttons, video windows, etc.) and branching information for CBT, or the scene layout, actions performed, camera angles, etc., and accompanying audio elements for video training.
  • Streaming. A method for moving digital audio and video over networks such as the Internet. It solves a problem with waiting for large audio and video files to download, but creates security issues, and is still a non-perfected technology. Allows an audio/video (A/V) file to start playing before it is finished downloading. This is accomplished by buffering (temporarily storing) a small portion of the video during the first few seconds after the A/V file is launched and then play begins. While the file is playing the buffered segment, more A/V content from the file is loaded into the buffer for the file to continue playing.
  • Subject-Matter Expert. A content expert who works with the instructional designer to ensure the accuracy of information in a course.
  • Subtask. Component performances, behaviors, or procedures that make up a task.
  • Supporting Objective. Objectives that describe something trainees must be able to do prior to accomplishing the terminal or program objective. Also termed "enabling" objectives.
  • Survey. See Questionnaire.
  • Synchronous. Most often combined with e-learning, synchronous refers to instruction using a web-based delivery system in which the instructor and trainees are online at the same time. It is often called online learning as well.
  • Talent. The actors or narrators used in a media production.
  • Target Audience. The specific audience for whom the program is designed.
  • Task. A performance, procedure, or behavior. The smallest essential part of a job.
  • Task Analysis. The process of analyzing a task and breaking it down into its subtasks, skills, and necessary knowledge.
  • TBI. See Technology-Based Instruction.
  • TBL. See Technology-Based Learning.
  • TBT. See Technology-Based Training.
  • Technology-Based Instruction. See Technology-Based Training.
  • Technology-Based Learning. See Technology-Based Training and substitute "learning" for training.
  • Technology-Based Training. An overall term for training done with the help of what can be defined as technology. This might include anything from a pencil to a Cray computer, but usually means a device that plugs in, often but not always a computer. While technology-based training is sometimes used synonymously with computer-based training, this is often not accurate. Technology-based training is also often considered to be a self-instructional process. This is not always true either.
  • Teleconferencing. Meetings held through the use of telephones or satellites. Often considered a form of training, teleconferencing normally lacks any objectives or learning focus. Basically, the term is invalid for technology-based training.
  • Tele-Learning. Simply using the telephone as a training delivery system. It can be an effective and very inexpensive form of distributed training if used for the right reasons and well designed.
  • Template. A pre-built element that can be used and reused in different programs to speed up the design and development process.
  • Test. A device or technique used to measure the performance, skill level, or knowledge of a learner on a specific subject matter.
  • Test Items. Specific items that test trainees' mastery of objectives.
  • Threaded discussion. An online dialogue or multi-person conversation using linked messages that users read and reply to, normally on a common subject.
  • Topical Outline. An outline of the topics to be included in a training program. It may provide course learning objectives; a listing of part, section, and topic titles; and statements of rationale to explain or justify the training.
  • Trainee Guide. Often used interchangeably with participant's package or workbook, this term is used at times to indicate a more complex document that guides the trainee through a self-instructional activity.
  • Training Curriculum. A number of programs or classes that make up all of the training requirements for a job position, department, or entire organization.
  • Training Needs Analysis. Process of determining what needs may require training to be met. Usually done by reviewing work tasks, identifying performance factors and objectives, and defining a training plan.
  • Transfer of Training. The ability of trainees to apply to the job the knowledge and skills they gain in training.
  • Treatment. A written description of a technology-based project, including the story line, the look and feel, how it will work (course flow), and how the course goals will be achieved.
  • VHS. A standard consumer video format that uses half-inch tape. VHS is the lowest quality video format in common use.
  • Video Conferencing. Conferencing in which participants both hear and see one another. Usually done over telephone lines.
  • Video Editing. The process of selecting sections of raw footage and placing them in proper order to create a completed video piece.
  • Video Still. A single video frame digitized and used as a still image.
  • Virtual Reality. Not necessarily the goggles and gloves of science fiction (although this is already a possibility), virtual reality is an entire series of photo-realistic and three-dimensional modeling technologies that lend a new level of realism to technology-based training. Virtual reality machines allow trainees to practice complex tasks before they ever see the factory floor, and virtual reality environments permit employees to learn critical skills without going in harm's way.
  • Virtual Reality Markup Language. he computer language used to develop virtual reality training. (See also Hypertext Markup Language.)
  • Voice-Over. A type of narration in which the speaker's voice is heard without his or her image being displayed on the screen.
  • VoIP. Short for Voice over Internet Protocol, a category of hardware and software that enables the use of the internet for transmission of telephone calls.
  • VR. See Virtual Reality.
  • VRML. See Virtual Reality Markup Language.
  • WBT. See Web-Based Training.
  • Web-Based Training. Instruction delivered over public or private computer networks and displayed by a web browser. Web-based training is usually not downloaded computer-based training, but rather on-demand training stored in a server and accessed across a network. Web-based training can be updated very rapidly. Usually uses a web browser as the basis for navigation.
  • Webcast. Broadcast of an event over the web, often with a telephone call-in number in support and possible use of media including desktop sharing
  • Webinars. A type of online classroom event, for dissemination of information to a large online audience.
  • Whiteboard. A feature used in online classroom environments that enables users to draw on whatever is displayed on a screen.
  • Wiki. A website or software used to create a website that enables the posting of content from the collective work of many authors.
  • White Space. The amount of blank space between areas of print on a piece of printed material.
  • Workbook. See Self-Study Guide.
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