| A | B |
|---|
| Characteristics of instructional design | goal oriented, focuses on meaningful performance, assumes outcomes can be measured in a reliable and valid way, imperical, iterative, self-correcting, team effort |
| Instructional Project Manager | in charge of a design project |
| SME | Subject Matter Expert; in charge or content |
| ADDIE | Analyze, Design, Develop, Implement, Evaluate |
| Gagne's 9 Events; steps of lesson planning | gain attention, tell objectives, prior knowledge, stimulus, learning guidance, performance, feedback, assess, enhance |
| Universal Design | broad-spectrum ideas meant to produce buildings, products and environments that are inherently accessible to both people without disabilities and people with disabilities. |
| constructivism | the learner constructs knowledge based on their environment; need authentic situations |
| Management | makes sure the tasks of a team are accomplished |
| Leadership | motivate the team to achieve goals; role models |
| explicit knowledge | knowledge from resources like textbooks, manuals, videos, trainings |
| tacit knowledge | knowledge from experience and insight |
| knowledge management | the way we manage information and the way we share and use it |
| informal learning | work based learning, authentic |
| learning object | building blocks that allow programmers to create courses |
| 6 Characteristics to Design an Effective Course | 1) student centered 2) goal oriented 3) meaningful performance 4) outcomes can be measured 5) self-correcting 6) team; group of experts |
| divergent thinking | ability to see lots of answers or ways to look at something |
