AICC

These standards apply to the development, delivery, and evaluation of training courses that are delivered via technology. The Aviation Industry CBT (Computer-Based Training) Committee (AICC) is an international association of technology-based training professionals that develop training guidelines for the aviation industry.

API

An Application Program Interface (API) is a language and message format built-in to an application that allows it to communicate with operating systems or other computer programs such as database management programs, ERP applications, etc. APIs provide a way for computer applications to speak to each other and work together, sharing data and functionalities.

ARCS

Keller's theory of motivation, which includes Attention, Relevance, Confidence , and Satisfaction.

ASP

An Application Service Provider (ASP) is a company that offers access over the Internet to software applications that would otherwise need to be located on a client's own computer. Using ASP applications frees a company from the cost and effort of software installation and upgrades since the application resides on the ASP's servers.

Asynchronous

Asynchronous e-learning is when communication between people does not occur simultaneously. Some examples of asynchronous e-learning include taking a self-paced course, exchanging e-mail messages with a mentor, and posting messages to a discussion group. The advantages of asynchronous learning are convenience, accessibility, and the fact that it is self-paced. The disadvantages of asynchronous learning are that the student may feel isolated or be less motivated without any real-time human interaction. In addition, asynchronous e-learning does not provide immediate feedback on a student's performance, leaving adjustments to training until after an evaluation is completed. See also Synchronous.

Authoring Tool

A software application used by non-programmers that uses a metaphor (book, flow chart) to create online courses.

Behavior

An action that is an overt, observable, measurable performance.

Business Requirements

Business requirements define conditions that any acceptable solution should meet. Business requirements identify the needs of the learner, manager, and training administrator regarding what the system can do for them. See also System Requirements.

CBT

Computer-Based Training, typically delivered on CD-ROM or from a mainframe.

CMI

Computer Managed Instruction is a feature built-in to computer training that will feed data on learner progress/results to an LMS.

Chunk of Content

Instruction required to teach an objective.

Collaborative Tools

Collaborative tools allow learners to work with others via e-mail, threaded discussions, or chat. In some cases, collaboration is used on team-based projects. Collaborative tools can sometimes provide the ability to host moderated discussion groups, where students and instructors can collaborate on course related materials or assignments in an asynchronous environment. In addition, real-time synchronous chat allows learners to communicate with their peers and instructors, emulating a physical classroom setting.

Competency Management

Competency management is used to identify skills, knowledge, and performance within an organization. Such a system helps an organization spot gaps and introduce appropriate training, compensation, and recruiting programs based on current or future needs.

Content Gathering

The process of gathering all of the content required to teach instruction. The designer works closely with the SME during this process and independently identifies "dead wood."

Content Management System

Content Management Systems (CMS) are used to store and subsequently find and retrieve large amounts of data. CMSs work by indexing text, audio clips, images, etc., within a database. In addition, CMSs often provide version control and check-in/check out capabilities. Using robust, built-in search capabilities, users can quickly find a piece of content from within a database by typing in keywords, the date the element was created, the name of the author, or other search criteria. Content management systems are often used to create information portals for organizations and can serve as the foundation for the practice of knowledge management. They can also be used to organize documents and media assets. For example, a newspaper agency may use a content management system to provide an archive of every story ever written for the paper. Likewise, they might use the CMS to provide an extensive library of photographs that are reusable for future stories.

Criterion Reference Test

Items designed to measure performance for one objective.

Discussion Forums

Not to be confused with a chat application where people exchange typed messages in real time, discussion forums allow people to communicate about various topics by posting messages and replies to messages under the heading of a particular topic. A collection of messages and replies about a topic is often referred to as a thread.

Distance Learning

Instruction provided by a human separated by place.

Entry Behavior

Specific competencies a learner must possess in order to master new content.

EPSS

Electronic Performance Support System, typically used for software applications.

ERP/HRIS

Enterprise Resource Planning is an industry term for large, often multi-module software applications that manage many facets of a company's operations, including product planning, parts purchasing, maintaining inventories, interacting with suppliers, providing customer service, tracking orders, and managing resources and financials. SAP, PeopleSoft, and J.D. Edwards are some well-known ERP providers. Human Resource Information Systems (HRIS) are similar to ERP applications but are aimed specifically at the management of a company's human resources.

Feedback

Information provided to learners about the correctness of their response (different from remediation).

Formative Evaluation

Evaluation designed to improve a program while the program is being developed (e.g., quality assurance).

Goal

A broad general statement of course or instruction intent (higher than an objective).

ILT

Instructor-Led Training provides instruction in a classroom or virtual classroom under the direction of an instructor or facilitator.

IMS

The Instructional Management System is a set of technical specifications defining how learning materials will be exchanged over the Internet and how organizations and individual learners will use these materials. Initiated by Educom and developed through a partnership of academic, commercial, and government organizations, the goal of these specifications is the adoption of a set of open standards for Internet-based education.

Instructional Analysis

Procedures to determine what type of skills or knowledge is required for a learner to achieve a goal.

Instructional Strategy

Plan of activities (with or without an instructor) to teach content and sequence learning experience.

Instructor Guide

A set of materials that provide direction, answers to tests, helpful hints, or any supplemental information.

ISD Model

The Instructional Systematic Design model, developed in the 1960's, provides a methodical process for the design and development of instruction.

JDBC

Java Database Connectivity is an application program interface to connect programs written in Java to the data in popular databases. Whereas programs written for Microsoft, Windows, UNIX, OS/2, and Macintosh platforms often use the Open Database Connectivity (ODBC) standard, programs written in Java use JDBC.

Job Aid

Often generated in paper or electronic format, job aids are used to relieve the learner from relying on memory to remember a skill (typically a procedure).

Kirkpatrick Training Evaluation

Many years ago, Donald Kirkpatrick created four levels of evaluation for training. Level One answers the question: Did the trainees like the training? Level Two assesses whether they understood the material and could pass a test on it. Level Three, usually involving a follow-up to the training six months down the road, examines whether the training changed the behavior of the trained. Level Four evaluation tries to determine whether the training had a bottom-line impact on the company; e.g., did trainees sell more or waste less or somehow affect the financials of the company in a positive way as a result of the training?
Knowledge Management System
A knowledge management system is an application that collects, stores, and makes information available among individuals in an organization. This system's primary purpose is to capture a company's collective knowledge and then make it simple to retrieve and reuse. A knowledge management system can help companies avoid reinventing the wheel. It can also enhance the exchange and dissemination of understanding within an enterprise and can increase the level of collaboration between employees.

LCMS

A Learning Content Management System, or LCMS, is an environment where developers can create, store, reuse, manage, and deliver learning content from a central object repository, usually a database. LCMSs generally work with content that is based on a learning object model. These systems usually have good search capabilities, allowing developers to quickly find the text or media needed to build training content. Learning content management systems often strive to achieve a separation of content – which is often tagged in XML – from presentation. This allows many LCMSs to publish to a wide range of formats, platforms, or devices such as print, Web, and even wireless information devices (WID) such as Palm and Windows CE hand-helds, all from the same source material.

LMS

A Learning Management System, or LMS, is software that automates the administration of training events. All LMSs manage the log-in and registration of users, manage course catalogs, record data from learners, and provide reports to management. There used to be a distinction between learning management systems and more powerful "integrated" learning management systems. That distinction has now disappeared. The term learning management system is now used to describe a wide range of applications that track student training and may or may not include functions such as:

• Authoring
• Classroom management
• Competency management
• Knowledge management
• Certification or compliance training
• Personalization
• Mentoring
• Chat
• Discussion boards

Learning Object

Learning objects (LO), also called reusable learning objects, are not really a set technology, but rather a philosophy for how content is created and deployed. Learning objects refer to self-contained chunks of training content that can be assembled with other learning objects to create courses and curricula, much the same way a child's Lego blocks are assembled to create all types of structures. Learning objects are designed to be used in multiple training contexts, aim to increase the flexibility of training, and make updating courses much easier to manage. Update a part of a learning object, and the change should appear in any course using that learning object. The size of a learning object differs based on the instructional designer, from as small as a single page of content to as large as is required to contain an objective, presentation material, a practice section, and an assessment.

Media

Text, graphics, audio, video, or human element used to teach.

Module

An integrated "theme" of content. Typically, one component of a course or a curriculum.

Modality

Delivery medium determined for the delivery of instruction; ranges from ILT, CBT, WBT, and distance learning to paper-based, read-ahead packages, journals, and peer modeling.

Needs Assessment

Formal process of identifying discrepancies between a learner's current performance versus an organization's desired performance for that employee. In other words, identifying whether training is the solution.

ODBC

Open Database Connectivity (ODBC) is an application program interface to access information from numerous different types of databases including Access, dBase, DB2, etc. Although Microsoft Windows was the first to provide an ODBC product, versions now exist for UNIX, OS/2, and Macintosh platforms as well.

Pre-test and Post-test

Tests that are given to learners prior to learning or after the learning experience. Pre-test judges whether learners need to take training or can "prescribe" which pieces of a course a learner must take. a post-test will provide remediation for reinforcement and sometimes reports back to management with scores.

QA

Quality assurance (QA) is a widely used term to describe the techniques, processes, and workflows used to ensure that a company's products and services meet standards for excellence.

Remediation

Provides direction to students to review specific content in a training program based on some performance criteria.

RFP

A Request For Proposal is a document produced by a company seeking goods and/or services and distributed to prospective vendors. Vendors then provide proposals based on the criteria specified within the RFP. A request for proposal forces the company seeking goods or services to identify its business and technical requirements. It also forces the vendor to state in writing to what extent they can meet the company's requirements.

SCORM

The Sharable Content Object Reference Model (SCORM) is a set of standards that, when applied to course content, produces small, reusable learning objects. A result of the Department of Defense's Advanced Distributed Learning (ADL) initiative, SCORM-compliant courseware elements can be easily merged with other compliant elements to produce a highly modular repository of training materials.

Skill Gap Analysis

A skill gap analysis compares a person's skills to the skills required for the job to which they have been, or will be, assigned. The purpose is to identify clearly the skills employees need in order to succeed in their current or planned positions and to compare employee skills against those requirements. The result is an improved understanding of exactly which skills employees need to develop further. A simple skill gap analysis consists of the list of skills required for a specific job along with a rating of the employee's level for each skill. Ratings below a certain pre-determined level identify a skill gap.

SME

A Subject Matter Expert is an expert in the domain of the course. They are a critical component in the success of task analysis and content gathering.

Summative Evaluation

Used after an instructional program to determine the worth of a program and the usefulness to the learner.

Synchronous

Synchronous, or live e-learning, means that communication occurs at the same time between individuals, and information is accessed instantly. Examples of synchronous e-learning include real-time chat and video/audio conferencing. Synchronous e-learning can provide instant feedback on a student's performance and allows the training to be adjusted immediately, if needed. The disadvantages of synchronous e-learning are that the training is not self-paced and the logistics of scheduling, time zones, and student availability need to be managed. See also Asynchronous.

System Requirements

System requirements focus on the technological conditions, including the operating system, programming language, database, hardware configuration, bandwidth, processing power, etc., required to run a software application correctly. Business requirements focus on the needs of people; system requirements focus on the needs of machines. See also Business Requirements.

Task Analysis

Process by which an instructional designer (through observation, questionnaires, focus group sessions, or one-on-one Q&A with an SME) extrapolates the steps necessary to perform a skill or to build knowledge. This identifies learning objectives and sequence of instruction.

TBT

Technology-Based Training is an all encompassing term that can include anything from online learning to CD-ROM, and uses technology for learning, usually outside the classroom.

WBT

Web-Based Training is "self-paced" training that is delivered using an Internet browser.