[A] - [B] - [C] - [D] - [E] - [F] - [G] - [H] - [I] - [J] - [K] - [L] - [M] - [N]
[O] - [P] - [Q] - [R] - [S] - [T] - [U] - [V] - [W] - [X] - [Y] - [Z] |
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| LEARNING GLOSSARY |
|
A |
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| Ability |
The capacity to perform an act, either innate or as the result of learning and practice. |
| Accreditation |
To give
official authorization to or approval of; to recognize as
maintaining (compliance) standards that qualifies the candidates
for professional practice or for admission to higher institutions.
Accreditation
is an outcome of evaluation. It is the award of a status and
signifies approval, recognition, and sometimes a licence to
operate. It may focus on professional accreditation (e.g.
medicine, law) or an institution, faculty or programme. As a
process, accreditation is generally based n the application of
pre-defined standards. Characteristics of accreditation are:
- a
formal decision
- based
on an overall assessment
- based
on an assessment of minimum requirements (threshold quality)
- will
have consequences , for example (a) in the professional field and
recognition,
 |
| Achievement |
A
measurement of what a person knows or can do after training. |
| action learning |
This is
a continuous process of learning and reflection with the intention
of getting something done. Learning is centred around the need to
find a solution to a real problem. Most action learning programs
take from four to nine months to complete. Learning is voluntary
and learner driven, while individual development is as important
as finding the solution to the problem. |
| Agenda |
List of
items to be covered in a workshop session. |
| Apprentice Level |
Performances demonstrate flexible use of disciplinary concepts or
ideas in a range of contexts when supported to various degrees. Related Terms: Novice,
Mastery |
Assessment
(within the context of learning /education)
|
A measure of individual learning
for various purposes, including a determination of readiness for
learning, monitoring progress, and measuring achievement after
instruction. |
| Attitude |
An internal state that influences
an individual's choices or decisions to act under certain
circumstances. |
B |
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| Behaviour |
An
action that is an overt, observable, measurable performance. Related
Term: Performance
|
| Bloom Taxonomy Cognitive Domain |
This
domain includes intellectual ability; thinking and reasoning
skills. The Taxonomy of categories arranged in ascending order of
depth of mental ability are:
- Knowledge: Recognition and recall of information.
- Comprehension: Interprets, translates or summarizes given
information.
- Application: Uses information in a situation different
from original learning context.
- Analysis: Separates wholes into parts until relationships
are clear.
- Synthesis: Combines elements to form new entity from the
original one.
- Evaluation: Involves acts of decision making based on
criteria or rationale.
Related Topics: Bloom Taxonomy Domains of Learning and
Psychomotor Domain
|
| Bloom Taxonomy Domains of Learning |
Three
divisions used to classify types of learning: psychomotor
(physical), cognitive (mental), and affective (emotional).
Bloom’s taxonomy provides a structure in which to categorize instructional objectives and instructional assessment.
He designed the taxonomy in order to help teachers and
instructional designers to classify instructional objectives and goals. The
taxonomy relies on the idea that not all learning objectives and
outcomes have equal merit. For example, memorization of facts, while important, does not equate to the learned ability
to analyze or
to evaluate.
In the absence of a classification-system (a taxonomy), teachers
and instructional designers may choose, for example, to emphasize
memorization of facts (which makes for easier testing) rather than
emphasizing other (and likely more important) learned
capabilities.
Bloom’s
taxonomy in theory helps teachers better prepare objectives and,
from there, derive appropriate measures of learned capability and Higher
order thinking skills.
Related
Topics: Cognitive Domain, Psychomotor Domain. |
| Bloom Taxonomy Psychomotor Domain |
Part of
Bloom’s taxonomy, the psychomotor domain deals with
skills, manipulations of objects, and muscular control. For the
purposes of the food security learning activities psychomotor will
be skills based. Psychomotor domain includes the execution of a
sequence of major or subtle actions to achieve a specified
result. The
taxonomy includes the following levels:
- Imitation – Learner imitates the instructor.
- Manipulation – The learner will repeat the skill under supervision
- Precision – The learner should be able to perform the skill with some
degree of accuracy. The instructor / coach or supervisor must
check that the learner is accurate.
- Articulation – The learner continues to practice the skill. The learner
should be able to adapt the skill to unique conditions and
situations.
- Naturalization– Mastery Related Topics: Bloom
Taxonomy Domains of Learning and Cognitive Domain
|
| Breadth and Depth |
Depth
refers to how far into a level of learning one should go in
teaching it and breadth refers to the amount of material to cover
(width).
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C |
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| Certificate of competency |
Certification issued for successful achievement of a defined set
of outcomes, e.g. successful completion of a course in recognition
of having achieved particular knowledge, skills or competencies;
successful completion of an apprenticeship or traineeship.
Related Terms: Certificate
of participation, Certificate of Passing, Certificate
|
| Certificate of Participation |
Provided
to learners who have attended the full course.
Related Terms: Certificate
of Passing, Certificate of Competency, Certificate
|
| Certificate of Passing - or
- Successful Completion |
Provided
to learners who attend and obtain a passing test score at end of
the course.
Related Terms: Certificate
of Participation, Certificate of Passing, Certificate
|
| Certification |
The
issuing of a certificate by a private agency based upon standards
adopted by that agency that are based upon competency. To increase
validity and assure authentication, the certification process
should be proctored by an independent agent.
|
Coaching
(a coach) |
A coach is someone who intervenes
to help an individual improve his/her performance with regards to
a specific activity or task. A mentor on the other hand, oversees
the career and development of another person often over the very
long –term. This guidance goes well beyond the usual
manager / employee relationship. The aim of mentoring is
generally personal, professional and/or spiritual growth. In this
programme (food security assessment and analysis), we utilize
coaching or technical mentoring. |
| Competency / Conpetence |
Competency
- a “proven/demonstrated” knowledge, skill or attitude
that enables one to effectively perform the activities of a given
occupation or function to the standards expected in employment.
Competencies are used as the foundation to guide needs analyses
and evaluations. Unfortunately most competencies end up in a
filing cabinet to be referenced only when updating job
descriptions. Used properly, they are powerful drivers of
assessment and training.
The
notion of competence may include formal qualification as well as
elements such as the capacity to transfer skills and knowledge in
a new occupational situation, or capacity to innovate. The level
or kind of competence may be assessed by evaluating the
individual’s ability to use his / her skills.
Identification
of competences aims to specifying / define the elements of competence either
imbedded to a (group of) individual(s) or specific to a job /
training, irrespective of the way these competences have been
acquired. The process of specifying and defining the boundaries
and content of competences. This term applies both to formally
acquired competences (in the framework of a training leading to a
certification) and to informal or non-formal competences. Related Term: Competency
Model |
| Competency Model |
A structured list of knowledge,
skills and attitudes that are required for job performance.
Related Terms Competency |
| Condition (Learning Objective) |
One of
the three required parts of a properly composed learning
objective. The condition statement is part of the learning
objective that describe the conditions under which the performance
required is to take place, such as 'without supervision', with a
calculator, 'simple local assessment’, ‘complex rapid
assessment at the national level’.
Related Term: Learning
Objective |
| Course |
A
complete integrated series of lessons / sessions, e-learning and /
or on-the-job learning which are identified by a common goal.
Broader
Definition: A predefined or dynamic path of learning events
with an end goal such as certification or achieving required job
skills and knowledge. Variant includes: track
Related
Topic Curriculum, Session
|
| Criterion (Learning Objective) |
One
of the three required parts of a properly composed learning
objective. This is the performance level that must be achieved by
the learner.
A
standard against which a performance or product is measured.
Related Term: Learning
Objective |
| Curriculum |
An
aggregate of sessions / lessons or modules directed toward a
common goal. The curriculum includes a detailed description of the
session/lessons and modules included in a course.
Related topic: Course
|
D |
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Deductive design
|
An
instructional design where learners are presented information
which is followed by question and answer, worked examples, case
studies and/or metaphors.
Related topic: Inductive
design, Instructional Design |
| Depth and breadth |
Depth
refers to how far into a level of learning one should go in
teaching it and breadth refers to the amount of material to cover
(width).
|
Distance learning
|
The
use of any medium for self-study
|
E |
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| E-learning |
Broad definition of the field of
using technology to deliver learning and training programs.
Typically used to describe media such as CD-ROM, Internet,
Intranet, wireless and mobile learning. |
| Evaluation |
The process of determining the
adequacy, value, outcomes and impact of instruction and learning.
This also includes the process of assessing a persons achievement. |
| Examination (quiz or test) |
A method or procedure to access an
individual's knowledge, skills and abilities. Such
procedures may involve written or oral responses, or by
observation of the candidate performing tasks. |
F |
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Face-to-Face
(F2F)
|
Students
and teachers are in the same location at the same time.
|
| Facilitate |
Facilitate
(Verb) The act of assisting or making easier an action, activity,
event, process, or phenomenon; in our context, to Facilitate is to
impartially control all tasks needed to conduct optimal meetings
and workshops. To Facilitate is to serve the group by encouraging,
aiding, and leading group decision-making.
Facilitation
In our
context, Facilitation (n.) is the set of all tasks needed
to impartially run a meeting. Facilitation serves the group to
encourage, aid, and lead group decision-making. Facilitation does
not "manage" nor entertain the group but does control
the process.
Facilitation integrates the art of language,
meaning, and people with the science of process and structure.
Facilitator
A
neutral leader who makes a process easier, e.g., a Session
Leader. A person who makes it easier for learners to learn by
attempting to discover what a learner is interested in knowing,
and then determines the best way to make that information
available to the learner by providing the knowledge, systems, or
materials which enable the learner to perform a task more
effectively. This is done by listening, asking questions,
providing ideas, suggesting alternatives, and identifying possible
resources. |
Facilitator
|
A
neutral leader who makes a process easier, e.g., a Session
Leader. A person who makes it easier for learners to learn by
attempting to discover what a learner is interested in knowing,
and then determines the best way to make that information
available to the learner by providing the knowledge, systems, or
materials which enable the learner to perform a task more
effectively. This is done by listening, asking questions,
providing ideas, suggesting alternatives, and identifying possible
resources.
|
G |
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| Goals |
The end toward which effort is
directed, goals in education are the primary reason a course or
program is being taught. |
| Guided discussion method |
A
learning experience in which students participate in an
instructor-controlled, interactive process of sharing information
and experiences related to achieving an instructional objective.
|
I |
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Inductive design
|
An
instructional design where learners are given examples, etc to
abstract. For example, case study, examples, metaphors, etc.
Related
Term: Deductive Design, Instructional Design
|
Instructional Design
|
This is
the systematic instructional planning. The philosophy,
methodology, and approach used to deliver information. This
definition also includes question strategy, level of interaction,
reinforcement, and branching complexity.
|
Instructional
Designer
|
An
individual who applies a systematic methodology based on
instructional theory to create content for learning events.
|
Instructional Goals
|
Clear
statements of behaviour that learners are to demonstrate as a
result of instruction.
|
| Instructional Strategy |
A general approach to selecting
and sequencing learning activities. |
J |
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Job Analysis
|
Breaking
down the complexity of a person's job into logical parts such as
duties and tasks. It identifies and organizes the knowledge,
skills, and attitudes required to perform the job correctly. This
is accomplished by gathering task activities and requirements.
|
K |
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| Kirkpatrick Evaluation Model |
Donald Kirkpatrick is known for creating the training evaluation model. This model
consists of four levels of learning evalution. Kirkpatrick's
ideas were first published in 1959.
The four levels of Kirkpatrick's evaluation model essentially
measure:
- Reaction
of student - what they thought and felt about the training
- Learning - the resulting increase in knowledge or capability
- Transfer – the extent the newly
acquired skills, knowledge, or attitude are being used in the
everyday environment of the learner.
- Results - the effects on the business or environment resulting from the
trainee's performance |
L |
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| Leaner Profile |
A description of the learner
characteristics pertinent to instruction, including factors such
as skill level, education, and work experience. |
| Learning Event |
The
process used by the learner to increase skills and knowledge.
|
| Learning Objectives |
A
statement of what the learners will be expected to do when they
have completed a specified course of instruction.
A
learning objective contains a condition statement, a performancestatement, and a criterion statement.
Related Terms: Condition, Performance, Criterion |
| Learning Outcomes |
The intended product
from the process of learning. Within the WFP FSA Learning
framework, learning outcomes is the transfer of
learning to the workplace (Kirkpatrick Model Level III).
Learning
outcomes are determined through measuring the extent the
newly acquired skills, knowledge, or attitude are being used in
the everyday environment of the learner. |
| Learning Path |
ALearning Path describes the sequence of learning activities and events that lead
to a prescribed level of proficiency. A Learning Path includes all
formal training, practice and experience. This differentiates a
Learning Path from a curriculum which tends to be a sequence of
courses, lessons or modules. Learning Paths are also used to
measure and reduce time to proficiency.
Broader
Definition: A predefined or dynamic path of learning events
with an end goal such as certification or achieving required job
skills and knowledge.
Related Term: Learner
Profile |
| Learning step |
A
sub-unit of a learning objective derived when the learning
objective is analyzed into its component parts.
|
M |
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| Mastery Level |
An
expert or specialist having both extensive experience and
training. This individual often serves as a mentor to other
instructors while continuing to grow and develop his / her own
skills. This individual has the ability mutli task effectively,
integrate disciplinary concepts and ideas flexibly, critically,
and creatively. He or she is also often the source of guidance and
advise in most difficult and complex areas of the topic.
Related Term: Novice,
Apprentice |
| Mentoring (Mentor) |
A
mentor on the other hand, oversees the career and development of
another person often over the very long –term.
This
guidance goes well beyond the usual manager / employee
relationship. The aim of mentoring is generally personal,
professional and/or spiritual growth. A coach is someone who
intervenes to help an individual improve his/her performance with
regards to a specific activity or task. In this programme (food
security assessment and analysis), we utilize coaching or
technical mentoring.
Related Term: Mentor |
| Module |
An
instructional package with a single integrated theme that provides
the information needed to develop mastery of specified knowledge
and skills, and serves as one component of a total course or
curriculum.
Related Term: Session |
Monitoring & Evaluation
Framework
(Food Security Learning Strategy M&E Framework) |
WFP’s FSA Learning Programme
has three components distance learning, workshops and on-the-job
learning. The M&E framework and its associated data collection
tools allow WFP to gauge the extent to which each component
contributes to the overall goal of improving FSA quality at the
country, regional and global levels. |
N |
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| Novice Level |
A person who has received basic training and education in
fundamentals, but has little or no actual on-the-job work
experience. Performances are "rote and ritual," often
based on memorization alone.
Related
Term: Mastery, Apprentice |
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| On-the-job Learning |
Formal training for
learning the skills and knowledge to perform a job that takes
place in the actual work environment.
|
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Pedagogy
|
The art or science of being a teacher.
The term generally refers to strategies of instruction, or a style
of instruction.
|
| Performance |
One of the three
required parts of a properly composed learning objective.
Observable and measurable actions that should be demonstrated by
the learner after the completion of training are detailed in the
performance statement.
Related
Term: Learning Objective |
| Performance
gap |
The
inability of a unit or individual to perform the required tasks to
the established standard.
The delta between
desired and actual performance. |
| Post-test |
A test designed to
measure performance on objectives taught during a unit of
instruction; given after the instruction.
Related
Term: Training Needs Analysis, Skills
Gap Analysis
|
| Pre-instructional activities |
Techniques used to provide the following three events
prior to delivering instructional content: (1) get the learners'
attention, (2) advise them of the prerequisite skills for the
unit, and (3) tell them what they will be able to do after the
instruction. |
| Pre-requisite |
A basic requirement or
step in a process that must be fulfilled before moving on to an
advanced step. Example: Being able to stand is a prerequisite to
being able to walk.
Related
Term: Selection Criteria |
| Pre-test |
A test designed to measure performance on objectives
to be taught during a unit of instruction and/or performance on
entry behaviors; given before instruction begins. |
| Proficiency Levels |
Descriptions of learner competency in a particular subject area, usually defined as
ordered categories on a continuum, often labeled from "basic"
to "advanced," that constitute broad ranges for
classifying performance. |
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| Real-time |
Instantaneous response to external events. A real
time simulation, like a driving simulator, follows the pace of
events in reality. |
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| Selection Criteria |
Published
criteria, often benchmarks for k education, training and
experience, with which applicants must demonstrate compliance in
order to qualify for entry into a specific instructional activity
or for the certification.
This
also includes essential capabilities -
those knowledge, skills, and judgements that learners should be
able to demonstrate.
Related
Term: Pre-requisite |
| Self assessment |
Process where the
learner determines personal level of knowledge and skills.
|
Self-paced learning
|
An offering designed
such that the learner determines the pace and timing of content
delivery.
Related
Terms:Distance Learning, e-Learning |
| Session |
A
unit of learning concerned with a specific skill. Fow WFP FSA
Repository, this term is sometimes interchanged with the term
lesson.Related
Term:Curriculum, Course
|
| Session Adaptation |
The process of revising sessions to the skill level
or preferences of the learner. |
| Skill |
An ability to perform
an action or group of actions (psychomotor activities); involves
overt performance.
Related
Terms:
Bloom Taxonomy, Bloom Taxonomy – Pschomotor Domain,
Competency |
| Skills 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. Related
Term: Performance Gap, Training Needs
Analysis
|
| SMART |
SMART is an MG Rush-created acronym for Specific, Measurable, Achievable, Reliable, and Time-based.
This acronym is used to as mnemonic to qualify goals, as in "Our goals must be 'SMART' - specific, measurable, achievable, reliable, and time-based." |
| Stakeholder Analysis |
The analysis identifies people,
groups and organizations that should be taken into account when
conducting impact analysis for a capacity development programs and
policies, by examining their interests and influence on the
programmes. The basic output is the identification and analysis of
groups that a capacity development programme is designed to help,
as well as those whose assent or involvement is required to make
the activies. |
Standards
|
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.
Related
Term:Learning Objectives |
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| Task Analysis |
A process of examining
a given job to define the discrete steps (tasks) that insure
effective and efficient performance of the job's requirements.
Related
Term: Job Analysis |
| Taxonomy |
The study of the general
principles of scientific classification. Related Topic: Bloom
Taxonomy |
| Trainer |
The person or media that trains, instructs, teaches
or informs an individual or a group of people. |
Training Needs Assessment
(Learning Needs Analysis) |
Needs assessment - a systematic process for
determining goals, identifying discrepancies between optimal and
actual performance, and establishing priorities for action. |
Transfer
of Learning
|
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.
[The planned
method by which training is transferred from the learning
setting to performance.]
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