APTD flashcards
APTD · Build recall with a focused review session.
36 cards. Read the term and the definition here. The deck at the top of this page is optional.
- ADDIE Model
- A five-phase instructional design process: Analysis, Design, Development, Implementation, and Evaluation. Evaluation results feed back to earlier phases to support continuous improvement.
- Mager's Objective Components
- A performance objective states the observable performance the learner will demonstrate, the conditions under which it occurs, and the criterion for acceptable performance.
- Gagne's Nine Events
- A sequence of instructional events: gain attention, state objectives, recall prior knowledge, present content, guide learning, elicit performance, give feedback, assess, and enhance transfer.
- Bloom's Revised Taxonomy
- A hierarchy of learning outcomes from lower to higher order: Remember, Understand, Apply, Analyze, Evaluate, and Create. Designers align objectives and assessments to the intended level.
- Cognitive Load Theory
- Working memory has limited capacity. Instruction should reduce extraneous load, manage intrinsic load, and support schema building so learning can transfer to long-term memory.
- Formative vs Summative Evaluation
- Formative evaluation occurs during design and development to improve the product. Summative evaluation occurs after implementation to judge overall effectiveness and worth.
- Task Analysis
- A process that breaks a job into its component tasks, subtasks, and prerequisite knowledge, skills, and attitudes, providing the basis for objectives and content.
- 70-20-10 Model
- A framework estimating that about 70 percent of learning occurs through experience, 20 percent through social interaction and coaching, and 10 percent through formal instruction.
- Knowles Adult Learning
- Andragogy holds that adults are self-directed, bring experience, need relevance, and prefer problem-centered learning with immediate application to their work.
- Four-Step Job Instruction
- A training method: prepare the learner, present the task, have the learner try it out, and follow up. It is used for hands-on skill transfer.
- Kolb's Experiential Cycle
- Learning progresses through concrete experience, reflective observation, abstract conceptualization, and active experimentation, forming a repeating cycle used to design activities.
- Effective Feedback Characteristics
- Feedback should be specific, timely, focused on observable behavior and the task rather than the person, and paired with clear direction for improvement.
- xAPI Statement Structure
- An xAPI statement records learning as actor, verb, and object, with optional result, context, and timestamp. Statements are stored in a Learning Record Store.
- SCORM Run-Time Environment
- SCORM content communicates with an LMS through a defined API and data model, allowing the LMS to launch content and track completion and scores.
- Flipped Classroom
- A blended model where first exposure to content occurs before class through pre-work, and live time is used for application, discussion, and practice.
- WCAG POUR Principles
- Web accessibility guidelines rest on four principles: content must be Perceivable, Operable, Understandable, and Robust. Level AA is the common compliance target.
- Learning Record Store
- A system that receives, stores, and retrieves xAPI statements. It may stand alone or be integrated with a learning management system.
- LMS vs LCMS
- A learning management system administers learners, enrollment, and delivery. A learning content management system focuses on authoring, storing, and reusing content components.
- Kirkpatrick Four Levels
- An evaluation framework measuring Reaction, Learning, Behavior, and Results. Each level answers a different question about program effectiveness.
- Phillips ROI Formula
- Return on investment equals net program benefits divided by program costs, multiplied by 100. Net benefits are total benefits minus total costs.
- Benefit-Cost Ratio
- Total program benefits divided by total program costs, expressed as a ratio such as 2.5 to 1. It indicates return per unit of cost.
- Isolating Training Effect
- A method such as a control group or trend-line analysis that separates the impact of learning from other factors when measuring business results.
- Level 3 Behavior Measurement
- Assessment of whether learners apply new skills on the job, typically gathered through observation or multi-rater data collected after a delay following training.
- Learning Needs Assessment
- A systematic process identifying performance gaps and their causes, drawing on business goals, stakeholder input, and data, to determine whether learning is the right solution.
- Triple Constraint
- The project management relationship among scope, time, and cost. Changing one constraint typically requires adjusting the others to maintain quality.
- Stakeholder Analysis
- A technique mapping stakeholders by influence and interest to plan engagement and communication strategies appropriate to each group.
- Nine-Box Grid
- A talent review tool plotting performance against potential to categorize employees and guide development, retention, and succession decisions.
- Succession Planning
- A process identifying critical roles and developing pools of ready-now and ready-later candidates to ensure continuity of leadership and key skills.
- Competency Model
- A framework defining the knowledge, skills, and behaviors required for success in a role, used to align selection, development, and performance management.
- GROW Coaching Model
- A coaching structure moving through Goal, Reality, Options, and Will. It helps the coachee clarify aims, examine current state, generate choices, and commit to action.
- Coaching vs Mentoring
- Coaching is typically non-directive and builds the coachee's own solutions. Mentoring is more directive and shares the mentor's experience and guidance.
- SBI Feedback Model
- A feedback structure describing the Situation, the observable Behavior, and its Impact. It keeps feedback specific, behavioral, and free of personal judgment.
- SECI Knowledge Model
- A model of knowledge conversion through Socialization, Externalization, Combination, and Internalization, describing how tacit and explicit knowledge move between people and documents.
- Tacit vs Explicit Knowledge
- Tacit knowledge is personal and hard to articulate, such as expertise and intuition. Explicit knowledge is codified and easily shared through documents and systems.
- Communities of Practice
- Groups of practitioners sharing a domain who interact regularly to share expertise, solve problems, and create knowledge, supporting informal learning and knowledge reuse.
- After-Action Review
- A structured debrief asking what was supposed to happen, what actually happened, why the difference, and what should change next time.