PDO flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Andragogy

Knowles's model of adult learning holding that adults are self-directed, draw on experience, are problem-centered, and require relevance to immediate roles.

Self-determination theory

Motivation theory identifying autonomy, competence, and relatedness as basic psychological needs; satisfying them increases intrinsic motivation and persistence.

Kolb learning cycle

Experiential learning model cycling through concrete experience, reflective observation, abstract conceptualization, and active experimentation, with learners able to enter at any stage.

Cognitive load theory

Sweller's account of working-memory limits, distinguishing intrinsic load from task complexity, extraneous load from poor design, and germane load from schema building.

Transformative learning

Mezirow's theory in which a disorienting dilemma plus critical reflection on assumptions produces a durable change in perspective and behavior.

Performance gap

The difference between desired and current performance; training is justified only when analysis shows a knowledge or skill deficit rather than an environmental cause.

Needs assessment triangulation

Using two or more data sources, such as survey, interview, observation, and document review, to confirm a need before designing instruction.

Root-cause analysis

A method for separating skill or knowledge deficits from motivational, process, or environmental causes so the intervention addresses the actual driver.

SMART objective

A learning objective written to be specific, measurable, achievable, relevant, and time-bound, describing one observable learner behavior.

Stakeholder analysis

Mapping stakeholders by influence and interest to decide who must approve scope, who should be consulted, and who receives progress updates.

ADDIE model

Five-phase instructional design process: analysis, design, development, implementation, and evaluation, applied iteratively rather than as a strict sequence.

Backward design

Wiggins and McTighe's approach that first identifies desired results, then acceptable evidence, and only then plans learning experiences and instruction.

Constructive alignment

Biggs's principle that intended learning outcomes, teaching and learning activities, and assessment tasks must all target the same cognitive verbs.

Gagné nine events

Instructional sequence: gain attention, state objectives, recall prior learning, present content, guide learning, elicit performance, give feedback, assess, enhance transfer.

Merrill first principles

Task-centered instruction built on activation of prior knowledge, demonstration, application, and integration of new knowledge into real work.

Curriculum mapping

A record of where each objective is taught and assessed across a program, used to expose gaps, overlaps, and unassessed outcomes.

Wait time

The pause of roughly three to five seconds after posing a question, which increases response length, participation breadth, and reasoning quality.

Psychological safety

Edmondson's construct describing a climate where learners can ask questions, admit errors, and challenge ideas without fear of embarrassment or penalty.

Feed-forward

Feedback that names the specific next action or improvement target rather than only judging past performance, supporting immediate adjustment.

Transfer of learning

Application of learned skills to the workplace, supported by action plans, supervisor reinforcement, and spaced follow-up after the training event.

Kirkpatrick levels

Four evaluation levels: reaction, learning, behavior, and results; higher levels require longer time frames and stronger evidence than lower levels.

Validity versus reliability

Validity is whether an assessment measures the intended construct; reliability is consistency across occasions or raters, which is necessary but not sufficient for validity.

Item difficulty index

The proportion of examinees answering an item correctly, ranging from zero to one, with very high or low values reducing discrimination.

Discrimination index

The correct-response rate of high scorers minus that of low scorers; near-zero or negative values indicate items that fail to separate performance levels.

Formative versus summative

Formative assessment informs learning during instruction; summative assessment certifies achievement against standards at the end of a unit or program.

Community of Inquiry

An online learning framework in which social presence, cognitive presence, and teaching presence jointly shape the quality of the learning experience.

Redundancy principle

Mayer's principle that narrating on-screen text verbatim alongside graphics overloads the visual channel and reduces learning compared with narration alone.

xAPI

An e-learning interoperability standard that records learning experiences as actor-verb-object statements, including activity outside a learning management system.

Universal Design for Learning

A framework providing multiple means of engagement, representation, and action and expression so diverse learners can access and demonstrate learning.

WCAG conformance levels

Web Content Accessibility Guidelines tiers A, AA, and AAA; AA is the common procurement baseline covering perceivable, operable, understandable, and robust criteria.

Informed consent

Disclosure of a program's purpose, data use, and voluntariness, plus the learner's right to withdraw without penalty before participating.

Accommodation versus modification

An accommodation changes how a learner demonstrates knowledge while holding the standard constant; a modification changes the standard or content itself.