PDO key terms

A set of assumptions about how adults learn, emphasizing self-direction, experience as a resource, readiness tied to life roles, and problem-centered rather than subject-centered motivation.

The art and science of teaching, traditionally framed around teacher-directed instruction and assumptions developed for children rather than adults.

A process in which learners take primary responsibility for diagnosing needs, setting goals, choosing strategies, and evaluating their own progress with varying degrees of support.

Learning that changes a learner's frames of reference through critical reflection on assumptions, often triggered by a disorienting dilemma and followed by revised perspectives and action.

A model describing learning as a recurring sequence of concrete experience, reflective observation, abstract conceptualization, and active experimentation, with learning possible at any point.

Deliberate examination of the assumptions, beliefs, and values underlying one's practice or experience, going beyond describing what happened to questioning why it happened.

A habit of reviewing one's professional actions and decisions to improve future performance, often supported by journals, peer dialogue, or structured debriefs.

A negotiated written agreement between learner and facilitator specifying goals, activities, resources, evidence of accomplishment, and evaluation criteria for a period of study.

The range of tasks a learner can complete with guidance but not yet alone, marking where instruction and support are most productive.

Temporary supports such as models, prompts, or worked examples that help learners accomplish tasks beyond their current ability and are gradually removed as competence grows.

The mental effort required to process information during learning; instruction should manage extraneous load and support processing of essential and generative load.

A systematic process of gathering data to identify gaps between current and desired performance and to determine whether instruction is an appropriate response.

The measurable difference between what learners or employees currently do and what the organization or standard requires, ideally stated in observable terms.

Breaking a job or skill into its component steps, decisions, and knowledge requirements so that instruction targets what performers actually must do.

Gathering information about intended participants, including prior knowledge, motivation, language, culture, accessibility needs, and available time, to shape design decisions.

Any person or group with an interest in a learning program, such as sponsors, subject experts, facilitators, and learners, whose priorities shape scope and success criteria.

A statement of what learners should be able to do after instruction, written with observable action, relevant conditions, and a standard of acceptable performance.

A hierarchical classification of cognitive processes from remembering through creating, used to calibrate the rigor of objectives, activities, and assessment questions.

Designing objectives, teaching activities, and assessments so that all three target the same intended learning, making success on assessment depend on the stated outcomes.

A planning approach that starts with desired results, then determines acceptable evidence, then designs learning experiences, rather than beginning with content or activities.

Grouping related content into small, meaningful segments so learners can process and retain information without overwhelming working memory.

Low-stakes checks during learning that reveal current understanding and inform adjustments by both facilitator and learner, without contributing heavily to a final grade.

Evaluation conducted at the end of a learning period to judge achievement against objectives, often used for certification, grading, or program reporting.

A scoring guide listing criteria and descriptions of performance levels, making judgments consistent, transparent, and usable as feedback for improvement.

Information given to learners about their performance relative to a goal, most useful when specific, timely, and focused on actions the learner can change.

Guiding group learning by managing process, asking questions, and structuring participation rather than primarily transmitting content through lecture.

Instructional strategies that require learners to do something with content, such as discuss, practice, solve, or teach others, rather than only listen or read.

A climate in which learners feel safe to ask questions, admit confusion, and make mistakes without embarrassment or punishment, supporting participation and risk-taking.

Application of knowledge or skills learned in one setting to new tasks, contexts, or workplaces, supported by realistic practice and follow-up reinforcement.

Software for delivering, organizing, and tracking online learning, including course content, enrollment, activities, and learner records.

A deliberate combination of face-to-face and online learning in which each mode serves a distinct instructional purpose.

Learning that occurs without participants and facilitator being present at the same time, allowing flexible pacing but requiring clear structure and timely feedback.

Real-time instruction in which facilitator and learners interact simultaneously, whether in person or through live online tools.

Evidence-based design guidelines, such as pairing words with relevant graphics and removing decorative extras, that reduce extraneous processing and improve understanding.

A framework for planning multiple means of engagement, representation, and action so that diverse learners, including those with disabilities, can access and demonstrate learning.

Designing materials, activities, and environments so people with disabilities can perceive, navigate, and participate fully, including captions, contrast, and keyboard operability.

A modification to how a learner accesses instruction or demonstrates knowledge, such as extended time, that preserves the learning objective rather than changing it.

Ongoing learning activities that maintain and extend a practitioner's competence after initial certification, often tied to renewal requirements and ethical practice.

Agreed expectations for competence, conduct, and quality in a field, used to guide program design, assess practitioners, and protect the public.