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

Leader-Led Instruction (LL)

Instructional strategy in which an instructor presents the information, conducts the application and provides feedback. It is usually directed towards a group rather than at an individual, although one-to-one tutoring is also a form of leader-led instruction.

Learner-Centered Objectives

State what the learners will be able to do at the end of the training unit, NOT what the instructor will do. For example: “Upon successful completion of this lesson, learners will be able to add a new client to the sales data base.” NOT “During this lesson the instructor will demonstrate how to add a new client to the sales database.” The first objective gives you something specific and measurable against which you can judge learners’ behavior to see if the objective has been met.

Learning Content Management System (LCMS)

Manages the process of creating, storing and maintaining learning content. The components of an LCMS are: an authoring application (editors), a learning object repository, and administration tools. Some LCMSs are adding the functions found in Learning Management Systems.

Learner Guide

The manual given to learners participating in training. It contains more than copies of the presentation slides, for example, worksheets and exercise instructions. It may act only as a follow-along guide to be used during training or include references and job aids to be used back on the job. There is usually an index and/or table of contents. Also called Participant Manual.

Learning Domain

Learning can occur in three domains: affective (emotional), cognitive (mental) and psychomotor (physical). See also Bloom’s Taxonomy.

Learning, Evaluation of

See Level 2 Evaluation – Learning.

Learning Interaction

A small group of teaching points presented as a unit and followed by a test for understanding. In FKA’s Instructional Systems Design Methodology, lessons are broken down into learning interactions.

Learning Intervention

Specific formal learning events, job aids, on-the-job training or performance support systems developed and implemented to change or improve learners’ knowledge, attitudes, behavior or awareness.

Learning Management System (LMS)

Manages the administration of training, i.e., course catalogs, course registration, tracking and assessment of learners. Some LMSs are adding the functions found in Learning Content Management Systems.

Learning Object

A self-contained piece of learning material with an associated learning objective, which could be of any size and in a range of media. Learning objects can be re-used and combined with other objects for different learning purposes. To improve the reusability of online learning objects, or to integrate them into Learning Content Management Systems and Learning Management Systems a specific data format, SCORM, is used.

Learning Objective

In FKA’s Instructional Systems Design Methodology, the learning objective describes the performance outcome to be achieved upon completion of a lesson. A learning objective is derived from an ability component statement and may be identical if the performance can be achieved in formal training.

Learning Organization

An organization that is able to transform itself by acquiring new knowledge, skills, or behaviors. In successful learning organizations, individual learning is continuous, knowledge is shared, and the culture supports learning. Employees are encouraged to think critically and take risks with new ideas. All employees' contributions are valued.

ASTD (American Society for Training & Development) Glossary http://www.astd.org/

Learning Style

The manner in which a learner perceives, interacts with, and responds to the learning environment. Components of learning style are the cognitive, affective and physiological elements, all of which may be strongly influenced by a person's cultural background. Included also are perceptual modalities, information processing styles and personality patterns.

Learning Taxonomy

See Bloom’s Taxonomy.

Lecture

A presentation method where an expert delivers a prepared presentation on a specific topic. It is essentially one-way communication with the lecturer as the source of all the information.

Legal Defensibility

The extent to which there is evidence to demonstrate the reliability and validity of a test—the more data the better. To defend a test in a court of law you must use and document sound measurement procedures including data collection and analysis throughout the design, development, administration and maintenance of the test. Content validity is particularly important to legal defensibility.

Lesson

In FKA’s Instructional Systems Design Methodology, the lesson is the part of a module that prepares a person to perform an ability component. It is the smallest unit of instruction to include presentation, application and feedback.

Lesson Outline

In FKA’s Instructional Systems Design Methodology, the lesson outline is an overview of a lesson which specifies the objective, test/application, and instructional strategy along with the content. When module outline and course outline information is added it becomes the training outline.

Lesson Plan

(1) Written guide for instructors that includes such things as: timing estimates; lists of equipment and media; instructions on how to present the content, conduct the applications, debrief and give feedback. FKA calls these Instructor Guides.

(2) In FKA’s Instructional Systems Design Methodology, the lesson plan is more detailed than the lesson outline. It includes: the final order for the learning interactions, design for the lesson introduction and conclusion, timing and media selections. May also contain questions used to test for understanding. When module plan and course plan information is added it becomes the training plan.

Lesson Test

A test used to determine whether or not training has been successful in meeting its learning objectives. It is also called a sub-criterion test and is part of a larger module test (criterion test).

Level 1 Evaluation – Reaction

Measures how the learner reacts to the training.

Level 2 Evaluation – Learning

Measures the extent to which participants change attitudes, improve knowledge and/or increase skill as a result of the training. The criterion and sub-criterion tests are administered to see whether the training and learning objectives were attained.

Level 3 Evaluation – Performance

Measures the extent to which change in behavior has occurred after training. It evaluates the learner's performance on the job following training, using performance indicators of some type and is usually done a few months after training is completed.

Level 4 Evaluation – Results

Measures the business results for the organization that can be attributed to the training intervention. It usually involves performance indicators or organizational data, possibly in the form of regular reports.

Likert Scale

A type of response format used in surveys developed by Rensis Likert. Likert items have responses on a continuum and response categories such as “strongly agree,” “agree,” “no opinion,” “disagree”, and “strongly disagree.”

Linear Program

Any form of self-directed instruction in which all learners cover exactly the same content in the same sequence.

Link-In

A transition statement that links the upcoming training component to the previous one, e.g., “Now that you can log on to the sales data base, you are ready to search for your client’s records.” A good link-in gives a quick overview and prepares learners for what comes next. You may not need a link-in if you just ended the previous training component with a link-out.

Link-Out

A transition statement that links the training component just ending to the upcoming one, e.g., “This afternoon you have had a chance to practice responding to some common customer complaints. Tomorrow, you will learn how to recognize more serious complaints that should be forwarded to your supervisors.” A good link-out gives a quick review and prepares learners for what comes next. You may not need a link-out if you will immediately give a link-in to the next training component.

Live Session

A facilitated synchronous learning event delivered over the Internet with Web conferencing software. Depending on the degree of interactivity for the learners, it is also called a Webcast or a Webinar.

Local Delivery

One part of the local vs. remote consideration for selecting an instructional strategy. Answers: “Are learners in one area or spread out geographically?” If learners are close together facilitated group sessions are more feasible.