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

MAD

The acronym to help identify the client in a consulting relationship. The client has the Money to implement the intervention, the Authority to give approvals, and the Desire to see it through to a successful conclusion.

Maintenance Behavior

One of three types of types of behavior exhibited by individuals in a group. Maintenance behaviors contribute to the human component, the growth of interpersonal relationships. They include: encouraging communication, setting standards, mediating, observing processes and compromising. See also Task-oriented behavior and Self-oriented behavior.

Master Performer

See Exemplar.

Matching Item

Assesses the test takers’ ability to recognize the correct matches between two lists of items. Can also test higher levels of cognition such as application and analysis.

Measurement

One of eight performance factors; a deficiency in it can result in poor performance. In this context, it refers to the gauge, method/process and results of assessed performance. Measurements should be taken against existing performance standards, i.e., the Model of Performance.

Media

Means for communicating information. Types include: text, audio, graphic, video, animation, etc. Delivery formats can be generally split into paper or electronic. Distribution modes of electronic materials include: CD, DVD or Internet.

Mentoring

One type of coaching activity. Mentoring has its roots in apprenticeship where an older, more experienced person passes on skills and knowledge, experience and wisdom about a particular job or about the workplace in general.

m-Learning ( Mobile Learning)

Learning takes place via such wireless devices as cell phones, personal digital assistants (PDAs), or laptop computers.

Model

One type of media. It is a three dimensional physical or virtual representation of a person, object, equipment or structure.

Model of Learning (MoL)

In FKA’s Instructional Systems Design Methodology, the MoL specifies the curriculum, courses, modules and lessons that are required to prepare an individual to achieve the performance goal specified by the Model of Performance. In addition to the formal training components, the MoL can include a bridging strategy.

Model of Performance (MoP)

In FKA’s Instructional Systems Design Methodology, the MoP specifies the set of abilities required by the population to meet an identified performance goal. It must be documented early in the process and used to prepare the objectives and define the content of the test. Later it is used to validate the content of the test.

Modem (MOdulator-DEModulator)

A communications device that converts one form of a signal to another that is suitable for transmission over communication circuits (telephone line or television cable), typically from digital to analog and then from analog to digital.

Modified Angoff

A method for setting the cut or passing score of a test. A panel of judges (subject matter experts) review a test, item by item. Each judge estimates what proportion of minimally competent test-takers would get the correct answer. These proportions are then averaged across items and judges to determine the panel’s recommended passing score.

Module

In FKA’s Instructional Systems Design Methodology, a module is the part of a course that prepares a person to perform an ability.

Module Outline

In FKA’s Instructional Systems Design Methodology, a module outline is an overview of a module which includes the training objective, the module test/application, the instructional strategies, and the outlines of the lessons that comprise the module. When course outline information is added it becomes the training outline.

Module Plan

In FKA’s Instructional Systems Design Methodology, a module plan is created from the Lesson Plans and includes the module introduction and conclusion and details about their timing and media required. When course plan information is added it becomes the training plan.

Module Test

In FKA’s Instructional Systems Design Methodology, a module test (or application) is used to measure attainment of the training objective. It is derived directly from the training objective and must match both performance and conditions. It is also called a criterion test.

Motivation

(1) The drive to accomplish an action. Unsatisfied needs motivate. On the biological level, basic human needs of food, shelter and survival are powerful motivators. On the psychological level, people need to be understood, affirmed, validated and appreciated. On business (and learning) levels, motivation occurs when people perceive a clear reason for pursuing a transfer of skills and knowledge.

(2) In training, it is important to establish the learner’s motivation early and to maintain it throughout. Learners' motivation can be achieved by: (a) telling them how the topic is relevant to them; (b) asking them why it is relevant; and (c) using real-world examples to show how this topic has helped before.

(3) The first step in the Presentation component of the Systematic Learning Process.

Motor Performance

A performance involving physical movement or manipulation.

Multi-Media

The integration of different media, including text, graphics, audio and animation into one program.

Multiple-Choice Item

A multiple-choice question is made up of a stem (the question or statement) and several options. The test taker must first recognize and then identify the correct option(s), referred to as the key(s). The incorrect options in a multiple-choice question are called distractors. Multiple choice items are common on exams, particularly standardized tests because they are easily marked and can test a large number of teaching points in a relatively short time.

• Single-select multiple-choice items have only one correct answer.
• Multiple-select multiple-choice items may have two or more correct answers.

Multiple Role Playing