The ultimate glossary of elearning terms
Here at Logicearth, we know that elearning terminology can be totally confusing, especially when you're just getting started. So, we wanted to help you along in your journey by writing a glossary-themed post that covers the core components of digital learning. We've covered terms to do with SCORM, microlearning, learning experience platforms (LXP), spaced learning, blended learning and elearning acronyms.
This guide can serve as a holistic elearning glossary that defines each term succinctly and offers some helpful links and resources in case you'd like to learn more about the terms.
Learning that relies on learner engagement with the content. Active learning requires that the learner is actively involved in the elearning in any number of ways – responding to questions, writing, completing interactions, solving problems.
A new way of managing a project. Some large projects can take too long, so now there's a focus on getting smaller projects out more quickly. A larger project is likely to be broken down into smaller deliverables and a series of ‘sprints’ is taken to develop ‘minimum viable products’ (see also MVP). Check out this blog for a more in-depth explanation.
Analysis, Design, Development, Implementation, Evaluation (ADDIE)
A traditional way of managing a project often used by instructional designers and training developers. This method of managing a project involves five stages which are carried out one after the other.
Looking at and analysing learner statistics and data to steer improvements and identify trends. Analytics can be used to help predict learner behaviour and performance, increase completion and retention rates, and help personalise the learning experience. Examples of analytics include data on test scores, numbers of learners taking and completing courses, amount of time spent, and devices used (mobile, tablet, etc.). Our Logicearth Verify platform provides this sort of in-depth information.
Application programming interface (API)
In elearning terms, this is the interface across which learning content and learning systems communicate. It is also used to plug in and connect third party tools and content to your LMS – for example, you could plug in TED Talks or content from off-the-shelf content providers. APIs are really useful for extending what your LMS can do. If you are buying an LMS, ask if it supports APIs.
A formal and scored knowledge test, usually at the end of the course. Also known as a summative assessment. Assessments help to check a learner's understanding of a subject. Used especially in compliance courses, e.g. health and safety, or anti-money-laundering like Comply by Logicearth. Summative assessments typically have a preset pass mark and the learner cannot complete the course until they achieve the required score.
A stand-alone learning resource. In elearning terms, an asset can be any stand-alone learning resource or file, e.g. a video, a graphic or an infographic. The trend now is to develop assets as stand-alone learning resources to provide a continuous learning experience. Did you know we're sharing some infographics for free?
Augmented reality (AR)
A live view of the real world that's supplemented (augmented) by computer input, e.g. voice-over or GPS data. This has huge potential for learning. Imagine a pair of AR glasses that talk you through the set-up, use and repair of a new machine, or provide you with a guided tour of Mars! Similar to VR, but with a superimposed layer of explanatory information. In this blog post, we talk about chatbots and their future... Could they be a part of AR in the years to come?
Software tools or programs to build (or author) elearning courses. Common tools include Articulate, Captivate, Flash, GoAnimate or Storyline. Authoring tools allow content developers to create and deliver elearning courses on the web or in an LMS. Here we shared our top 5 tips to get the best out of Evolve Authoring Tool.
An online representation of a person. Avatars can be developed as part of elearning to represent personas within scenarios and examples. These can be designed to accurately represent a persona, or be a caricature.
Aviation Industry Computer-Based Training Committee (AICC)
A content standard or protocol for tracking elearning courses. It allows learner data to be shared between a course and a learning management system (LMS), regardless of the type of LMS. Without this communication, learner data such as dates, times and assessment scores could not be recorded. We think this blog explains it really well. See also SCORM and CBT.
Learning content created specifically for a client or course. Also called custom learning. Bespoke learning companies aim to provide information that's specific and relevant to their learners. Very important for subjects such as onboarding or company values, where rules and expectations differ from place to place. Here, we share some free tools and advice on how to create responsive elearning content.
Refers to collecting data on learners and how they're interacting with a course, e.g. time spent, scores, devices used etc. Content providers use big data to gain insights into learner preferences and behaviours. See also analytics.
A combination of digital and classroom learning. Potentially provides the best of both worlds where classroom learning is a feasible option. Learners could, for example, do a short introduction to the subject online before attending a face-to-face session and partaking in group discussions after. They could also do post-event quizzes, assessments and surveys online. It's worth noting, though, that blended learning options are more costly and less scalable than a fully online solution. See blended learning in Percipio here.
A scenario that presents choices to the learner, through which they can direct the course of the situation. Branching scenarios are a great way of immersing the learner in a real-life situation and giving them an opportunity to explore options when faced with decisions. The best branching scenarios have some level of complexity, with choices that are challenging and that reflect real learner situations. They also demonstrate well the consequences of certain courses of action.
Bring your own device (BYOD)
In the past, online training often happened in a training room, much like a classroom, with PCs on each desk. Courses were built to the specification of those PCs. Now the trend is increasingly towards learners using their own laptops, tablets and phones to access training, which has led to a 'bring your own device' training culture. See also device-responsive learning.
Shared development of an elearning course between more than one party. This model of development gives responsibility for development certain stages of an elearning course to different parties. It can work well, and be a cost effective approach, when expertise exists with one party and a different expertise lies with another.
Cognitive load theory refers to the limitations of working memory. It was put forward by psychologist John Sweller in the 80s. Sweller suggests there are three types of cognitive load: intrinsic (topic-specific), extraneous (how information is presented to the learner), and germane (how easily information can be stored/memorised). Good learning experience design should help reduce the amount of mental effort for a learner to understand and remember content.
The criteria on which a course is deemed to be completed by a learner. Completion criteria are still important, particularly when it comes to compliance training, and training that is tracked via an LMS. The criteria could be any one, or a combination, of things like visiting every page, visiting every interaction, attaining a percentage pass rate in an assessment, etc. If completion criteria are set, they should relate to the learning outcomes of the course.
Computer Based Training (CBT)
See also AICC. Computer Based Training is an educational programme that is carried out on a computer.
In relation to elearning, conceptualisation is required for the topics that need to be explained in the course. Conceptualisation is required in the words and language used in explanations, and also in the complementing visuals. So, both elearning designers and learning experience designers need good conceptualisation skills for explaining complex information to learners.
Content management system (CMS)
A content management system creates the framework in which content can be stored and displayed on a website, e.g. Wordpress. A learning CMS is specialised for the creation and management of learning content.
Traditionally associated with the art world, curation in this case refers to curating content and information. Content curation involves having the skill and/or technology to cut through the vast swathes of information (online, social, existing courses etc.) to provide learners with organised, relevant and up-to-date information, usually through a portal or platform.
See bespoke learning.
Device responsive content
Learning content that scales to be viewable and usable on any device, such as mobiles and tablets. Responsive and device friendly content allows learners to access training at any time, from anywhere. Learners don't need to be provided with specific desktop machines in a set location, leading to the increase in bring your own device (BYOD) learning.
Unlike the standard summative assessment, a diagnostic assessment is used at the start of a course or curriculum to determine what a learner needs to learn BEFORE they begin. This type of assessment helps streamlining and personalisation of learning. The learner gets only the content they need, based on their diagnostic assessment responses, and is not forced to read through irrelevant or already-mastered subjects.
Similar to elearning, but refers to any learning that happens with the aid of digital content or platforms. We're in an age of digital advances, with a proliferation of digital content e.g. ebooks, videos, blogs etc. Learning must tap into and keep pace with this to stay relevant. Click here to see the top 7 drivers accelerating the digital revolution.
Digital learning designer
Similar to a graphic designer, but a digital learning designer's expertise lies in designing for the digital world. Good digital designers will not only develop great looking elearning, they can also add value to your elearning by ensuring that interaction design and imagery enhance the memorability of the learning and make it ‘sticky’. (Also see stickiness.) One of our learning experience designers Kate Middleton shares some of her best advice here in her blogs.
A learning and performance ecosystem is the next generation of a traditional learning management system (LMS) that provides learners with formal and informal learning opportunities. The traditional LMS would provide access to courses and assessments only. Ecosystems allow for a more holistic approach by also providing access to things like performance support tools, discussion forums, gamification features, blogs and user-generated content.
Electronic learning, or learning taken electronically, usually online. elearning became popular in the 90s as a way of reducing training costs and downtime. elearning also allowed for a dynamic, multimedia approach to learning. Now, it has the potential to work with other digital technologies to support L&D processes and deliver on key strategies. This blog posts talks about how elearning can help your onboarding techniques.
Emotional learning skills are learning skills required to understand and manage emotions. Emotional learning is about the knowledge, attitude and skills required to develop emotionally. This includes building relationships, showing empathy, adopting a positive attitude and good decision-making. It's well known that emotions, aside from mental intelligence, play a large part in processing information. So, if a learner’s emotions are considered within their learning environment, it can greatly influence the effectiveness of the learning and the learner’s attitude to investing in personal growth and development. Here are 10 ways you can bring social learning to your workplace.
These are short animated (or live) videos with a message, e.g. an overview or in-a-nutshell explanation, or else a process, concept or product offering etc. Often used as a prelude to more in-depth information due to their attention-grabbing nature. These videos typically include live or camera footage; animation; audio; sound effects; and graphics, and are often a lighthearted view of the subject. See three great HTML5 tips for your elearning here.
The hypothesis that memory retention declines over time. The forgetting curve shows how information is lost over time if no attempt is made to retain it. Read more about learning retention here.
In-course questions, designed to check knowledge, explore preconceptions, or provoke thought and reflection. Primarily designed to provide the learner with useful feedback and correction where necessary. They help to broaden the learner's understanding rather than grade them (summative assessments are used for grading).
Applying gaming elements (timed challenges, leaderboards, badges etc.), to learning content. Introduces fun and competition into traditional learning. The instant feedback and repetition aids knowledge transfer and retention. Try out our Security Awareness gamified quiz here.
In the world of elearning, a modern graphic designer is a digital designer. We refer to our graphic designers as ‘image wizards’ – a good one will produce those images that speak a thousand words, and will present visuals that just work in every way. Here are some blogs from our lead digital designer Darren Rooney, sharing some top tips and free tools!
Graphical user interface (GUI)
See also user interface (UI). This refers to how users or learners interact with the interface (the course). elearning UI includes your screen layout and navigation. The aim should always be to make the interface easy to use, intuitive, clean (not cluttered) and adjustable. Here are 10 tips to improve your digital design skills for non-designers.
Hypertext markup language (HTML)
A language used for structuring and presenting online content. HTML5 is the current version, elearning interactions built using this language are modern, responsive interactions that work across mobile devices. Learn how to improve your elearning content with these video tools for HTML5.
Natural learning that happens outside of a structured learning environment. Learners set their own objectives and seek and acquire new knowledge in their own different ways. One of the criticisms of overusing elearning platforms is that they don’t promote the most natural learning method. In this blog article, our instructional designers talk about the importance of self led learning.
Instructional designer (ID)
Instructor led training (ILT)
Instructor led training is the traditional style of learning taking place in a classroom setting with the teacher presenting the material. Due to it's time and cost restraints, elearning offers solutions to many of the challenges of ILT.
An informal assessment. A knowledge check takes the form of any assessment element contained in a course and commonly does not contribute towards a formal assessment score. It simply checks the learner’s knowledge and often returns immediate feedback.
Learning and development (L&D)
A function within most (big) companies, whose role it is to ensure employees are equipped with the knowledge and skills needed to perform their jobs and/or upskill for future advancement.
The strategy adopted by elearning designers. This could relate to an individual, or a learning plan, or to an individual elearning course. For an elearning course, care should be taken to adopt the most appropriate approach – i.e. style, media choice, interaction level, theme, teaching methodology, etc. If you're getting ready to work with an elearning provider, make sure you ask them these five questions.
Learning content management system (LCMS)
A learning platform primarily used to develop, manage, store and organise elearning content. LCMS platforms allow single courses to be modified for individual learners – learn more about our LCMS platforms here.
Learning Experience Designer (LXD)
Formally known as Instructional Designers (ID), a LXD creates instructional experiences that make the acquisition of knowledge and skill more efficient, effective, and appealing. This instructional design is the process of getting raw content from a client (documents, presentations, interviews etc.), and translating that into a structured, interactive and effective piece of online learning. Read more about 'from ID to LXD, what's in a name'?
Learning Experience Platform (LXP)
A LXP is a learning platform designed to provide a personalised, intuitive, social, in-workflow learning experience that goes way beyond the capabilities of the traditional LMS. It should have a core set of capabilities and integrated technologies that gives the learner an exceptional user experience, with adaptive learning paths, easy access to content, and AI driven search and recommendations. Read more about the LXP here.
Learning Management System (LMS)
A learning platform that allows organisations to provide, manage and track learning activities. Without an LMS, learners would not be able to return to where they last paused in a course, or have their scores and completion recorded. Management would not be able to see how many people have completed or passed the course – essential data for compliance training in particular. An LMS allows for one central location for all learning resources and allows companies to reduce or eliminate costly face-to-face training. See also ecosystem.
One of the reasons why a piece of learning is developed. Clear elearning objectives help steer the direction of elearning development and ensure they fulfil its business need. It also helps orientate a learner – why are they doing this learning? However, we differentiate between a learning objective and learning outcome.
Something that will happen as a result of the learning. Well defined learning outcomes can be the difference between an effective piece of elearning, and a waste of development time! We always ask – what is it that you want your learners to be able to do after taking this course? The answer should be a learning outcome. Keeping this response at the forefront of development efforts is the key to achieving behaviour change in learners.
Learning record store (LRS)
A repository for Tin Can statements so that learning events can be stored. An LRS can be a stand-alone entity or reside within an LMS - learning management system. Here is a more in-depth read on what an LRS is.
There are many myths about individual learning styles and using them to influence learning. In reality, good learning needs presentation, practice and feedback. We have to watch out for 'fads' in learning and keep up with learning science. Read more about the learning styles myth here.
Learning tools interoperability (LTI)
A standard that is implemented in an app or tool to enable it to integrate with a learning platform. This means that different applications and tools from different vendors can be adopted for use with an LMS.
The process of not only translating a course into other languages, but also of adjusting it as necessary for various cultures or regions. For companies with a global workforce, providing courses in different languages is an important consideration. Localisation involves not just translating the text, but also adjusting the references, colours, fonts, layouts, acronyms and/or abbreviations as necessary.
Massive open online course (MOOC)
A course hosted on the web and available for anyone to view. They are often used in distance education.
Also known as bite-sized learning. Refers to very short nuggets of learning, typically no longer than 10 minutes. Microlearning is a hot topic in learning circles. It aims to create learning events that suit our attention spans and working memory capacity. It also mirrors modern behaviour patterns, where the vastness of information means we're inclined to skim rather than immerse ourselves in information. Read more about microlearning here.
Minimum viable Product (MVP)
A MVP can be a good way to start the learning process and acts as a 'pretotype' rather than a prototype - rather than being a low quality version of the final product, it can provide a way of validating whether people have a genuine need for the product and answer their business questions. The term is thought to have been coined and defined by Frank Robinson, and popularised by Steve Blank and Eric Ries.
Mobile learning – learning that happens via a mobile phone, particularly smartphones. With over 4 billion people in the world owning a smartphone it's no wonder that there is an increase in mobile usage and an increasing number of courses being taken via mobiles. Ignore mobile learners at your peril! Here are 7 mobile learning statistics that might surprise you!
Refers to using a combination of different media types (print, photo, audio, animation, video, simulation etc.), within a learning course. Using different types of media appropriately in an online course allows for a more engaging and interactive experience and also for a more practical and effective one (e.g. 3-D simulations versus a diagram). Mistimed or irrelevant media, however, can distract from the learning.
Referring to options for moving through an elearning course. It’s imperative to agree on course navigation before course development. There are lots of options – some organisations like to tie it down and force a linear journey; others are more relaxed, allowing learners a free choice in how they move through the different sections.
The goals or intentions of the learning. Learning objectives help focus the course (and assessments) on the most important points. Not to be confused with outcomes.
Generic training courses that are ready to buy. Off-the-shelf content provides companies with instant access to affordable learning. Off-the-shelf content can be useful in subject areas such as communication skills, project management or IT training. The downside of off-the-shelf is that it doesn't provide any company-specific information, such as in-house policies, systems or standards. This is what drives many companies to commission bespoke learning. In this blog post, we talk about how off-the-shelf content can support personalised learning.
Online learning (OLL)
Another name for elearning, but some organisations prefer this abbreviation.
The end results of the learning, e.g. evidence that the objectives or goals were achieved. Measurable outcomes ensure the course delivers on its purpose, for example changing attitudes, behaviours or skills. L&D departments are under more pressure than ever to provide proof of their output at a strategic level and their output's impact on business objectives.
Learning with no interactivity or feedback. Passive learning is where learners receive the information, via any one of a number of presentation media, which the learner then internalises. Passive learning is the opposite to active learning.
Supporting learners throughout their development journey. This blog talks in depth about performance support tools and why you should be using them.
A fabricated character. Personas are an effective way to mirror learner behaviours by telling stories around a set of characters. Key points and lessons can be taught through the use of personas in typical, or untypical, situations. They can be given an avatar for recognisability and can be as complex as required. Here's a great blog that discusses how effective personas can be in your online training.
Targeting topics to specific learning needs. Involves identifying a learner’s skill gaps are and targeting learning to those needs. This approach can result in relevance, meaning and cost effectiveness.
Rapid authoring tools
elearning tools that offer a quick and easy method to develop an online learning resource. Rapid authoring tools are available online and help create web based training courses without the need for coding or multimedia skills. This enables subject matter experts and other learning developers to create simple but effective elearning more quickly than they might through engaging an expert elearning design team.
The process of rapidly turning content into elearning courses. Popular as a means of very quickly creating bespoke learning. Typically, rapid learning involves converting presentation slides into an online course by adding some (limited) interactivity and questions, and exporting the course as a SCORM object to run on an LMS. The end result is a much quicker time to market – often just a matter of days – but with a less engaging and interactive product than a standard bespoke course.
Transform existing learning material into a different delivery format. Involves repurposing training material, such as classroom content and other learning items, for web based elearning delivery.
Return on investment. This refers to how companies can assess the impact and success of learning, specifically compared to the money spent on that training. elearning is, typically, cheaper than traditional face-to-face learning and therefore provides a better ROI. A cloud based LMS or ecosystem makes it easier again to train more people quickly, though it may take some time to recover the initial subscription costs. ROI will have other considerations also, such as the effectiveness of the training. For example, if a course results in a 10% reduction in customer complaints or faults, the financial implications of this could be very significant.
A fictional story that puts the learner into a situation and presents them with decisions and the consequences of those decisions. Well-written scenarios are powerful learning tools. They allow learners to practise their skills within a safe environment. The observed consequences and immediate feedback allow learners to learn from their mistakes. The storytelling aspect adds an element of drama and can help learners to see the relevance, in a realistic context, of what's being taught.
Shareable Content Object Reference Model. SCORM is a content standard or protocol for elearning. It allows learner data to be shared between a course and an LMS. Without this communication, learner data such as dates or times, and assessment scores, could not be recorded. This would lead to learner frustration and companies being unable to monitor or report on learner progress and success. See also AICC
An environment where learners choose the direction of their own learning. Relies on the learner taking responsibility for, and having an input into, their own learning. Assistance, support and facilitation may be required but decisions around the direction of the learning are made by the learner themselves. See why our learning experience designers think self directed learning is important.
Games developed with the primary purpose of teaching something, rather than just entertaining. Similar to gamification, but not to be confused with it. Serious games look and feel like games, but have a learning element (as compared to ‘gamified’ courses that look and feel more like traditional learning, but have gaming elements, like badges).
Clark Aldrich says 'A learning simulation is an experience designed to rigorously help users develop competence and conviction. A learning simulation is a combination of modeling elements, entertainment (or game) elements, and instructional (or pedagogical) elements. These can range from pure media (which do not involve any other humans), to experiences that use coaches, teammates, competitors, and communities.' Simulations (sims) provide the learner with a multimedia, multisensory approximation of reality, without the element of danger. Sims are often used for army training (e.g. flight simulators) or for medical training (e.g. surgery simulation), where the cost and consequences of letting novices practise in a real-world environment are just too high. It's the learning layer (insight and analysis) that distinguishes a learning simulation from an entertainment-only one. See also AR and VR.
Subject matter expert (SME)
This person is the learning experience designer's fount of all knowledge when devising and writing a course. As well as providing raw content (documents, interviews etc.) and target audience insights, a key role of the SME is to provide realistic examples that will resonate with the target audience. That insider knowledge is vital to the success of any project.
Informal peer-to-peer learning. Social learning is a hot topic, hence all of our blogs on it! It stems from the idea that we learn by observation and from copying others, more than we do from reading about something. Learning providers and companies are trying to replicate the success of sites like Facebook and LinkedIn by providing learners with discussion forums, blogs, video content etc that allow employees to share knowledge and best practice among themselves (as opposed to the more traditional top-down approach).
Social media learning
Learning through the use of social technologies. Any learning that happens through using social technologies and media platforms where content is created and shared, and input is given.
A series of learning sessions spaced out over a period of time. As opposed to bringing a learner through a topic from start to finish in one session, a spaced practice learning approach breaks the learning into smaller chunks, and allows time between delivery for the learner to reflect, revise and practise new skills. This approach is based on the forgetting curve, in that it acknowledges the natural decline of memory retention over time. Read our blog about spaced repetition here.
Refers to learning that ‘sticks’ in your memory and is applied in real life (i.e. isn't quickly forgotten) – a big talking point here at Logicearth; we like our learning to be sticky! As described in an article in Elearning! Magazine, Candy Osborne found that ‘50% of what we learn is forgotten in one hour; 80% after two days; and 90% after 31 days’. Good interactions and examples, coupled with real-world application, are key to making learning ‘stick’. Learn here about increasing employee engagement and how to end procrastination and improve productivity with digital learning.
The blueprint plans for an elearning course. The storyboard demonstrates the structure of the course, and typically contains the text, the interaction descriptions and an indication of the imagery to be used in the course. It provides an opportunity to review and feed back on the course content.
Once upon a time... Everyone loves a good story! With your learners engaged, the creative stage is set to get across the key message and to show by example. You can choose the style, the length and the morale of the story. In this blog, read about how to create high quality digital content that will challenge and stretch your staff.
Learners participating in a learning event at the same time, but from different locations. Technological advances have made it possible for learners to be online and taking part in the same sessions – this facilitates feedback, discussion, collaboration and brainstorming. Our IDs talk about synchronous learning in this blog post.
Refers to print-off-and-keep (or saveable) information, such as summaries, checklists and process flow documents. Useful as post-course reminders of key learning points. Takeaways can be saved locally or even printed as desk posters or job aides. They help to transfer learning to the workplace and can increase the stickiness of the learning. Try downloading some of our free infographics and resources to use in your organisation.
Tin Can/Experience API
An elearning protocol that enables learning tasks to be recorded without having to be completed through a web browser. This article talks about the two most popular content standards, SCORM and Tin Can API – take a look to get more info!
The International Organization for Standardization (ISO) defines usability as the extent to which a product is used by a specific audience, for its intended purpose, with effectiveness, efficiency, and satisfaction. In elearning, usability is related to both UI and UX. It reflects how easily learners can make their way through the course and achieve the desired outcomes. Confusing or overly complicated content, layout or wording frustrates learners and can lead to them abandoning the course. Clear instructions, navigation and layout are vital to good usability. Here's a list of blogs to help you get the best out of your elearning design.
User created content (UCC) or user generated content (UGC)
Content created by one person and shared with others. Common examples of this in elearning are learners writing and sharing blogs, comments, videos or other training materials, and making them available to colleagues or a wider audience. UGC promotes the idea of peer-to-peer and social learning and also the idea of bottom-up rather than top-down content.
User experience (UX)
A learner's behaviours and feelings about using a course. Interesting, engaging, relevant and easy-to-use courses result in positive user experiences. All of these contribute towards the user experience or feel-good factor of an online course. Here's how skilled managers can create engaged employees.
User interface (UI)
How users or learners interact with the interface or course. elearning UI includes your screen layout and navigation. The aim should always be to make the interface easy to use, intuitive, clean and adjustable. Here are some design tips for non designers on how to create a clean and effective elearning platform by using negative space.
Unconscious bias (or implicit bias)
This is when our brain makes quick judgements on situations or people without us realising; in doing this, the brain influences our behaviour. Unconscious bias is a natural process by the brain to filter what is often too much information to process at once. The levels of filter vary from person to person and depend on past experiences and perceptions. Often, this is not taken into consideration when designing learning. Care should be taken to understand target audience bias and perceptions, so any biases can be broken down and habits that might block learning are challenged.
An online classroom. An environment or platform where learners can get together via an internet session. The software allows interaction between tutor and learner.
Virtual reality (VR)
Not to be confused with AR, VR is about creating a virtually real experience for the learner to make them feel present in the situation. This high impact training can be very useful for topics like health and safety, or for training trades such as plumbers or mechanics.
The audio narrative that accompanies elements of an elearning course, usually provided by a trainer, SME or professional voice-over actor. Some elearning can contain a large amount of VO, up to full narrative.
Web based training (WBT)
Any training that’s delivered via the internet, and often delivered to groups of learners online at the same time.
A device that you wear, e.g. glasses or a watch, that collects and shares data about you. One common example is a Fitbit (wristband), that tracks your heart rate, number of steps walked, quality of sleep, etc. and then sends that to your online profile. Your data is then analysed and useful information returned to the user. In elearning circles, the potential lies in collecting real-time data from learners, allowing us to gauge and analyse the learner experience, and provide learners with data about their own performance to allow them to modify and improve their knowledge and actions.
An online workshop, seminar or interactive presentation. Used frequently in the elearning industry for sharing knowledge and gathering input from learners across locations – almost like an online collaborative classroom.
Web responsive elearning. This type of elearning is developed in an authoring tool that optimises the viewing experience automatically, depending on the device being used. It resizes and reorders elements on the screen for ease of reading.
Experience Application Programming Interface (xAPI)
Otherwise known as the Tin Can or Experience API, this is the software specification that permits communication between learning content and learning systems so as to track all sorts of different learning experiences, outside of those done via web browser.
5 moments of learning need
This idea ties in with performance support. Here are two blogs to help you check if you are meeting all 5 moments of learning need:
– Blog 1: Are You Meeting All Five Moments of Learning Need?
– Blog 2: How to Use The 5 "Moments of Need" Model In Corporate eLearning
This is a model for L&D that corresponds to a proportional breakdown of how people learn effectively. Check out this helpful video, which breaks it down.
We hope you found this glossary useful, it is by no means an exhaustive list so if you have any elearning terms to add or if you would like to talk to use about how Logicearth can solve your elearning challenges, please contact us!