Definitions for some of the terms used in the learning analysis, design and development framework.
LDF OverviewLDF is a systemised methodology to create learning materials and solutions through phases of ANALYSIS, DESIGN and DEVELOPMENT. |
LDF GlossaryDefinitions for some of the phases from the Learning analysis, Design and development Framework |
Training ProgrammesInnovative approaches to tackle the industry’s current and future skills challenges at all stages are being developed and piloted by the Automotive Industrial Partnership |
| Word, Phrase or Acronyms | Depiction |
|---|---|
| ADDIE | Analysis, Design, Development, Implement, Summative |
| AIP | Automotive Industrial Partnership |
| Accreditation | The act of granting credit or recognition, especially to an educational institution that maintains suitable standards. |
| Affective Learning | Across studies of emotion experience and perception. |
| Analyse | Examine (something) methodically and in detail, typically in order to explain and interpret it. |
| Assessment | the act of judging or deciding the amount, value, quality, or importance of something, or the judgment or decision that is madeThe act of judging or deciding the amount, value, quality or importance of something, or the judgement or decision that is made about something .the act of judging or deciding the amount, value, quality, or importance of something, or the judgment or decision that is madethe act of judging or deciding the amount, value, quality, or importance of something, or the judgment or decision that is made |
| Best Practice | A method or technique that has consistently shown results superior to those achieved with other means, and that is used as a benchmark. In addition, a “best” practice can evolve to become better as improvements are discovered. |
| Bloom’s Taxonomy | A way of (method) distinguishing the fundamental questions within the education system. Named after Benjamin Bloom who chaired the committee in 1957 who developed the method. |
| Business Outcome | A increased, measurable end point. |
| Cognitive | Derived from the word Cognition is the set of all mental abilities and processes related to knowledge, attention, memory and working memory, judgment and evaluation, reasoning and “computation“, problem solving and decision making, comprehension and production of language, etc. Cognitive processes use existing knowledge and generate new knowledge. |
| Competence | The ability to do something successfully or efficiently. |
| Competency | Noun of competence. |
| Condition | The circumstances or factors affecting the way in which people live or in which they undertake a task. |
| Criteria | Plural of criterion, is a principle or standard by which something may be judged or decided. |
| Delivery Mechanism | Method by which a subject is given to an individual ie classroom, e-learning. |
| Design Methodology | The set of rules used in the development of something. |
| Enabling Objective | Define the skills, knowledge and attitudes Learners must successfully complete to successfully complete terminal objectives. Enabling objectives help us track Learner competency thanks to three components that include performance, condition, and standards. |
| Evaluation | The making of a judgement about the amount, number, or value of something; assessment. |
| Experiential Learning | Experiential learning is the process of learning through experience, and is more specifically defined as “learning through reflection on doing”. |
| Fit for Purpose | Well-equipped or well suited for its designated role or purpose. |
| Formal Learning | Normally delivered by trained teachers in a systematic intentional way within a school, academy/college/institute or university. |
| Formative Evaluation | A range of formal and informal assessment procedures conducted by teachers/instructors/ trainers, during the learning process in order to modify teaching and learning activities to improve learner attainment. Typically involves qualitative feedback (rather than scores) for both learners and teacher/instructor/trainer focuses on the details of content and performance It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability. |
| Framework | An organised plan or set of standards or learning outcomes that defines the content to be learned in terms of clear, definable standards of what the Learner should know and be able to do. |
| Future Proof | Product and or system unlikely to become obsolete. |
| Human Factors | The scientific discipline concerned with the understanding of interactions among humans and other elements of a system, and the profession that applies theory, principles, data and methods to design in order to optimise human well-being and overall system performance. |
| IAP | Industry Approved Document. |
| Incumbent | The holder of an office or post. |
| Industry Accredited Status | Ensures that certification practices are acceptable, typically meaning that they are competent to test and certify third parties, behave ethically and employ suitable quality assurance. |
| Industry Standard | Generally accepted requirements followed by the members of an industry. |
| Instructional Design Methodology | A systematic process that is employed to develop education and learning solutions in a consistent and reliable fashion. |
| Kinaesthetic learning | American English, kinaesthetic learning (British English), or tactile Learning is a learning style in which learning takes place by the Learners carrying out physical activities, rather than listening to a lecture or watching demonstrations. |
| LDF | Learning Analysis, Design and Development Framework |
| Learner | Individual undertaking the training. |
| Learning Design Plan | Specification of the elements of a learning solution. |
| Learning solution | Activity and or series of activities developed to educate individuals. |
| Management System | Framework of policies, processes and procedures used to ensure that an organisation and or Company can fulfil all tasks required to achieve its objectives. |
| Objective | A thing aimed at or sought; a goal. |
| OECD | The Organisation for Economic Co-operation and Development (OECD) (French: Organisation de coopération et de développement économiques, OCDE) is an international economic organisation of 34 countries, founded in 1961 to stimulate economic progress and world trade. It is a forum of countries describing themselves as committed to democracy and the market economy, providing a platform to compare policy experiences, seeking answers to common problems, identify good practices and coordinate domestic and international policies of its members. |
| OPEX | Examples of an Operating Experience |
| Project Management | The application of processes, methods, knowledge, skills and experience to achieve the project objectives. |
| Psychomotor Learning | Relating to the origination of movement in conscious mental activity |
| Quality Assurance Procedures | A way of preventing mistakes or defects in manufactured products and avoiding problems when delivering solutions or services to customers; which ISO 9000 defines as part of quality management focused on providing confidence that quality requirements will be fulfilled. |
| ROI | Return on Investment |
| SAT | Systematic Approach to Training |
| SME | Subject Matter Expert |
| Safety Case | A structured argument, supported by evidence, intended to justify that a system is acceptably safe for a specific application in a specific operating environment. |
| Social Learning | This theory is the view that people learn by observing others. Associated with Albert Bandura’s work in the 1960s, social learning theory explains how people learn new behaviours, values, and attitudes. For example, a teenager might learn slang by observing peers. |
| Stakeholder | A stakeholder is any individual, group or organisation that can affect, be affected by, or perceive itself to be affected by a programme. |
| Stakeholder Management | A critical component to the successful delivery of any project, programme or activity. |
| Summative Evaluation | The assessment of Learners where the focus is on the outcome of a programme. |
| Tasks | Piece of work to be done or undertaken. |
| Terminal Objective | States the Instructor/Trainers expectations of Learners performance at the end of a specific Learning solution. |
| Theory | System of ideas intended to explain something, especially one based on general principles independent of the thing to be explained. |
| Training Settings | Condition in which the learning solution must take place. |
LDF OverviewLDF is a systemised methodology to create learning materials and solutions through phases of ANALYSIS, DESIGN and DEVELOPMENT. |
LDF GlossaryDefinitions for some of the phases from the Learning analysis, Design and development Framework |
Training ProgrammesInnovative approaches to tackle the industry’s current and future skills challenges at all stages are being developed and piloted by the Automotive Industrial Partnership |
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