Glossary of Terms

Welcome to the Glossary page of the DLN web site. You can look up unknown terminology used in the Distributed Learning and defence communities. Defining terms in an emerging field is a never-ending process. Fortunately, we can benefit from the work that has been done by our colleagues in developing glossaries and are indebted to them for their considerable effort.

You will note that we refer extensively to the following glossaries:

CFITES Volume 1, draft glossary (v.11).
Canadian Forces Training Development Centre (CFTDC) Glossary of Distributed Learning Terms for the Distributed Learning Instructor course, 2002.
DLN Governance Policy (draft).
ABCs of e-Learning.
Defence Learning Network – Course Migration Decision Aid, 2002.

All definitions sourced from the above glossaries and documents will have a number at the end of the text, such as (5). This number indicates from which document the definition was sourced.

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

A

ADL Advanced Distributed Learning. The ADL initiative of the U.S. government aims to "ensure access to high-quality education and training materials that can be tailored to individual learner needs and can be made available whenever and wherever they are required". Support from the President, Congress, the Government Accounting Office (GAO), as well as other government agencies, the private sector, and academia has since led to the capturing of a common vision for pursuing this technology. (2)

Asynchronous training. Training where interaction between teachers and students takes place intermittently, not simultaneously, such as through links to HTML content or email, news, or discussion groups. (2)

Asynchronous. Not occurring at exactly the same time. People communicating with asynchronous means receive, compose, and send their messages when they deem convenient. Examples are discussion boards, e-mail, and voice mail. (4)

Audioconferencing. An electronic meeting where participants in different locations use standard telephones or speakerphones, or computers connected to the Internet, to communicate in real-time or synchronously.

Audiographics. A networked-software program that allows an instructor and students to communicate using audio while sharing text.

Authoring tool. A software application or program that allows people to create their own e-learning courseware. Types of authoring tools include instructionally focused authoring tools, Web authoring and programming tools, template-focused authoring tools, knowledge capture systems, text and file creation and linkage systems. (2)

B

Bandwidth. The amount of information that can be carried through a phone line, cable line, satellite feed, or other Internet hook-up. The greater the bandwidth, the greater the speed of your connection, the more data you can receive and your images are of a higher quality. (4)

Blended learning. Refers to combining the four types of distributed learning (instructor-led, self-paced, electronic support systems and informal learning) and also combining e-learning and conventional learning. (4)

C

Canadian Forces Individual Training and Education System (CFITES) — is a management framework designed to optimize the quality and quantity of IT&E, while minimizing the resources dedicated to IT&E programmes. The CFITES is composed of a quality control system, a quantity control process and resource management mechanisms. (DAOD 5031, IT&E) (1)

CBT Computer Based Training. Course or educational material presented on a computer, primarily via CD-ROM or floppy disk. Unlike Web-based training, computer-based training typically does not require that the computer be connected to a network and typically does not provide links to learning resources outside of the course. (2)

Centres of Excellence. Centres of Excellence consist of skilled personnel supported by technology who enable the system to operate from a content delivery and learner management perspective. The CoEs provide learning services and develop improved Distributed Learning (DL) practices for the Managing Authority/Departmental Authority (MA/DA). They are composed of a central body of management, support, and administrative personnel, as well as DL consulting and support personnel. (2)

CFTDC Canadian Forces Training and Development Centre. The DLN Project and CFTDC work closely, testing new technologies and collaborating on such activities as evaluations and the program to train DL instructor. (2)

CMC Computer-mediated-communication. A term sometimes used to describe an on-line discussion. (4)

COE Centres of Excellence. The COEs are one component of the Defence Learning Network. They consist of skilled personnel supported by technology who enable the system to operate from a content delivery and learner management perspective. The CoEs provide learning services and develop improved
e-learning practices for the MA/DA. They are composed of a central body of management, support, and administrative personnel, as well as e-learning consulting and support personnel. (2)

Collaborative Tools. Collaborative Tools allow learners to work with others synchronously or asynchronously via email, threaded discussions, or chat. In some cases, collaboration is used to create an opportunity for team-based projects. Collaborative tools can sometimes provide the ability to host moderated discussion groups, where students and instructors can collaborate on course-related materials or assignments in an asynchronous environment. In addition, real-time synchronous chat allows learners to communicate with their peers and instructors, emulating a physical classroom setting. (2)

Computer conferencing. Using a computer to send and receive text asynchronously via the Internet. This conferencing is most appropriate for groups of 15 to 20 personnel. Discussion boards, and e-mail for private communication, are primarily used. (4)

Continuous Learning — is synonymous with life-long learning The concept reflects the notion that the pace of change in the modern age is such that an individual must continually learn new things to keep up with the times and with a profession, or to be competent in any given job. It stems from research indicating that the half-life of knowledge one learns is decreasing at an alarming, due in part to technology, which permeates all aspects of life so fast, that continuous learning is a general phenomenon across almost every occupational field. The term can also be applied to organizations as a whole. In this context, its common usage can be attributed to globalization and the notion that to survive in today's highly competitive markets, companies must focus on continuous improvement. This in turn implies the need to learn from past mistakes by documenting lessons learned, and through proactive environmental scanning and future focussing. It can be viewed as an umbrella for all other types of learning (individual, team and organizational), as well as a necessary element supporting knowledge management (KM) and collaboration activities and tools. (1)

D

Discussion forums. Not to be confused with a chat application where people exchange typed messages in real time, discussion forums allow people to communicate about various topics by posting messages and replies to messages under the heading of a particular topic. A collection of messages and replies about a topic is often referred to as a thread. (2)

Distance education. Educational situation in which the instructor and students are separated by time, location, or both. Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including written correspondence, text, graphics, audio- and videotape, CD-ROM, on-line learning, audio- and videoconferencing, interactive TV, and facsimile. (2)

Distance Learning (Education). Any form of learning where teachers and students are separated by time and location, or both. In the DND context, distance learning is a sub-set of Distributed Learning. It involves the delivery of standardized training, education or professional development using multiple media and technologies when and where needed. It may involve learner-instructor interaction in both real time (synchronous) and non-real time (asynchronous). It may involve self-paced asynchronous learner instruction without benefit of access to an instructor. In all instances it involves a physical separation between the learner and instructor and usually occurs outside the confines of the resident training establishment or campus. (2)

Distributed Learning. The delivery of standardized training, education or professional development using multiple media and technologies when and where it is needed. It may involve learner-instructor interaction in both real time (synchronous) and non-real time (asynchronous). It may involve self-paced asynchronous learner instruction without benefit of access to an instructor. It does not necessarily involve a physical distance between the learner and instructor or need occur outside the confines of the resident training establishment or campus. The dispatch of instructors from a training establishment to a unit or another location to conduct training, or the hiring of qualified instructors in other locations to conduct the training on behalf of a training establishment fall within the realm of Distributed Learning. (2)

E

e-Learning (electronic learning). Refers to training, education, coaching and information that is delivered digitally. e-Learning is normally delivered through a network or the Internet but it may also be delivered via CD-ROM. In most organizations, personal computers are used to deliver e-learning digitally but personal digital assistants (PDAs) and other wireless devices are increasingly being used. e-Learning therefore includes multimedia CBT (computer-based training) and other forms of technology-assisted learning. (4)

Electronic performance support system (EPSS). An on demand, job performance aid that enables users to access an on-line information about a specific task. EPSS is employed to provide on-line assistance to personnel in the performance of their job. (5) EPSS are high-tech job-aids that combine tutorials, reference libraries, and computer-based training in a single system accessible to workers as-needed. Learners can ask for advice, look up information, and take a class any time, and all at practically the same time. With EPSS, we can learn without leaving our desks or work site. Learning and supports are provided when needed and at the level needed. As companies begin organizing their information irretrievable data forms, EPSS will become more widely used. (2)

F

FTP File Transfer Protocol. A protocol that allows a user to move files from a distant computer to a local computer using a network like the Internet. (2)

G

H

I

Informal Learning. The acquisition of skills and knowledge outside of structured learning events through reading and discussion. This is now facilitated by Web sites and on-line discussion groups. The more structured types of informal learning are sometimes considered to be knowledge management. (2)

Internet-based training Web-based training. Delivery of educational content via a Web browser over the public Internet, a private intranet, or an extranet. Internet-based training provides links to learning resources outside of the course, such as references, email, bulletin boards, and discussion groups. It provides the advantages of computer-based training while retaining advantages of instructor-led training. Internet-based training is used synonymously with Web-based training and on-line training. (2)

J

K

KMR Knowledge Management Repository. A Knowledge Management System is an application that collects, stores, and makes information available among individuals in an organization. Such a system's primary purpose is to capture a company's collective knowledge and then make it simple to retrieve and re-use. A knowledge management system can help companies to avoid reinventing the wheel. It can also enhance the exchange and dissemination of understandings within an enterprise and can increase the level of collaboration between employees. (2)

Knowledge Management. Knowledge management is concerned with the exploitation and development of the knowledge assets of an organization with a view to furthering the organization's objectives. A quote from Bollinger and Smith provides the rationale for organizations looking at knowledge management – "…the goal of knowledge management for an organization should be to create a learning organization that is capable of measuring, storing, and capitalizing on the expertise of employees to create an organization that is more than the sum of its parts."

L

LCC Learning and Career Centre. They are delivery sites for e-learning. LCC's may be contained in dedicated or shared facilities, may be stand-alone or connected in a virtual central network to other Managing Authority (MA), Canadian Forces (CF) or Other Government Departments (OGD) centres, and may currently be funded on a permanent or opportunity basis. The LCCs provide learning services to the MA. The kinds of learning services include: Computers with access to the DLN electronic backbone and DL courseware offered from the MA or other sources; Learning consulting services; Facilities for interactive group learning, teleconferencing, cable TV; Paper-based learning products; and, Learning research materials. (2)

Leader led learning. Unlike self-paced, leader led e-learning always includes an instructor, coach or facilitator. Learners access real-time (synchronous) materials via video conferencing, an audio or text messaging service such as chat. Or learners access delayed materials (asynchronous) through threaded discussions or streamed audio or video. (4)

Learning management system (LMS). An application, running a server connected to the Internet, that provides a suite of capabilities designed to deliver, track, report on, and administer learning content, student progress, and student interactions. The term LMS can apply to very simple course management systems or highly complex, enterprise-wide Distance Learning (DL) environments. Examples include Blackboard, WebCT and Sun's Enterprise Learning Platform (ELP). (2)

Learning Objects — the Sharable Content Object Reference Model (SCORM®) defines a Web-based learning "Content Aggregation Model" and "Run-Time Environment" for learning objects. SCORM® is a collection of specifications adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility and reusability of Web-based learning content. The work of the Advanced Distributed Learning (ADL) Initiative to develop SCORM® is also a process to knit together disparate groups and interests. This reference model aims to coordinate emerging technologies and commercial and/or public implementations. (1)

Listserv. A powerful software program for combining and automating mailing lists and discussion groups on a computer network over the Internet. A form of one-to-many communication using email. (2)

LMS Learning Management System. The Infrastructure platform through which learning content is delivered and managed. A combination of software tools perform a variety of functions related to on-line and offline training administration and performance management. (2)

M

Metatag. An HTML tag identifying the contents of a Website. Information commonly found in the metatag includes copyright info, key words for search engines, and formatting descriptions of the page.

N

Namespace. An XML namespace is a collection of names, identified by a URI reference [RFC2396], which are used in XML documents as element types and attribute names. XML namespaces differ from the "namespaces" conventionally used in computing disciplines in that the XML version has internal structure and is not, mathematically speaking, a set. These issues are discussed in "A. The Internal Structure of XML Namespaces". (Source: Namespaces in XML, World Wide Web Consortium 14-January-1999)

Netiquette. On-line manners. The rules of conduct for on-line or Internet users. (2)

0

On-line community. Meeting place for learners on the Internet designed to facilitate interaction and collaboration among people who share common interests and needs. (2)

On-line learning. Another term for e-learning. The use of Internet and intranet technologies to deliver a broad array of solutions designed to enhance knowledge and performance. Incorporates distance and distributed learning concepts. (2)

Organizational Learning — the intentional use of learning processes at the individual, group and system level to continuously transform the organization in a direction that is increasingly satisfying to its stakeholders. The concept implies the following elements: an expectation that increased knowledge will improve action, in that there is a causal relationship between the quality of knowledge employees have and the effectiveness of the organization (i.e. more information, more accurate information, and more widely shared information); an acknowledgement of the pivotal relationship between the organization and the environment; the idea of solidarity, as in collective or shared thinking. These shared understandings may need to be uncovered, corrected or expanded to facilitate effective organizational action; and a proactive stance in terms of the organization changing itself. Through learning the organization is able to self-correct in response to environmental change or transform itself in anticipation of a desired future. (Dixon, N (1994) (1)

P

PDF. The Portable Document Format is a format for storing all manners of documents. PDF documents can contain sounds and animations in addition to simple images and are binary in nature. PDFs are also fully capable of containing hypertext, but unlike HTML will guarantee proper printout. It is a product of Adobe and free PDF interpreters are available for most machine types.

Performance support tools. On-line materials that learners access to gain help in performing a task, normally in software. The tool normally leads the user through the steps required to perform the task. (4)

Q

R

S

Self-Directed Learning (SDL) — is a strategy used to improve performance; it requires the learner to make decisions about what they need to learn to improve their job performance and initiate activities to meet those learning goals. (1)

Self-paced instruction. Structured learning in which participants access content selecting when, where and how to study. (2)

Self-Paced Learning (SPL) — is structured learning in which participants access content, selecting when, where and how to study. (1)

Sharable Content Object Reference Model (SCORM®) — defines a Web-based learning "Content Aggregation Model" and "Run-Time Environment" for learning objects. The SCORM® is a collection of specifications adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility and reusability of Web-based learning content. This reference model aims to coordinate emerging-technologies and commercial and/or public implementations. (1)

Streaming media. Refers to video clips and audio that begin playing seconds after your computer receives it from the World Wide Web. The media is delivered in a "stream" from the server so that you don't have to wait several minutes or longer to download multimedia files. (4)

Synchronous learning. A real-time, instructor-led on-line learning event in which all participants are logged on at the same time and communicate directly with each other. In a virtual classroom, the instructor maintains control of the class, with the ability to "call on" participants who raise their electronic hands from a distant location. Students and teachers may use a whiteboard to see work in progress and share knowledge. Content can also be delivered using audio- or videoconferencing, Internet telephony, and two-way live broadcasts of lectures to students in a classroom. (2)

Synchronous Learning Environment — is a real-time, instructor-led on-line learning event in which participants are logged on at the same time and communicate directly with each other. Students and teachers may use a whiteboard to see work in progress and share knowledge. Content can also be delivered using audio or video conferencing, internet telephone, and two-way live broadcasts of lectures to students in a classroom. (1)

T

Teleconferencing. Generally, teleconferencing defines people gathered in different locations by means of telecommunications equipment. Today's technology allows users to conference with other users right from their desks. With the visual signal moving across supported protocols (including telephone lines and the Internet) these applications offer an interactive and collaborative atmosphere where learners can work real-time with other teleconference participants. (2)

Threaded discussion. The communications between learners and instructors in leader-led courses are via a delayed (asynchronous means, normally a threaded discussion). These discussions are know by a variety of names including forums, listservs, mailing lists, computer mediated communication. (4)

U

V

Virtual Reality. Using digital and full motion video, software, and specially designed hardware, virtual reality can help learners master new skills. It isolates learners from natural audio and visual sensory inputs (with the use of goggles and headsets) and instead offering a synthetic representation of reality (virtual reality). In this virtual place, learners can try new things without fear of failure or danger. Applications currently focus on entertainment, but future training applications with virtual reality will provide an outstanding vehicle for simulations and labs. (2)

W

WBT Web-based training. Delivery of educational content via a Web browser over the public Internet, a private intranet, or an extranet. Internet-based training provides links to learning resources outside of the course, such as references, email, bulletin boards, and discussion groups. It provides the advantages of computer-based training while retaining advantages of instructor-led training. Internet-based training is used synonymously with Web-based training and on-line training. (2)