E-LEARNING新技術(shù)術(shù)語定義 E-LEARNING NEW TECHNOLOGY DEFINITIONS 資料來源：BRANDONHALL.COM 翻譯：鄒永強(qiáng)
AICC These standards apply to the development, delivery, and evaluation of training courses that are delivered via technology. The Aviation Industry CBT [Computer-Based Training] Committee (AICC) is an international association of technology-based training professionals that develops training guidelines for the aviation industry.
AICC [Aviation Industry CBT [Computer-Based Training] Committee] 這套標(biāo)準(zhǔn)適用于對通過技術(shù)手段進(jìn)行的培訓(xùn)進(jìn)行開發(fā)、傳播和評估。航空工業(yè)計(jì)算機(jī)培訓(xùn)委員會（AICC）是一個(gè)航空工業(yè)領(lǐng)域的計(jì)算機(jī)培訓(xùn)專家們組成的國際協(xié)會。
API An Application Program Interface (API) is a language and message format built into an application that allows it to communicate with operating systems or other computer programs such as database management programs, ERP applications, etc. APIs provide a way for computer applications to speak to each other and work together, sharing data and functionalities
API [An Application Program Interface] 應(yīng)用程序界面是一種語言及信息格式，能讓一種計(jì)算機(jī)應(yīng)用和操作系統(tǒng)或其他計(jì)算機(jī)程序，如數(shù)據(jù)管理程序、ERP應(yīng)用等進(jìn)行溝通交流。應(yīng)用程序界面提供了一種讓不同的計(jì)算機(jī)互相交流、協(xié)同工作并共享數(shù)據(jù)和函數(shù)的方式。
ARCS Keller‘s theory of motivation, which includes attention, relevance, confidence, and satisfaction.
ARCS [attention, relevance, confidence, and satisfaction.] Keller的激勵理論，包括：引起注意、提供相關(guān)性、建立自信和獲得滿足。
ASP An Application Service Provider (ASP) is a company that offers access, over the Internet, to software applications that would otherwise need to be located on a client‘s own computer. Using ASP applications frees a company from the cost and effort of software installation and upgrades since the application resides on the ASP‘s servers. (for more information on ASPs, see Learning Management Systems 2001)
ASP [Application Service Provider] 應(yīng)用服務(wù)提供商（ASP）是提供通過互聯(lián)網(wǎng)接入軟件應(yīng)用的公司，否則那些應(yīng)用軟件就要安裝在客戶自己的計(jì)算機(jī)里。由于該應(yīng)用位于應(yīng)用服務(wù)提供商服務(wù)器上，使用該應(yīng)用的公司得以免除軟件安裝和升級的成本和辛苦。
Asynchronous Asynchronous e-Learning happens when communication between people does not occur simultaneously. Some examples of asynchronous e-Learning include taking a self-paced course, exchanging e-mail messages with a mentor, and posting messages to a discussion group. The advantages of asynchronous learning are convenience, accessibility, and the fact that it is self-paced. The disadvantages of asynchronous learning are that the student may feel isolated or be less motivated without any real-time human interaction. In addition, asynchronous e-Learning does not provide immediate feedback on a student’s performance, leaving adjustments to training until after an evaluation is completed. See also Synchronous .
Authoring Tool A software application, used by non-programmers, that utilizes a metaphor (book, or flow chart) to create on-line courses. (for more information on authoring tools, see Authoring Tools Buyer‘s Guide; and Authoring Tools Strategy Report)
Behavior An action that is an overt, observable, measurable performance.
行為 [Behavior] 行為是一種公開的、可觀察的、能衡量的表現(xiàn)。
Business Requirements Business requirements define conditions that any acceptable solution should meet. Business requirements identify the needs of the learner, manager and training administrator regarding what the system can do for them. (for more information on this topic, see How to Identify and Document Business Requirements for LMS Selection) See also System Requirements.
Collaborative Tools Collaborative Tools allow learners to work with others via e-mail, threaded discussions, or chat. In some cases, collaboration is used on 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. (for more information on collaborative tools, see Collaboration Tools for E-Learning)
Competency Management Competency Management is used to identify skills, knowledge and performance within an organization. Such a system lets an organization spot gaps and introduce appropriate training, compensation and recruiting programs based on current or future needs. (for more information on competency management systems, see Learning Management Systems 2001) 能力管理 [Competency Management] 能力管理是用于確定組織中的技巧、知識和表現(xiàn)。這個(gè)系統(tǒng)能讓組織發(fā)現(xiàn)差距，根據(jù)當(dāng)前或?qū)淼男枨箝_展適當(dāng)?shù)呐嘤?xùn)，進(jìn)行補(bǔ)充或招募計(jì)劃。 Content gathering The process of gathering all of the content required to teach instruction. The designer will work closely with the SME during this process and will independently identify “dead wood.” 內(nèi)容搜集 [Content gathering] 搜集所有教學(xué)中需要的內(nèi)容的過程。設(shè)計(jì)者在該過程中將與學(xué)科問題專家密切合作，并且將獨(dú)立地確定內(nèi)容有用與否。
Content Management System Content Management Systems (CMS) are used to store and subsequently find and retrieve large amounts of data. Content Management Systems work by indexing text, audio clips, images, etc., within a database. In addition, CMS often provide version control and check in/check out capabilities. Using robust built-in search capabilities, users can quickly find a piece of content from within a database by typing in keywords, the date the element was created, the name of the author, or other search criteria.Content Management Systems are often used to create information portals for organizations and can serve as the foundation for the practice of knowledge management. They can also be used to organize documents and media assets. For example, a newspaper agency may use a content management system to provide an archive of every story ever written for the paper. Likewise, they might use the CMS to provide an extensive library of photographs that are reusable for future stories. (for more information on this topic, see Learning Content Management Systems)
內(nèi)容管理系統(tǒng) [Content Management System] 內(nèi)容管理系統(tǒng)（CMS）用于存儲大量的數(shù)據(jù)，并進(jìn)而發(fā)現(xiàn)和重新找回它們。內(nèi)容管理系統(tǒng)通過一個(gè)數(shù)據(jù)庫里的索引文獻(xiàn)、音頻剪輯、圖像等工作。另外，它常常提供版本控制和登錄及檢驗(yàn)功能。通過強(qiáng)大的內(nèi)置搜索功能，只需鍵入關(guān)鍵詞、元素創(chuàng)建的時(shí)間、作者的姓名或其他搜索標(biāo)準(zhǔn)，用戶可以很快的在數(shù)據(jù)庫里找到微不足道的內(nèi)容。 內(nèi)容管理系統(tǒng)常常用于創(chuàng)造企業(yè)組織的信息入口，可以作為知識管理應(yīng)用的基礎(chǔ)。它們可以用于組織文檔和媒體資產(chǎn)。例如，一個(gè)報(bào)紙的代理商也許會用內(nèi)容管理系統(tǒng)來形成每一條新聞的檔案。同樣的，他們可以用其來提供一個(gè)為未來新聞服務(wù)的可復(fù)用的大型圖片庫。 Criterion-reference test Items designed to measure performance for one objective. 標(biāo)準(zhǔn)參考測試 [Criterion-reference test] 被設(shè)計(jì)用來衡量某種表現(xiàn)是否符合目標(biāo)。
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. (join our discussion groups on LMS, AT, Evaluation, and International Training at www.brandon-hall.com/disgroup.html)
EPSS Electronic performance support system (typically used for software applications).
EPSS [Electronic performance support system] 電子績效支持系統(tǒng)（尤其是應(yīng)用于軟件應(yīng)用）
ERP/HRIS Enterprise Resource Planning (ERP) is an industry term for large, often multi-module software applications that manage many facets of a company‘s operations including product planning, parts purchasing, maintaining inventories, interacting with suppliers, providing customer service, tracking orders, and managing resources and financials. SAP, PeopleSoft, and J.D. Edwards are some well-known ERP providers.Human Resource Information Systems (HRIS) are similar to ERP applications but are aimed specifically at the management of a company‘s human resources.
ERP/HRIS [Enterprise Resource Planning/ Human Resource Information Systems] 企業(yè)資源計(jì)劃（ERP）是一個(gè)關(guān)于大型的、常常是多模塊軟件應(yīng)用的行業(yè)術(shù)語，這些軟件管理了公司運(yùn)作的很多方面，包括產(chǎn)品計(jì)劃、零件交易、存貨管理、與供應(yīng)商聯(lián)系、提供客戶服務(wù)、跟蹤記錄以及管理資源和財(cái)務(wù)。SAP, PeopleSoft, and J.D. Edwards是一些較有名的提供商。 人力資源信息系統(tǒng)（HRIS）和ERP應(yīng)用很相似，但它尤其針對公司的人力資源管理。
Feedback Information provided to learners about the correctness of their response (different from remediation).
IMS The Instructional Management Systems (IMS) is a set of technical specifications defining how learning materials will be exchanged over the Internet and how organizations and individual learners will use these materials. Initiated by Educom and developed through a partnership of academic, commercial and government organizations, the goal of these specifications is the adoption of a set of open standards for Internet-based education.
Instructor-led Training vs. Classroom Training For a few years, most of us have referred to the traditional training that takes place in a classroom or workshop as Instructor-led training. However, with more and more collaboration, several organizations are providing an academic structure to their courses. They are now offering their tools in the corporate training space that are both online and instructor-led. Therefore, I think we should update our term to “classroom based” as the term for traditional training that takes place in a classroom without the benefit of technology. 教師指導(dǎo)的培訓(xùn)VS 課堂培訓(xùn) [Instructor-led Training vs. Classroom Training] 很多年來，大多數(shù)人把在教室里或工作間里進(jìn)行的培訓(xùn)稱做教師指導(dǎo)的培訓(xùn)。然而，在越來越多的協(xié)作下，一些組織為他們的課程提供了一種學(xué)術(shù)框架。他們現(xiàn)在在公司的培訓(xùn)場所（包括在線的和教師指導(dǎo)下的）里加入了一些協(xié)作工具。所以，我覺得，我們應(yīng)該及時(shí)更新“基于教室的”這個(gè)術(shù)語的含義，改為在教室里進(jìn)行不采用技術(shù)輔助的傳統(tǒng)培訓(xùn)。
Integrated Learning Management System See Learning Management System /Integrated Learning Management System
Instructional analysis Procedures to determine what type of skills or knowledge is required for a learner to achieve a goal. 教學(xué)分析 [Instructional analysis] 是一個(gè)決定學(xué)習(xí)者為了達(dá)到一定教學(xué)目的需要哪些知識和技能的過程。
Instructional strategy Plan of activities (with or without an instructor) to teach content and sequence learning experience.
Instructor guide A set of materials that provide direction, answers to tests, helpful hints, or any supplement information. 教學(xué)指導(dǎo) [Instructor guide] 它是一套資料，提供學(xué)習(xí)指導(dǎo)、試卷答案、幫助性提示或任何補(bǔ)充信息。
ISD Model Instructional Systematic Design Model, developed in the 1960‘s provides a methodical process for the design and development of instruction.
JDBC Java Database Connectivity (JDBC) is an application program interface to connect programs written in Java to the data in popular databases. Whereas programs written for Microsoft, Windows, UNIX, OS/2, and Macintosh platforms often use the Open Database Connectivity (ODBC) standard, programs written in Java use JDBC. (for more information on this topic, see Learning Management Systems 2001) JDBC [Java Database Connectivity]
Job aid Often generated in paper or electronic format, used to relieve learner to rely on memory to remember a skill (typically procedure). 工作幫助 [Job aid] 通常采用書面或電子形式，用來減輕學(xué)習(xí)者對工作技能（尤其是過程之類）的記憶負(fù)擔(dān)。
Kirkpatrick Training Evaluation Many years ago, Donald Kirkpatrick created four levels of evaluation for training. The first level answers the question: did the trainees like the training? The second level assesses whether they understood the material and could pass a test on it. The third level, usually involving a follow-up to the training six months down the road, examines whether the training changed the behavior of the trained. Level four evaluation tries to determine whether the training had a bottom-line impact on the company, i.e., did trainees sell more or waste less or somehow affect the financials of the company in a positive way as a result of the training.
Kirkpatrick培訓(xùn)評估 [Kirkpatrick Training Evaluation] 很多年以前，Donald Kirkpatrick創(chuàng)造了培訓(xùn)評估的四個(gè)層次。第一個(gè)層次回答了一下問題：被培訓(xùn)者喜歡培訓(xùn)嗎？第二層次確定他們是否能夠理解資料并通過測試。第三層次，通常是涉及到培訓(xùn)6個(gè)月之后的事，考察培訓(xùn)是否改變了被培訓(xùn)者的行為。第四層次決定了培訓(xùn)是否對公司有一個(gè)最低層次的影響，即被培訓(xùn)者在培訓(xùn)之后是否銷售更多、浪費(fèi)減少或在某種程度上通過積極的方式影響公司的財(cái)務(wù)狀況。
Knowledge Management System A Knowledge Management System is an application that collects, stores, and makes information available among individuals in an organization. This 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. (for a free white paper on the convergence of KM/ LM, see http://www.brandonhall.com/public/whitepapers/)
Learning Content Management System A learning content management system is an environment where developers can create, store, reuse, manage and deliver learning content from a central object repository, usually a database. LCMS generally work with content that is based on a learning object model. These systems usually have good search capabilities, allowing developers to find quickly the text or media needed to build training content.Learning Content Management Systems often strive to achieve a separation of content, which is often tagged in XML, from presentation. This allows many LCMS to publish to a wide range of formats, platforms, or devices such as print, Web, and even Wireless Information Devices (WID) such as Palm and windows CE handhelds, all from the same source material. (for more information on this topic, see Learning Content Management Systems)
Learning Environment A Learning Environment is software designed as an all-in-one solution that can facilitate online learning for an organization. It includes the functions of a learning management system for those courses within the learning environment, but it may not be able to track online courses that were not created within this particular learning environment. A learning environment is characterized by an interface that allows students to register and take courses, staying within that environment for the duration of the course. The program will usually include some self-instructional portions, along with an academic model of a multi-week course. This model is often facilitated by an instructor, where a group can proceed on a week-to-week basis with seminar assignments. Most learning environments also include an authoring capability for creation of additional courses for the instructor.
Learning Management System (LMS) A Learning Management System (LMS) is software that automates the administration of training events. All Learning Management Systems manage the log-in of registers users, manage course catalogs, record data from learners, and provide reports to management. There used to be a distinction between Learning Management Systems and more powerful Integrated Learning Management Systems. That distinction has now disappeared. The term Learning Management System is now used to describe a wide range of applications that track student training and may or may not include functions such as: Authoring Classroom management Competency management Knowledge management Certification or compliance training Personalization Mentoring Chat Discussion boards (for more information on this topic, see Learning Management Systems 2001)
Learning Object Learning objects (LO), also called Reusable Learning Objects, are not really a set technology, but rather a philosophy for how content can be created and deployed. Learning Objects refer to self-contained chunks of training content that can be assembled with other Learning Objects to create courses and curricula, much the same way a child‘s Lego blocks are assembled to create all types of structures.Learning Objects are designed to be used in multiple training contexts, aim to increase the flexibility of training, and make updating courses much easier to manage. Update a part of a learning object and the change should appear in any course using that Learning Object. The size of a Learning Object differs based on the instructional designer, from as small as a single page of content to as large as is required to contain an objective, presentation material, a practice section, and an assessment. (for more information on the use of learning objects, see Learning Content Management Systems)
Media Text, graphics, audio, video, or human element used to teach.
媒體 [Media] 用于教學(xué)的文本、圖片、音品、視頻或者人力要素
Module An integrated “theme” of content — typically one component of a course or a curriculum 模塊 [Module] 一個(gè)完整的內(nèi)容主題——經(jīng)常是一堂課或者一門課程的一個(gè)部分。
Modality Delivery medium determined for the delivery of instruction. Ranges from ILT, CBT, WBT, and Distance Learning to paper-based, read-ahead packages, journals and peer modeling. 形態(tài) [Modality] 教學(xué)傳播的媒介，從ILT、CBT、WBT以及遠(yuǎn)程學(xué)習(xí)到紙質(zhì)媒介、前期閱讀材料、期刊雜志到學(xué)習(xí)者配對模型。
Needs assessment Formal process of identifying discrepancies between a learner‘s current performance vs. an organization‘s desired performance for that employee. Identify whether training is the solution. Pre-test and Post-test — tests that are given to learners prior to learning or post learning experience. Pre-test judges whether learners need to take training, or can “prescribe” what pieces of a course a learner must take. Post-test will provide remediation for reinforcement and sometimes reports back to management with scores. 需求評估 [Needs assessment] 一個(gè)確定學(xué)習(xí)者現(xiàn)有水平與企業(yè)期望的員工水平之間的矛盾的過程，以決定培訓(xùn)是否是解決問題的辦法。 前測（Pre-test）以及后測（Post-test）——分別在學(xué)習(xí)者學(xué)習(xí)之前和學(xué)完之后進(jìn)行。前測用來判斷學(xué)習(xí)者是否需要參加培訓(xùn)或者“指定”哪些課程學(xué)習(xí)者必須參加。后測將提供補(bǔ)充性的輔導(dǎo)，有些時(shí)候是返回給管理人員的學(xué)習(xí)成績和報(bào)告。
ODBC Open Database Connectivity (ODBC) is an application program interface to access information from numerous different types of databases including Access, dBase, DB2, etc. Although Microsoft Windows was the first to provide an ODBC product, versions now exist for UNIX, OS/2, and Macintosh platforms as well.
QA Quality Assurance (QA) is a widely-used term to describe the techniques, processes, and workflows used to ensure that a company‘s products and services meet standards for excellence.
RFP A Request for Proposal (RFP) is a document produced by a company seeking goods and/or services and distributed to prospective vendors. Vendors then provide proposals based on the criteria specified within the RFP. A request for proposal forces the company seeking goods or services to identify its business and technical requirements. It also forces the vendor to state in writing to what extent they can meet the company‘s requirements. (for information on RFPs, see How to Develop a Request for Proposal for LMS Selection)
RFP [Request for Proposal] 需求方案說明書（Request for Proposal）由那些需要某種商品或服務(wù)的公司提出并分發(fā)給那些預(yù)期中可能的供應(yīng)商。供應(yīng)商隨即提供針對該需求方案標(biāo)準(zhǔn)說明的提案。撰寫需求方案說明書要求那些需要某種商品或者服務(wù)的公司確定他們在商業(yè)上和技術(shù)上的需求，同時(shí)要求供應(yīng)商在文件中闡明他們能在多大程度上滿足這些需求。
SCORM The Sharable Courseware Object Reference Model (SCORM) is a set of specifications that, when applied to course content, produces small, reusable learning objects. A result of the Department of Defense‘s Advanced Distributed Learning (ADL) initiative, SCORM-compliant courseware elements can be easily merged with other compliant elements to produce a highly modular repository of training materials. (for more information on this topic, see Learning Management Systems 2001)
Skill Gap Analysis A Skill Gap Analysis compares a person‘s skills to the skills required for the job to which they have been, or will be, assigned. The purpose is to identify clearly the skills employees need in order to succeed in their current or planned positions and to compare employee skills against those requirements. The result is an improved understanding of exactly which skills employees need to develop further. A simple Skill Gap Analysis consists of the list of skills required for a specific job along with a rating of the employee‘s level for each skill. Ratings below a certain predetermined level identify a skill gap.
技能差距分析 [Skill Gap Analysis] 技能差距分析比較個(gè)人技能與其從事或想要從事的工作所需技能之間的差距。目的是清楚地確定員工所需要的技能，使其能夠在現(xiàn)在或?qū)淼膷徫簧铣晒ぷ鳌７治鼋Y(jié)果是正確地理解哪些技能是員工在將來急需提升的。一個(gè)簡單的技能差距分析包括一份從事特定工作所需技能的清單以及掌握每個(gè)技能所代表的員工水平級別。這些預(yù)先確定的水平層級確定了技能差距。
SME Subject Matter Expert who is an expert in the domain of the course. Critical component in the success of task analysis and content gathering.
SME [Subject Matter Expert] 學(xué)科問題專家（Subject Matter Expert）是該課程領(lǐng)域的專家，在內(nèi)容搜集和任務(wù)分析時(shí)起關(guān)鍵作用。
Summative evaluation Used after an instructional program to determine worth of program and usefulness to learner.
Synchronous Synchronous, or live e-Learning, means that communication occurs at the same time between individuals and information is accessed instantly. Examples of synchronous e-Learning include real-time chat, and video/audio conferencing.Synchronous e-Learning can provide instant feedback on a student‘s performance and allows the training to be adjusted immediately if needed. The disadvantages of synchronous e-Learning are that the training is not self-paced and the logistics of scheduling, time zones, and student availability need to be managed. (for more information on this topic, see How to Determine Readiness for Live E-Learning; and How to Choose a Live E-Learning Tool for Your Organization) See also Asynchronous.
System Requirements System requirements focus on the technological conditions including the operating system, programming language, database, hardware configuration, bandwidth, processing power, etc., required to run a software application correctly. Business requirements focus on the needs of people; system requirements focus on the needs of machines. See also Business Requirements.
Task analysis Process by which an instructional designer (through observation, questionnaires, focus group sessions, or one-on-one Q&A with an SME) extrapolates the steps necessary to perform a skill or to build knowledge. Identifies learning objectives and sequence of instruction.
TBT Technology-based training. An all encompassing term that can include anything from online learning, CD-ROM, and use technology for learning, usually outside the classroom.
