Analysis Phase:
The first large phase of the Instructional Systems Development process. It usually consists of Needs Assessment, Instructional Analysis, Learner Analysis, Context Analysis, and writing Performance Objectives. When you have completed these four steps, it is usually a good idea to stop and take stock of the project. In some settings you might ask the client to sign off on the performance objectives.

Appeal:
The Appeal of the instruction refers to the reactions of students to the instruction and whether they liked it.

Attitudes:
Attitudes are a type of learning that include emotional, cognitive, and behavioral components. Together they define a learner's reaction to either the content of the instruction or to the instruction itself.

Backward Chaining:
Backward Chaining is an instructional strategy that involves teaching people a linear progression "from the back to the front."

Behaviorism:
Behaviorism is the psychological theory (now largely in disrepute) that suggests that 1. human being can only be studied through their behavior and 2. that such behavior is made of "conditioned operants," consisting of discriminitative stimuli, behaviors, and reinforcing and punishing stimili.

Cognitive psychology:
Cognitive psychology is the psychological theory (or set of theories) that attempts to explain human perception, thinking, and memory in terms of internal processes. The usual cognitive model consists of short- and long-term memory, as well as perceptual, attentional, and thinking processes.

Cognitive Strategies:
Also called Metacognition, Cognitive Strategies are essentially thinking about thinking. With Cognitive Strategies we monitor and control our own thinking and learning processes.

Concept:
A concept is a basic building block of thinking. It can be thought of as combining both discrimination and generalization. To learn a concept one must learn to distinguish instances of the concept from non-instances. At the same time one must apply the concept generally to a wide range of sometimes diverse examples. "Dog" is a good example of this simultaneous process. Sometimes learning a concept also involves learning a verbal definition of it.

Constructivism:
Constructivism is an approach to human learning and thought that comes from studies of developmental psychology. It stresses that individuals are not passive recipients of information but actively construct their own meaning and knowledge from experiences and information.

Context Analysis:
Context Analysis is the analysis of the environment in which both the instruction and the ultimate performance take place.

Design Document:
The outcome of the Design step in the Instructional Systems Development process is often a Design Document, which covers how the instruction will proceed, including media, objectives clustering and sequencing, and instructional strategies and tactics.

Design Phase:
The overall phase of the Instructional Systems Development process in which you draw the blueprints for the instruction and assessment that you will later develop in detail.

Development Phase:
The overall phase of the Instructional Systems Development process in which the instructional materials and media are actually produced. Depending on choices made during the design of the instruction, these materials may include student guides, teacher guides, workbooks, presentations, computer-assisted instruction, videos, web sites, and much more.

Effectiveness:
The Effectiveness of the instruction refers to how well the learners have achieved the objectives.It may also refer to other, unintended outcomes of the instruction.

Efficiency:
The Efficiency of the instruction refers to whether the instruction meets its goals with the best use of the resources devoted to it.

Formative Evaluation:
Evaluation of instructional materials as they are being developed (formed) with the purpose of improving them.

Implementation Phase:
The Implementation Phase of the Instructional Systems Development process is when the instruction is actually used with the intended learner audience.

Incentive:
An incentive is an external condition that may be a reason for someone to perform (or not to perform) in a given way.

Instructional Analysis:
The Instructional Analysis step in the Instructional Systems Development process is designed to help the designer understand and specify exactly how one performs whatever tasks are being analyzed.

Intellectuall Skills:
Intellectual skills are the type of learning most common in schools and much of training. Encompasses a wide range of mental or cogntive learning, including concepts, rules, procedures, and problem solving.

Job Performance:
Job Performance is the third level of evaluation. It refers to whether the learners improved their ability to do their jobs as a result of the instruction. In educational settings it may refer to whether schools successfully prepare their students for jobs.

Knowledge and skills:
Knowledge and skills are what a learner may have, internally, that enable her/him to perform well. A lack of knowledge skills is a common cause of poor performance, which instruction may alleviate.

Learner Analysis:
In Instructional Systems Development a Learner Analysis is the process of understanding the audience for the instruction. This may include gathering data on such things as the current state of the learners' knowledge and skills, their learning preferences and styles, their aptitudes, their attitudes, and a variety of other traits.

Learner Control:
With new technologies, we are able to provide instructional materials with which learners can decide such things as the sequence of topics they see, the pace at which they learn, and other key characteristics of the instruction. This is called Learner Control.

Levels of Evaluation:
According to Kirkpatrick, there are four levels of evaluation of instructional materials: 1. Student Reactions, 2. Student Learning, 3. Job Performance, and 4. Organizational Results.

Media Selection:
Media Selection is the process of determining which media will be most appropriate to deliver the instruction as designed.

Media:
Media are the range of ways of presenting instructional materials, including video, audio, computers, and so forth.

Motivation:
Motivation is an internal condition of a performer that is very difficult to change, especially quickly. Lack of incentives is often mistaken for a lack of motivation. Oddly, many of our institutions do a much better job of reducing motivation than of increasing it.

Motivational Design of Instruction:
According to Keller, there are four elements involved in ensuring that people are motivated to learn: Attention, Relevance, Confidence, and Satisfaction. Together, these form the ARCS model.

Need:
In Performance Technology and Instructional Technology a "Need" is defined as a gap between what is and what should be. The optimals and the actuals are always defined in terms of actual results, not inputs or processes.

Needs Assessment:
The Needs Assessment is usually the first step in the Instructional Systems Design process. In it. you gather and analyze data to determine 1. whether there is a performance problem that is worth solving, 2. what the cause(s) of the problem is/are, 3. whether instruction is an appropriate solution to the problem, and, if so, 4. what the overall goal of the instruction is.

Nine Events of Instruction:
According to Robert Gagne, there are nine different conditions we must provide in the external world in order for learning to take place internally. These nine events of instruction are gain attention, inform learner of the objectives, stimulate recall of prerequisite information, present stimuli, provide learning guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer.

Organizational Results:
Organizational Results is the fourth level of evaluation. It refers to whether an intervention such as instruction improved the position of the organization. In training, this might be measured by productivity or profitability. In education, it might refer to things such as citizenship abilties and others.

Performance Objective:
Performance Objectives (also known as Behavioral Objectives, Learning Objectives, and so on) are precise statements of what individuals should be able to do to demonstrate their knowledge and skills in an area. At a minimum they will contain an active verb specifying an observable behavior, a set of conditions under which the behavior will occur, and an explicit or implicit criterion for how well the behavior must be performed.

Problem Solving:
Problem Solving is the process of using concepts, rules, and procedures to deal successfully with new and previously unencountered situations.

Procedure:
A Procedure is a set of intellectual steps that can be learned and used.

Psychomotor Skills:
Psychomotor Skills are physical skills such as driving, keyboarding, sports, and many others. As its name implies, there is both a psychological and a physical component to all Psychomotor Skills.

Revisions:
The outcome of any Formative Evaluation process should be the revision of the instruction and the materials to improve the effectiveness, efficiency, and appeal of the instruction.

Rule:
A Rule is the intellectual skill or construct that relates two or more concepts. There may be rules that are made up by human beings or rules that are discovered in nature.

Student Assessment:
Based on the performance objectives, the student assessment materials are the means for learning whether and when those objectives are met. May include paper-and-pencil tests but are not limited to them.

Student Learning:
Student Learning is the second level of evaluation. It refers to whether learners attained the objectives of the instruction.

Student Reactions:
Student Reactions is the first level of evaluation. It refers to assessing whether learners liked the instruction. It is often measured with surveys.

Summative Evaluation:
Evaluation done after a set of instructional materials are complete to summarize their success or failure.

Verbal Information:
A basic level of learning which involves learning facts and groups or systems of facts.