Glossary

The Americans with Disabilities Act of 1990 or ADA is a civil rights law that prohibits discrimination based on disability.

ADDIE stands for Analysis, design, development, implementation, and evaluation. ADDIE is a general model which is widely used for instructional design. In this model, each step has an outcome that feeds into the subsequent step.

An evaluation process that involves real-world tasks that demonstrate students' ability to apply their skills and knowledge in practical situations.

Learning objectives for each module and course outcomes are often created based on the Bloom's taxonomy. This framework is a system of categories for classifying instructional objectives according to two dimensions: cognitive process and types of knowledge. There are six levels of skills in this framework. From lowest to highest, they are remembering, understanding, applying, analyzing, evaluating, and creating.

Learning tasks designed to require cooperation among students, promoting interaction and collective problem-solving.

Course alignment is a fundamental principle in instructional design practice that ensures alignment at three levels. At the first level, course outcomes need to be in good alignment with some program-level outcomes. At the second level, module learning objectives need to align well with course outcomes and make sure all course outcomes are addressed. At the third level, module learning objectives should align well with assessments, learning resources, and learning activities within a course.

Course outcomes state what students will be able to do, know, and value upon their completion of one course. Course outcomes are often identified when courses are first offered.

Positioned on the top of the course screen, ensuring that it stays accessible for instructor and student navigation.

Diversity, equity, and inclusion (DEI) pedagogy is a way of teaching that aims to create learning environments that are inclusive and equitable, and that give all students an equal opportunity to succeed.

Learner analysis is to identify learn characteristics, including prior knowledge, attitudes, etc.

Module learning objectives state what students will be able to do, know, and value upon their completion of one module. Learning objectives serve as the foundation for aligning assessments and learning activities with course outcomes and program-level outcomes.

The SUNY Online Quality Review (OSCQR) Rubric is an openly licensed course review tool developed by SUNY Online in collaboration with SUNY campuses. It is designed to ensure that online and blended courses are learner-centered, which provides inclusive learning experiences that prioritize learners' needs, goals, and preferences to engage learners and promote and foster their learning.

Program-level outcomes state what students will be able to do, know, and value upon their completion of one program. Program-level outcomes provide the foundation for course and module objectives. These outcomes should be aligned with the mission and goals of the institution, as well as industry standards and accreditation requirements.

Regular and Substantive Interaction (RSI compliance is the legal federal requirement that distinguishes the status of courses between distance education and correspondence courses)

Social belonging is the subjective feeling of inclusion or acceptance into a group of people

Social capital is the value derived from positive connections between people.

Defines how participants relate to one another, which in turn affects their ability to communicate effectively.

Tools and platforms used to facilitate and enhance the assessment of student learning, including digital portfolios, automated grading systems, and interactive simulations.