# data[].attributes.headline
Synthesis: thinking skills that involve connecting information. 

# data[].attributes.subject
Synthesis: thinking skills that involve connecting information. 

# data[].attributes.headline
Situated learning: The concept that learning occurs best through engagement in an activity or process that is relevant to the knowledge to be gained. 

# data[].attributes.subject
Situated learning: The concept that learning occurs best through engagement in an activity or process that is relevant to the knowledge to be gained. 

# data[].attributes.headline
Procedural Knowledge: Awareness of the various processes important to a task. Knowledge of proper sequencing or formatting if applicable. 

# data[].attributes.subject
Procedural Knowledge: Awareness of the various processes important to a task. Knowledge of proper sequencing or formatting if applicable. 

# data[].attributes.headline
Prior Knowledge: A universally acknowledged requirement for learning. Refers to information previously learned and interacts with new information.

# data[].attributes.subject
Prior Knowledge: A universally acknowledged requirement for learning. Refers to information previously learned and interacts with new information.

# data[].attributes.headline
Pedagogy: The strategies and practices of teaching; specifically to young people.

# data[].attributes.subject
Pedagogy: The strategies and practices of teaching; specifically to young people.

# data[].attributes.headline
Objective: A statement of learner expectations upon completion of the course. 

# data[].attributes.subject
Objective: A statement of learner expectations upon completion of the course. 

# data[].attributes.headline
Learning object: any digital entity which can be used or referenced during technology supported teaching.

# data[].attributes.subject
Learning object: any digital entity which can be used or referenced during technology supported teaching.

# data[].attributes.body
Example: tablet, article, graph

# data[].attributes.headline
Learner analysis : The determination of characteristics of a learning population; typically including prior knowledge and attitudes. 

# data[].attributes.subject
Learner analysis : The determination of characteristics of a learning population; typically including prior knowledge and attitudes. 

# data[].attributes.attachment_link.readable_text
Learner Analysis

Understanding the size and demographic of your learner population enables you to design a course that best addresses their range of needs. For example, the types of interactions in the course and the level of feedback you can provide will vary, depending on whether it is a large class that is required for a major with hundreds of learners or a graduate level seminar with just a few. Additionally, individual learner profiles should inform your course design.

The considerations listed below are important when you are thinking about your learners and determining what kind of course design, content, and delivery method will help them grow.

Being able to answer these questions as well as understand the reasoning behind them is critical to genuinely connecting to your learners and creating an effective online environment for them.

Factors to Consider about the Learners

Characteristics:

Who are my learners?

What is motivating learners to take this course?

Are learners taking my course to earn a degree or expand their professional skills in this subject area?

Do my learners have any professional experience?

Why:

Understanding the unique characteristics of your learners will help you design a course to leverage their intrinsic motivations. Additionally, identifying characteristics of a cohort or group can offer additional opportunities to engage your learners on that common ground. For example, an executive MBA program may expect learners with some degree of professional experience, while learners in an undergraduate course may not have any relevant work history.

Prior Knowledge:

What do my learners already know?

Are learners familiar with the subject matter?

Have the learners completed the appropriate prerequisite coursework?

Do the learners have the technology skills necessary to complete assignments?

Why:

Having an idea of your learners' knowledge base will help you focus your instructional goals. This way you do not spend valuable time reviewing material that they already know or expect them to succeed with concepts for which they do not yet have sufficient foundation.

Multicultural Considerations:

Where are my learners coming from?

Do any examples require specific cultural knowledge?
(e.g., baseball or sailing)

Do the learners have language barriers?

Is the content culturally sensitive?

Why:

The intent of instruction is to communicate with the learners, so it is important to be aware of any cultural factors that may impede or adversely impact the flow of information. In an online environment, this is particularly important because you cannot read body language or make eye contact with the learners.

Access to Technology:

How does access to electronic and web tools impact the learners?

How does access to electronic and web tools impact the learners?

How will learners access your course?
(e.g., computer lab or personal devices)

Do the learners have access to all equipment necessary to complete assignments?
(e.g., video camera or software)

Are your materials universally accessible?
(e.g., mobile-friendly, closed captioned, meaningful link titles, etc.)

Why:

As an educator, you want to be certain that all of your learners have the tools they need to succeed. If the content is developed and shared digitally, it is best to design with these considerations in mind so that you do not have to retrofit the content. You should develop flexible content that can be presented and consumed across various devices so that you do not exclude learners with limited technology options.

# data[].attributes.attachment_link.description
Learner Analysis Understanding the size and demographic of your learner population enables you to design a course that best addresses their range of needs. For example, the types of interactions in the course and the level of feedback you can provide will vary, depending on whether it is a large class that is required for a major with hundreds of learners or a graduate level seminar with just a few.

# data[].attributes.headline
Learning context: The physical location in which instruction is taking place

# data[].attributes.subject
Learning context: The physical location in which instruction is taking place

# data[].attributes.headline
K-W-L Strategy: A reading strategy that guides reading and analysis using a frame that requires readers to identify what they already know what they want to learn and what they have learned from the topic.

# data[].attributes.subject
K-W-L Strategy: A reading strategy that guides reading and analysis using a frame that requires readers to identify what they already know what they want to learn and what they have learned from the topic.

# data[].attributes.headline
Instructivism: When the instructor introduces information, observes and mentors learners in a practice environment, then provides feedback. Also known as "directed" learning environment. 

# data[].attributes.subject
Instructivism: When the instructor introduces information, observes and mentors learners in a practice environment, then provides feedback. Also known as "directed" learning environment. 

# data[].attributes.headline
Goal Analysis: The technique used to dissect a goal to find the steps of action required to achieve it. 

# data[].attributes.subject
Goal Analysis: The technique used to dissect a goal to find the steps of action required to achieve it. 

# data[].attributes.attachment_link.authors[].name
Center for Excellence in Teaching and Learning at OU

# data[].attributes.attachment_link.title
Goals, Objectives, and Learning Outcomes

# data[].attributes.headline
Goal: A explanation of instructional intent, a synopsis of learner expectations.

# data[].attributes.subject
Goal: A explanation of instructional intent, a synopsis of learner expectations.

# data[].attributes.headline
Feedback: A response from facilitator to learner about the accuracy of their performance during practice questions. The response may include the correct answer to the question.

# data[].attributes.subject
Feedback: A response from facilitator to learner about the accuracy of their performance during practice questions. The response may include the correct answer to the question.

# data[].attributes.headline
Evaluation: An activity planned to judge the effectiveness of an instructional program with the purpose of enhancing knowledge. 

# data[].attributes.subject
Evaluation: An activity planned to judge the effectiveness of an instructional program with the purpose of enhancing knowledge. 

# data[].attributes.attachment_link.readable_text
Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics Get This Book

Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology.

Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change.

What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields.

Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise.

How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls.

Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields.

# data[].attributes.attachment_link.title
Read "Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics" at NAP.edu

# data[].attributes.attachment_link.description
Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics Get This Book Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology.

# data[].attributes.headline
Elaborate: to recall on prior knowledge and add information such as details or examples.

# data[].attributes.subject
Elaborate: to recall on prior knowledge and add information such as details or examples.

# data[].attributes.headline
Content curation: The cycle of collecting, reviewing, and maintaining relevant multimedia information.

# data[].attributes.subject
Content curation: The cycle of collecting, reviewing, and maintaining relevant multimedia information.

# data[].attributes.headline
Constraints: Limits on the framework of the project.This may include time allotment, resources, or specifications from the stakeholders.

# data[].attributes.subject
Constraints: Limits on the framework of the project.This may include time allotment, resources, or specifications from the stakeholders.

# data[].attributes.attachment_link.title
No Child Left Behind: Explained & Summarized

# data[].attributes.headline
Concept: Objects unified on the basis of shared characteristics and given common identifying label or symbol.

# data[].attributes.subject
Concept: Objects unified on the basis of shared characteristics and given common identifying label or symbol.

# data[].attributes.attachment_link.readable_text
This article was most recently revised and updated by

religion, human beings' relation to that which they regard as holy, sacred, absolute, spiritual, divine, or worthy of especial reverence. It is also commonly regarded as consisting of the way people deal with ultimate concerns about their lives and their fate after death. In many traditions, this relation and these concerns are expressed in terms of one's relationship with or attitude toward gods or spirits; in more humanistic or naturalistic forms of religion, they are expressed in terms of one's relationship with or attitudes toward the broader human community or the natural world. In many religions, texts are deemed to have scriptural status, and people are esteemed to be invested with spiritual or moral authority. Believers and worshippers participate in and are often enjoined to perform devotional or contemplative practices such as prayer, meditation, or particular rituals. Worship, moral conduct, right belief, and participation in religious institutions are among the constituent elements of the religious life.

The subject of religion is discussed in a number of articles. For treatment of major and historical religious traditions, see African religion; Anatolian religion; ancient Iranian religion; Arabian religion; Baltic religion; Buddhism; Calvinism; Celtic religion; Christianity; Confucianism; Daoism; Eastern Orthodoxy; Eastern rite church; Egyptian religion; Finno-Ugric religion; Germanic religion and mythology; Greek religion; Hellenistic religion; Hinduism; Islam; Jainism; Judaism; Mesopotamian religion; Middle Eastern religion; Mormon; mystery religion; Native American religions; Neo-Paganism; new religious movement; Old Catholic church; Orphic religion; prehistoric religion; Protestantism; Protestant Heritage, The; Roman Catholicism; Roman religion; Shintō; Sikhism; Slavic religion; Syrian and Palestinian religion; Vedic religion; Wicca; Zoroastrianism. For discussion of perspectives on the existence or role within human life of a supreme God or gods, see agnosticism; atheism; humanism; monotheism; pantheism; polytheism; theism. For cross-cultural discussion of religious beliefs, phenomena, and practices, see angel and demon; ceremonial object; covenant; creed; dietary law; doctrine and dogma; dualism, religious; eschatology; ethics; evil, problem of; feast; Five Ways, the; heaven; hell; Last Judgment; meditation; millennialism; miracle; monasticism; Moon worship; mysticism; myth; nature worship; prayer; priest; priesthood; prophecy; Providence; purgatory; purification rite; reincarnation; religious dress; religious symbolism and iconography; rite of passage; ritual; sacrament; sacrifice; sacred; sacred kingship; saint; salvation; scripture; shamanism; sin; soul; Sun worship; theology; worship. For a review of the efforts to systematically study the nature and classify the forms of religious behaviour, experience, and phenomena, see religion, phenomenology of; religion, philosophy of; religion, study of; religions, classification of; religious experience.

The Editors of Encyclopaedia Britannica Adam Augustyn.

# data[].attributes.attachment_link.title
Religion | Definition, Types, Beliefs, Symbols, Examples, Importance, & Facts

# data[].attributes.attachment_link.description
Religion, human beings' relation to that which they regard as holy, sacred, absolute, spiritual, divine, or worthy of especial reverence. Worship, moral conduct, right belief, and participation in religious institutions are among the constituent elements of the religious life.

# data[].attributes.headline
Chunking: Dividing information into units that are linked to create a more in depth lesson.

# data[].attributes.subject
Chunking: Dividing information into units that are linked to create a more in depth lesson.

# data[].attributes.headline
Adaption: A change in the conceptual difficulty or delivery of instruction in order to help an individual learn in the least restrictive environment. 

# data[].attributes.subject
Adaption: A change in the conceptual difficulty or delivery of instruction in order to help an individual learn in the least restrictive environment. 

# data[].attributes.attachment_link.authors[].name
National Center on Intensive Intervention

# data[].attributes.attachment_link.title
Video Non-Example: A teacher describes intervention adaptations and use of instructional adaptations