Multimedia is a form of communication that uses a combination of different content forms such as text, audio, images, animations, or video into a single interactive presentation, in contrast to traditional mass media, such as printed material or audio recordings, which features little to no interaction between users. Popular examples of multimedia include video podcasts, audio slideshows and animated videos. Multimedia also contains the principles and application of effective interactive communication such as the building blocks of software, hardware, and other technologies. The five main building blocks of multimedia are text, image, audio, video, and animation.
Instructional design (ID), also known as instructional systems design (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.
Teaching is the practice implemented by a teacher aimed at transmitting skills to a learner, a student, or any other audience in the context of an educational institution. Teaching is closely related to learning, the student's activity of appropriating this knowledge. Teaching is part of the broader concept of education.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.
Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.
Computer literacy is defined as the knowledge and ability to use computers and related technology efficiently, with skill levels ranging from elementary use to computer programming and advanced problem solving. Computer literacy can also refer to the comfort level someone has with using computer programs and applications. Another valuable component is understanding how computers work and operate. An individual's level of computer literacy is measured on the scale of how skilled they are when it comes to using computers and other related tools to achieve a goal. Computer literacy may be distinguished from computer programming, which primarily focuses on the design and coding of computer programs rather than the familiarity and skill in their use. Various countries, including the United Kingdom and the United States, have created initiatives to improve national computer literacy rates.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, edtech, it often refers to the industry of companies that create educational technology.
Agricultural education is the teaching of agriculture, natural resources, and land management. At higher levels, agricultural education is primarily undertaken to prepare students for employment in the agricultural sector. Classes taught in an agricultural education curriculum may include horticulture, land management, turf grass management, agricultural science, small animal care, machine and shop classes, health and nutrition, livestock management, and biology.
Editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally to an authentic audience. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
Business simulation or corporate simulation is simulation used for business training, education or analysis. It can be scenario-based or numeric-based.
Programmed learning is a research-based system which helps learners work successfully. The method is guided by research done by a variety of applied psychologists and educators.
Digital literacy is an individual's ability to find, evaluate, and communicate information by utilizing typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.
An educational video game is a video game that provides learning or training value to the player. Edutainment describes an intentional merger of video games and educational software into a single product. In the narrower sense used here, the term describes educational software which is primarily about entertainment, but tends to educate as well and sells itself partly under the educational umbrella. Normally software of this kind is not structured towards school curricula and does not involve educational advisors.
A chief learning officer (CLO) is the highest-ranking corporate officer in charge of learning management. CLOs may be experts in corporate or personal training, with degrees in education, instructional design, business or similar fields.
Educational psychology & Educational psychologists have identified several principles of learning, also referred to as laws of learning which seem generally applicable to the learning process. These principles have been discovered, tested, and used in practical situations. They provide additional insight into what makes people learn most effectively. Edward Thorndike developed the first three "Laws of learning:" readiness, exercise and effect.
Training and development involve improving the effectiveness of organizations and the individuals and teams within them. Training may be viewed as related to immediate changes in organizational effectiveness via organized instruction, while development is related to the progress of longer-term organizational and employee goals. While training and development technically have differing definitions, the two are oftentimes used interchangeably and/or together. Training and development have historically been topics within adult education and applied psychology but have within the last two decades become closely associated with human resources management, talent management, human resources development, instructional design, human factors, and knowledge management.
Openmind Projects (OMP), in Nong Khai Province, Thailand is a developmental aid organisation focused on helping communities in Thailand, Laos, Cambodia, and Nepal through the creation and management of grass roots projects in the areas of e-learning, education, and environment. The focus of the organisation is using information and communication technologies (ICT) to educate individuals in schools, orphanages, national parks, and villages. Projects rely on volunteers to promote changes in local communities.
One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain educational goals." Other authors including David Boud describe peer learning as a way of moving beyond independent to interdependent or mutual learning among peers. In this context, it can be compared to the practices that go by the name cooperative learning. However, other contemporary views on peer learning relax the constraints, and position "peer-to-peer learning" as a mode of "learning for everyone, by everyone, about almost anything." Whether it takes place in a formal or informal learning context, in small groups or online, peer learning manifests aspects of self-organization that are mostly absent from pedagogical models of teaching and learning.
C-STEM is a UC Approved Educational Preparation Program for Undergraduate Admission for all UC campuses, meaning that participation in the C-STEM program is recognized in the UC admissions process as achievements that have explicitly prepared students for college and career. C-STEM has University of California A-G Program Status. High schools can easily add the A-G approved rigorous C-STEM curriculum to their own school’s A-G course lists to satisfy the UC/CSU admission requirements.
