有用的定义

可访问性 – The practice of making products, services, environment, or information available and usable to as many people as possible. 教育无障碍的重点是确保所有学习者，考虑到所有不同的需求，有平等的机会获得教育资源、设施、材料和机会。

无障碍学习资料 – These include textbooks, documents, and resources are provided in formats that suit the learner’s needs and abilities such as braille, audio, larger print, digital formats, etc.

主动学习 – The learner takes on a more "active" role in their learning which may enhance student engagement, improve critical thinking, and lead to better retention and application of knowledge.  例子包括动手实验、同伴教学、基于问题的学习、案例研究、辩论、角色扮演活动、小组讨论。

成人教育学 – The teaching of adults where the learner is seen as a self-directed, independent learner that takes responsibility for decisions.

评估 – Methods or tools used to evaluate, measure, and document the readiness, learning progress, skill acquisition, or education needs of the learner.

异步 – Participants (learners and instructors) are not involved in real-time interaction. 这允许参与者在最方便的时候管理他们的时间表和课堂作业。

真实的评估 – Designed to measure a learner’s ability to apply skills and knowledge in real-world settings. These assessments may provide a more holistic view of a learner’s understanding of content as compared to traditional standardized tests.

逆向设计 – An instructional design approach that starts with the end goals in mind and works backwards to determine the steps needed to reach the goals. 三个主要阶段是：确定学习成果，确定评估方法，设计与结果和评估相一致的教学策略。

行为主义 – (also called Behavioral Learning Theory) is a concept that focuses on how learners learn. 行为主义者认为，所有的行为都是通过重复和积极强化与环境的互动来学习的。 行为主义 can be equated to Pavlov’s Dog or as nurture plays a larger role in learner development than nature. 练习、问答、指导练习、定期复习和积极强化是来自行为主义的教学策略的几个例子。

偏见 – Prejudice against people or groups. 这可能是基于年龄、性别、种族、性取向、经济地位、宗教、特殊教育需求、家庭关系等等，这些都可能被用来不公平地对待他人。 偏见可能是有意识的，也可能是无意识的。

混合课程 – Some class live or real-time meetings are required for the class or program. 在这些会议中，学习者既可以亲自参加会议，也可以通过网络会议参与。 这些课堂时间是同步进行的，这意味着所有的学习者都在同一时间听老师讲课，进行讨论等。 要被归类为太阳城娱乐官网的混合课程，至少2/3的课程必须在线，1/3或更少的课程需要强制性会议。 例如，一门3学分的课程是45个学时。 这意味着15个或更少的接触时间将通过同步的强制性会议提供，其余的（至少2/3或更多）将是异步的。

Bloom’s Taxonomy – This is a set of three hierarchical frameworks of skills within the domains of Cognitive, Affective, and Psychomotor. 这些技能范围从基本或基础到复杂，在创建课程和课程目标时可以使用。 For instance, the Cognitive domain ranges from the most simple skill of ‘remembering’ to the most complex which is ‘creating’.

课堂管理 – How instructors create and maintain the learning environment. 课堂管理确保学习者和教师获得最大的经验。 这些包括关于结构、组织和活动的决定，这些决定支持学习者在正在进行的过程中学习。

认知负荷 – The total amount of mental effort a person's working memory can process at a time to complete a task or process information. 教师可以利用将复杂的任务分解成更小、更易于管理的部分（也称为分块材料）的做法，提供清晰的指导，或者使用视觉辅助来帮助理解。

合规 – Following the legal and ethical standards to ensure that institutions, educators, and staff meet criteria related to accessibility, accommodations, safety, curriculum, diversity, data protection, and more. The focus of compliance is to protect individual’s rights, ensure student and staff well-being, and create an environment that gives priority to the learning process.

建构主义 – This theory of learning acknowledges that each person brings unique previous experiences to their learning and constructs their own understanding of new information. 认同这一理论的教师注重创造第一手经验和探究，而不是说教和重复。 建构主义者可能会提供松散的指导，让学习者保持在正轨上，同时允许学习者创造自己的理论和错误，给他们从错误中学习、纠正错误的机会，并更清楚地理解概念。

课程交付 – The mode used to deliver educational content. 目前由太阳城娱乐官网注册办公室认可的模式是：面对面，在线和混合。

批判性思维 – The ability individually evaluate, question, and challenge information objectively in order to make reasoned judgements.

从实践经验中学习 – A process of learning where the student is immersed in the learning process, learners learn by doing the activity and reflecting on the experience. 体验式学习的一些例子包括实验室实验、实习、实地经验、实习、表演和本科生/研究生研究。

反馈 – How instructors provide information to learners about their work. GENERAL 反馈 includes comments such as “Good Job”, “Keep Trying”, “Nice Work”. 这些评论是积极的，听起来很好，但往往不能为学习者提供更多的下一步。 另一方面，具体反馈给学习者提供了有用的后续步骤。 For instance, “Be sure you are always using a block indentation for quotes that are longer than 40 words” or “Watch that your verb tense is consistent because in the same paragraph, you have used both past and present-tense verbs”. Typically, you can include a general statement to give ‘kudos’ or open with a positive, but then include a specific correction that learners can apply to their future work or to a revision.

第一代学生 – A student whose parents have not completed a bachelor’s degree. Please see the 第一代Lopers页面 for more information about the resources available on our campus to support 第一代学生.

固定心态 – The belief that a person’s intelligence, talents, and personality are unable to grow or change. A person with a fixed mindset can be easily frustrated with other learners’ success and will give up easily.

翻转课堂 – A way of setting up your class time to be more hands-on by assigning homework that is done BEFORE the class to prepare for the in-class activity. For instance, the learners may read materials prior to coming to class and the classroom time is utilized to participate in activities that involve Bloom Taxonomy’s higher order skills like thinking and collaborating about what was read.

形成性评价 – Used to gauge learners’ skills or knowledge throughout a lesson/unit/course. 这些评估通常很短，比如一个5-10个问题的测验，甚至是检查理解程度。 教师可以利用评估的分数来确定学习者在哪里挣扎，并在进入下一个主题之前解决问题。 Learners may also benefit by identifying their strengths and weaknesses before the higher-stakes (总结性) assessments. 形成性评估通常得分很低，或者没有分。 一些例子包括绘制概念图来表示对主题的理解，参与小组讨论，撰写讲座的要点，提交研究计划以获得早期反馈等。

游戏化 – 应用ing gaming elements in your classes to influence participant behavior. Concepts such as ‘leveling up’ by completing a certain number of tasks or earning ‘power boosts’ by participating in extra opportunities bring a sense of fun competition to classes. 游戏化有助于：1.)在课堂上建立社区，2.)鼓励合作，3.)建立积极的态度，4.)提高学生的参与度。

成长心态 – The belief that a person’s intelligence, talents, and personality are continually growing and changing. A person with a growth mindset sees opportunities in challenges and sees other learners’ success as an inspiration to learn more as well.

包容的教学 – Teaching strategies that accommodate diverse learner needs, such as providing multiple ways to present information and offering varied assessment methods.

研究性学习 – An approach centered on active questioning, investigation, and exploration by the learner. 学习者不是通过讲座从教师那里获得信息，而是通过自己积极的好奇心和探索参与活动，帮助建立更深层次的理解。 这种方法建立在独立思考、研究、分析和交流的基础上，因为学习者掌握了自己的学习。 基于探究的学习可以以多种形式进行，其中包括：实地考察、案例研究、调查、个人和小组项目、研究项目等等。

学习目标/成果 – Initial statements that describe the skills, abilities, and knowledge that learners can demonstrate at the end of a learning timeframe. 学习目标/结果应该是现实的，并且在给定的时间框架内可以实现的目标。 它们应该是学习者可以证明的可测量的结果2.)使用将来时的动作动词3.)用清晰简洁的语句4.)解释学习者应该能够证明的可测量的技能。

学习管理系统（LMS） – Software applications instructors and learners utilize to organize, access, and interact with educational materials. LMS允许学习者和教师进行互动，与学习者共享资源和材料，接收提交的作业和评估，跟踪进度，并在虚拟环境中报告正式的成绩。 在太阳城娱乐官网，我们的学习管理系统是帆布。

解放论者 – 解放论者 pedagogy believes that the learners and their contributions are as valuable as the teacher’s. 在解放主义教学法中，学习者可以扮演教育者的角色，与全班分享他们的理解。 这被认为是一种协作学习方式，用于加深课堂知识，包括教师的知识。 It is often seen as the opposite of a ‘traditional’ classroom.

在线课程 – Consist of 100% asynchronous instruction without any required synchronous or real-time/live meetings. 这意味着学习者可以随时观看讲座、参与课堂讨论等，但课程内的作业（如阅读、讨论板或论文）仍然有截止日期。 在线课程也有特定的开始和结束日期，太阳城娱乐官网大学在MyBlue上列出了这些日期。

教育学 – The study of how knowledge and skills are taught and learned. 它是教学的方法和实践。 教育学 methods will vary dependent on the instructor’s teaching style, theories used, how they give feedback, and the assessments planned.

问题式学习 – A student-centered learning approach that gives learners the ability to learn about a subject by working to solve an open-ended problem. 当使用这种教学方式时，学习者运用他们的知识和技能来解决问题，而不是通过听老师讲课来学习。 基于问题的学习通过要求学习者1.)分析问题，2.)评估他们所知道和需要学习的内容，3.)朝着解决方案努力，4.)提出解决方案，5.)报告他们的结果，鼓励积极的学习和批判性思维技能。

基于项目的学习 – Project-based learning is a student-centered learning approach that gives learners the ability to learn about a subject by working to develop a multifaceted project. 在基于项目的学习中，学习者有更长的时间来工作，更深入地探索问题或目标。 该项目可以通过学习者创建报告、演示文稿或产品来完成。

标题 – Evaluation tool or set of guidelines used to rate learner work. 一个标题一般有三个部分：1。 标准（学习者需要展示的内容）； 2 .评定量表（与标准相关联的数字或描述性标签）； 指标（学习者表现的水平）。 标题类型通常是整体的或分析的。 A holistic rubric is used to assess learner overall performance on an activity with defined levels of achievement, you can think of it as analyzing the ‘whole’. 分析标准通常以表格形式编写，其中包括成就水平，允许您根据多个标准评估成就。 您可以为每个标准分配不同的值，并通过将标准相加来包含总分。

脚手架 – In education, this refers to the teaching technique building skills in an intentional and progressive manner. Foundational information is taught first and then ‘built on’ as the learners are ready. 教师分享新的信息，允许学习者有时间一起练习，然后学习者单独学习。 教育中的脚手架起源于建筑中脚手架的使用，建筑商创建一个临时平台，允许建造地板和墙壁，然后建立下一层，以便继续这个过程。

社会建构主义 – This is a blend of behaviorism and constructivism learning theories. 使用这种方法的教师认为学习是一个动态的社会过程。 他们通过将学习者分成更小的小组，使用特定的提示来集中讨论，从而促进学习，而小组则在学生构建自己的理解时促进学生主导学习。

总结性评估 – A summative assessment is used to evaluate student learning at the end of an instructional unit, to ‘sum up’ student learning. 总结性 assessments often carry a higher point value than 造型的 assessments. 一些例子包括期中或期末考试、期末项目、论文、独奏会、演讲等。 教师从总结性评估中学到的信息可用于指导未来的课程修订。

同步 – The participants are involved in real-time interaction in the classroom or via live digital delivery. 同步课程要求学习者在预定的时间和地点参加课程。

教学策略 – The methods, techniques, and procedures that are used during instruction. 这些策略利用一系列工具和实践来分享信息，鼓励理解，并支持学习者获得知识和/或技能。 一些策略包括讲座、讨论、演示、辩论、多媒体演示、实践活动等等。

转移 – A learner’s ability to apply the mastered knowledge or skill from one context to a different context. For example, during 真实的 assessments, instructors are looking to see if the content learned through reading, lectures, and previous coursework will transfer to a real-world situation.

通用学习设计（UDL） – An approach to teaching and learning that works to give all learners equal opportunities to succeed. 教师创造了一种学习环境，在这种环境中，他们以多种方式呈现信息，以各种方式吸引学习者，并为学习者提供展示知识的选择。 例如，在创建PowerPoint， Word, Excel， PDF材料时考虑可访问性，包括为图像提供替代文本（alt. text），为音频/视频提供封闭字幕和/或转录，用描述性语言编写超链接文本，包括表格和图表的标题，等等。