D291 OA Practice Test with answers |\ |\ |\ |\ |\
ADDIE Model |\
A systematic instructional design process with phases: Analysis,
|\ |\ |\ |\ |\ |\ |\ |\
Design, Development, Implementation, Evaluation.
|\ |\ |\
Successive Approximation Model (SAM) |\ |\ |\
An agile instructional design model involving iterative design and
|\ |\ |\ |\ |\ |\ |\ |\
collaboration with subject matter experts.
|\ |\ |\ |\ |\
Prototyping
Creating a preliminary version of a product to gather feedback
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
and make necessary improvements.
|\ |\ |\
Alpha testing |\
Testing a product internally before full release to identify and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
address issues. |\
Human Centered Design |\ |\
Approach focusing on designing products/services around the
|\ |\ |\ |\ |\ |\ |\
needs and preferences of users.
|\ |\ |\ |\
Interactive Learning Activities |\ |\
Engaging educational tasks like quizzes and virtual conversations
|\ |\ |\ |\ |\ |\ |\
to enhance learning.
|\ |\ |\
Inclusivity and Accessibility |\ |\
Design principle ensuring all users have equal access to learning
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
materials and assessments. |\ |\
Role-playing Exercises |\
Simulations where participants act out scenarios to enhance |\ |\ |\ |\ |\ |\ |\ |\
practical skills. |\
,Design Thinking |\
A problem-solving approach emphasizing empathy, ideation, and
|\ |\ |\ |\ |\ |\ |\
prototyping.
Empathy
Understanding and sharing the feelings of others to design |\ |\ |\ |\ |\ |\ |\ |\ |\
solutions that meet their needs. |\ |\ |\ |\
Water Filtration Systems
|\ |\
Devices designed to purify water for consumption by removing
|\ |\ |\ |\ |\ |\ |\ |\ |\
contaminants.
Learning Objectives |\
Specific, measurable goals that define what learners should be
|\ |\ |\ |\ |\ |\ |\ |\ |\
able to do after completing a learning activity.
|\ |\ |\ |\ |\ |\ |\
Target Audience |\
Specific group of people for whom a product or message is
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
intended.
Course Content |\
The material comprising an educational course, including lessons,
|\ |\ |\ |\ |\ |\ |\
readings, and assessments.
|\ |\ |\
User Interface |\
The visual elements of a software or product through which users
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
interact.
|\
Iterative Design |\
A design approach involving cycles of prototyping, testing, and
|\ |\ |\ |\ |\ |\ |\ |\ |\
refining to improve a product. |\ |\ |\ |\
Subject Matter Experts (SMEs) |\ |\ |\
Individuals with specialized knowledge in a particular field who
|\ |\ |\ |\ |\ |\ |\ |\ |\
provide expertise during project development.
|\ |\ |\ |\
, Training Approach |\
The method or strategy used to deliver instruction and facilitate
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
learning.
Instructional Designer |\
Professional responsible for creating educational content and
|\ |\ |\ |\ |\ |\ |\
experiences.
Course Duration |\
The length of time required to complete an educational course or
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
program.
|\
Visual Design Elements
|\ |\
The aesthetic components of a design, such as layout, color, and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
typography.
Training Program |\
A structured set of activities designed to teach specific skills or
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
knowledge.
Analysis Phase |\
Initial stage of instructional design involving needs assessment
|\ |\ |\ |\ |\ |\ |\ |\
and goal setting.
|\ |\
Evaluation Phase |\
Final stage of instructional design focusing on assessing the
|\ |\ |\ |\ |\ |\ |\ |\ |\
effectiveness of the learning experience. |\ |\ |\ |\
Pedagogy
Traditional teaching method for younger students, often involving
|\ |\ |\ |\ |\ |\ |\
direct instruction and structured lessons.
|\ |\ |\ |\ |\
Andragogy
Teaching method tailored for adult learners, emphasizing real-life
|\ |\ |\ |\ |\ |\ |\ |\
applicability and self-directed learning. |\ |\ |\
ADDIE Model |\
A systematic instructional design process with phases: Analysis,
|\ |\ |\ |\ |\ |\ |\ |\
Design, Development, Implementation, Evaluation.
|\ |\ |\
Successive Approximation Model (SAM) |\ |\ |\
An agile instructional design model involving iterative design and
|\ |\ |\ |\ |\ |\ |\ |\
collaboration with subject matter experts.
|\ |\ |\ |\ |\
Prototyping
Creating a preliminary version of a product to gather feedback
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
and make necessary improvements.
|\ |\ |\
Alpha testing |\
Testing a product internally before full release to identify and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
address issues. |\
Human Centered Design |\ |\
Approach focusing on designing products/services around the
|\ |\ |\ |\ |\ |\ |\
needs and preferences of users.
|\ |\ |\ |\
Interactive Learning Activities |\ |\
Engaging educational tasks like quizzes and virtual conversations
|\ |\ |\ |\ |\ |\ |\
to enhance learning.
|\ |\ |\
Inclusivity and Accessibility |\ |\
Design principle ensuring all users have equal access to learning
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
materials and assessments. |\ |\
Role-playing Exercises |\
Simulations where participants act out scenarios to enhance |\ |\ |\ |\ |\ |\ |\ |\
practical skills. |\
,Design Thinking |\
A problem-solving approach emphasizing empathy, ideation, and
|\ |\ |\ |\ |\ |\ |\
prototyping.
Empathy
Understanding and sharing the feelings of others to design |\ |\ |\ |\ |\ |\ |\ |\ |\
solutions that meet their needs. |\ |\ |\ |\
Water Filtration Systems
|\ |\
Devices designed to purify water for consumption by removing
|\ |\ |\ |\ |\ |\ |\ |\ |\
contaminants.
Learning Objectives |\
Specific, measurable goals that define what learners should be
|\ |\ |\ |\ |\ |\ |\ |\ |\
able to do after completing a learning activity.
|\ |\ |\ |\ |\ |\ |\
Target Audience |\
Specific group of people for whom a product or message is
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
intended.
Course Content |\
The material comprising an educational course, including lessons,
|\ |\ |\ |\ |\ |\ |\
readings, and assessments.
|\ |\ |\
User Interface |\
The visual elements of a software or product through which users
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
interact.
|\
Iterative Design |\
A design approach involving cycles of prototyping, testing, and
|\ |\ |\ |\ |\ |\ |\ |\ |\
refining to improve a product. |\ |\ |\ |\
Subject Matter Experts (SMEs) |\ |\ |\
Individuals with specialized knowledge in a particular field who
|\ |\ |\ |\ |\ |\ |\ |\ |\
provide expertise during project development.
|\ |\ |\ |\
, Training Approach |\
The method or strategy used to deliver instruction and facilitate
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
learning.
Instructional Designer |\
Professional responsible for creating educational content and
|\ |\ |\ |\ |\ |\ |\
experiences.
Course Duration |\
The length of time required to complete an educational course or
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
program.
|\
Visual Design Elements
|\ |\
The aesthetic components of a design, such as layout, color, and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
typography.
Training Program |\
A structured set of activities designed to teach specific skills or
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
knowledge.
Analysis Phase |\
Initial stage of instructional design involving needs assessment
|\ |\ |\ |\ |\ |\ |\ |\
and goal setting.
|\ |\
Evaluation Phase |\
Final stage of instructional design focusing on assessing the
|\ |\ |\ |\ |\ |\ |\ |\ |\
effectiveness of the learning experience. |\ |\ |\ |\
Pedagogy
Traditional teaching method for younger students, often involving
|\ |\ |\ |\ |\ |\ |\
direct instruction and structured lessons.
|\ |\ |\ |\ |\
Andragogy
Teaching method tailored for adult learners, emphasizing real-life
|\ |\ |\ |\ |\ |\ |\ |\
applicability and self-directed learning. |\ |\ |\
