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"FEMA eAcademy Instructor Professional Development": HTML5 Crossword |
Across5. The fifth phase (but really ongoing throughout the process) of ADDIE. Formative assessment occurs throughout the other stages of ADDIE, and summative evaluations are often given at the conclusion of learning events. (8)
6. Describes a course or learning event with both online and F2F components. (6)
7. The first phase of ADDIE, where instructional goals are identified. (7)
8. A lesson plan outline. (14)
10. The idea of using a variety of instructional techniques to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. (11)
12. A very short video made by a course instructor or guest speaker about a topic that is always shorter than 20 minutes in length (with 8-10 minutes or shorter preferred). (11)
13. The fourth phase of ADDIE. This is the time when a beta or pilot release may be launched, and observations and participant feedback direct revisions. (9)
16. The author of three learning taxonomies (cognitive, affective, and psychomotor) focusing on observable verbs that characterize thinking levels and can be used to form specific learning objectives. (5)
17. A guideline for K12 and higher education instructors (and their students) for determining whether they can use specific materials in educational contexts. (7)
18. The legal protection given to the creator of any given work (e.g., music, images, art, manuscripts, video, software, etc.). (9)
19. An action statement explaining what learners will be able to do by the end of a lesson or learning event; ________ support overarching goals. (10)
20. Defines interaction not occurring at the same time. (12)
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Down1. The third phase of the ADDIE model, where developers begin to create and assemble content assets envisioned in the design phase. (7)
2. First and most generalized instructional design model. (5)
3. A tool for creating a visual representation of what your course will look like once built. (10)
4. The idea of breaking down a topic into smaller, digestible chunks for presentation. (8)
9. The notion of "being there" in your class. In online settings especially, it is important to show your face, let students hear your voice, and communicate clearly and often. (18)
11. Broader than objectives, _______ are overarching statements of planned outcomes. (5)
14. The LMS you are using for this professional development, and which will be used for the eAcademy courses you teach. (6)
15. The second phase of the ADDIE model, which continues to focus on learning objectives and aligning those with assessments, practice exercises, accompanying media and content selection, etc. (6)
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ACROSS
5. The fifth phase (but really ongoing throughout the process) of ADDIE. Formative assessment occurs throughout the other stages of ADDIE, and summative evaluations are often given at the conclusion of learning events. (8)
6. Describes a course or learning event with both online and F2F components. (6)
7. The first phase of ADDIE, where instructional goals are identified. (7)
8. A lesson plan outline. (14)
10. The idea of using a variety of instructional techniques to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. (11)
12. A very short video made by a course instructor or guest speaker about a topic that is always shorter than 20 minutes in length (with 8-10 minutes or shorter preferred). (11)
13. The fourth phase of ADDIE. This is the time when a beta or pilot release may be launched, and observations and participant feedback direct revisions. (9)
16. The author of three learning taxonomies (cognitive, affective, and psychomotor) focusing on observable verbs that characterize thinking levels and can be used to form specific learning objectives. (5)
17. A guideline for K12 and higher education instructors (and their students) for determining whether they can use specific materials in educational contexts. (7)
18. The legal protection given to the creator of any given work (e.g., music, images, art, manuscripts, video, software, etc.). (9)
19. An action statement explaining what learners will be able to do by the end of a lesson or learning event; ________ support overarching goals. (10)
20. Defines interaction not occurring at the same time. (12)
DOWN
1. The third phase of the ADDIE model, where developers begin to create and assemble content assets envisioned in the design phase. (7)
2. First and most generalized instructional design model. (5)
3. A tool for creating a visual representation of what your course will look like once built. (10)
4. The idea of breaking down a topic into smaller, digestible chunks for presentation. (8)
9. The notion of "being there" in your class. In online settings especially, it is important to show your face, let students hear your voice, and communicate clearly and often. (18)
11. Broader than objectives, _______ are overarching statements of planned outcomes. (5)
14. The LMS you are using for this professional development, and which will be used for the eAcademy courses you teach. (6)
15. The second phase of the ADDIE model, which continues to focus on learning objectives and aligning those with assessments, practice exercises, accompanying media and content selection, etc. (6)
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