Glossary of terms


Glossary of terms used in training material

Browse the glossary using this index

Special | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | ALL

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C

Curriculum

The curriculum gives learners a clear indication of what is expected of them in terms of performance, conditions and standard (if applicable).

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D

Digital badge

A digital badge is a validated indicator of accomplishment, skill, quality, or interest that can be earned in many learning environments 

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E

e-assessment

We define formative e-assessment as the use of ICT to support the iterative process of gathering and analysing information about student learning by teachers as well as learners and of evaluating it in relation to prior achievement and attainment of intended, as well as unintended learning outcomes, in a way that allows the teacher or student to adjust the learning trajectory. (Pachler, et al., 2009, p. 1)

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ECTS

ECTS stands for European Credit Accumulation and Transfer System. It is a learner-centred system for credit accumulation and transfer, based on the principle of transparency of the learning, teaching and assessment processes. Its objective is to facilitate the planning, delivery and evaluation of study programmes and student mobility by recognising learning achievements and qualifications and periods of learning.

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ECTS credit

ECTS credits express the volume of learning based on the defined learning outcomes and their associated workload. 60 ECTS credits are allocated to the learning outcomes and associated workload of a full-time academic year or its equivalent, which normally comprises a number of educational components to which credits (on the basis of the learning outcomes and workload) are allocated. ECTS credits are generally expressed in whole numbers.

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F

Formal education

Organized, guided by a formal curriculum, leads to a formally recognized credential such as a high school completion diploma or a degree, and is often guided and recognized by government at some level. Teachers are usually trained as professionals in some way.

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Formative assessment

Formative assessment, also referred to as 'assessment for learning', is an integral part of teaching and learning. It does not contribute to the final mark given for the module; instead it contributes to learning through providing feedback.

Formative assessment supports the individual to assess their own learning process through reflection with the objective of improvement and to thus contribute to his/her formation. It requires feedback to the learners and may, but will not always, contribute to summative assessment. For formative assessments it is recommendable to use methods that support and facilitate the direct observation of students work and their abilities in situations resembling demands that could occur in real life, e.g. case based learning. Used in this way, assessment is an important potential driver for learners’ motivation and encouragement (in Camilleri et al, 2012: 13).

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I

Informal learning

This type of learning is never organized. Rather than being guided by a rigid curriculum, it is often thought of experiential and spontaneous. From the learner's standpoint at least, this is non-purposive learning which takes place in everyday life contexts in the family, at work, during leisure and in the community.


L

Learning outcome

Learning outcomes are statements that describe significant and essential learning that learnershave achieved, and can reliably demonstrate at the end of a course or program. In other words,learning outcomesidentify what the learner will know and be able to do by the end of a course or program.

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M

Micro-credential

A micro-credential is something a learner can earn. Micro-credentials are like mini-degrees or certifications in a specific topic area, e.g. a badge.

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