TERM	DEFINITION
Academic freedom	What a faculty member hopes to have at the institution they work at but must struggle and fight for.
Active learners as a part of a community	Group members have identities as being a part of the community, and are learners who learn something from actively and intentionally engaging in the social interaction and collaborative works.
Active learners as contributors	Through active reciprocal collaboration, each member learns something from others and constructs knowledge together. Thus, it is better to call users as learners. They also contributors in building knowledge and/or in completing meaningful group tasks through social interaction and collaborative work with group members.
Active Learning	Students are engaged and participating in the learning process rather than passively receiving information
Active members	Contributors in building information who do not need to have same interests or same goals.
Adaptive testing	these are tests that change based on a user’s answers, they can become more difficult or easier based on how the learner is doing while taking the test. For example, electronic versions of the GRE use adaptive algorithms to control what types of questions a student receives on the test. Adaptive testing can be used to make individualized instruction or with a CBI (CAI etc.) to create a personalized learning plan.
Analog Signal	Characterized by a sine wave, this is a continuous signal that can carry audio, video, or data. Analog signals can be transmitted via copper wire or ‘over the air.’ Two main methods for the transmission of audio using an analog signal include frequency modulation (FM), and amplitude modulation (AM). These two methods are more commonly referred to as FM and AM radio.
Analog to Digital Converter converts (ADC)	an analog signal into a digital signal.
Anchored instruction	Instructional material that brings up relevant and realistic examples or problems. The learner is put in a situation that s/he can relate to.
Anchored instruction	One of ways of creating problem fields. Provided the realistic context, learners are expected to capture a real problem and develop their own solution to the problem and rationale about it. (e.g. Jasper series)
Anywhere Anytime learning	The concept that because of the advances in technology people ALL over the world can now learn or train in any place at any time because technology enables it so.
Apprenticeship	The practice of learning by doing under the tutelage of an expert.
Articulation	Learner is able to construct meaning verbally or in writing.
Articulation	Articulation is to have students communicate their ideas and opinions. There are several ways to articulate. Posing questions, having students work in groups, etc. (Collins, A. (1996). Design Issues for Learning Environments, p.357).
Artificial intelligence	this is a way in which computers are program so that they can form new connections with their data. This is important in specializing information for learners, i.e., the computer can “learn” what questions are commonly asked or what information is needed and adapt for learner needs. At this point, AI is still only a series of algorithms which make a computer look like it can think, but it is much less complex than real learning.
Artificial reality	Myron Kruger, often referred to as the grandfather of ‘artificial reality’ and who coined the term in 1974 for his doctoral dissertation, describes artificial reality as ‘graphic worlds that people can enter from different places to interface with each other and graphic creatures.’ It can be described as an interactive environment that emphasized unencumbered, full-body, multi-sensory participation in computer events. Emphasize ‘ unencumbered, full-body, multi-sensory participation in computer events.’
Assessment	A form of evaluation to gauge a learner’s competency in a specific are or to determine if s/he has mastered a set of skills.
Assessment of Learning	Evaluating whether learning occurred or not.
Assisted Learning	Expert or instructor guidance of the learning process.
Asynchronous	"Not at the same time." Refers to group work or communication completed in an online environment, but not 'live.' Students not comfortable in a 'live' (synchronous) environment may enjoy the asynchronous tools because of the time they are allowed to gather their thoughts before responding. An effective way to promote deep exploration of difficult issues, as long as the facilitator takes an active role in monitoring and mediating.
Asynchronous (not Real Time)	Sending orders and receiving responses happen at different time. Not real time communication.
Asynchronous Communication	A delayed (not real time) information transmitting way that enables learners to reach the information from other learners and sources and convey their own at different times. Bulleted boards, emails, listserves conferencing tools are the main tools in this communication
Asynchronous Communication	Electronic or virtual communication between individuals or groups that is not real-time. An example would be an online forum such as Usenet newsgroups in which members are free to post thoughts and responses to posts unreliant upon immediate receiving or sending of messages. Users may check back at a later time for responses to their own posts or to post again as contents are archived and always available for viewing.
Asynchronous communication	A communication mode in which interactions between two or more parties do not occur at the same time. For instance, online discussion boards and emails are asynchronous communication tools. See also Synchronous communication.
Asynchronous communication	the type of information exchange that occurs when the people participating do not have to be online at the same time. Early examples were postings in Bulletin board systems and simple email. Later examples include discussion forums.
Asynchronous interaction	Interaction that occurs between at least two objects or subjects (e.g. learner, instructor, and Instructional material) reciprocally and at different times. Usually interaction occurs in a delayed manner, for example learner and learner interaction in a discussion board.
Asynchronous tools	Tools that allow the users interact with each other at the different place at the different time.
Asynchronous Transfer Mode (ATM)	high bandwidth network (155 Mbps) packet switching
Audio	Telephone, teleconference, and videoconference all require an audio channel between the parties involved. This audio channel transfers the auditory information either via digital or analog technologies between the two or more locations.
Audio conferencing	A type of teleconferencing which allows two-way voice communication via telephone or Web phone. See also Video conferencing. [Examples] AT&T Teleconferencing http://www.att.com/conferencing/ Microsoft Netmeeting (Web phone) http://www.microsoft.com/windows/netmeeting/
Audio Conferencing	Conferencing system that connects two or more distant users over a communication medium via audio. Conferencing can simply be provided by telephone connection especially if there are only two users. On the other hand, other connections such as network, internet, and direct satellite connections can also be used.
Audio Teleconference	An extension of a telephone call. A live, two-way communication.
Authentic Tasks	Learning activities that reflect real-world problems and complexities.
Autographic teleconference	Still pictures plus audio teleconference
Bandwidth	Data transfer capacity of the network, measured in seconds. Typically given as 10 Mbps or 100 Mbps (10 or 100 megabytes per second).
BBS	Bulletin Board System- this is an “old school” communication system on the early Internet. Bulletin Board Systems were much like the current discussion forums with many rooms by topics where people could log in and post messages. Often bulletin board systems also included a chat or instant message functions. One of the most famous bulletin board systems was ISCA(Iowa State Computer Association) with over 100,000 members at its height of popularity.
Behaviorism	The focus on stimulus-response learning and the belief that changes can be measured through observable behavior. No focus on the internal working’s of a student’s thinking processes. Changing behavior through repetitive processes, until the desired behavior is automatically acted out.
Benchmark	A base line for comparing theories, concepts, or other issues. Often heard in the realm of higher education when discussing new ideas like the role of technology in teaching/learning. When exploring the effective use of learning communities in higher education, it will be helpful to monitor what works and what does not; benchmarks will help leave a "trail of breadcrumbs," if you will, to help us realize the path the exploration into this newer area is taking Teaching and Learning.
Bookmark manager	Function: Learners may refer to a bookmark to support their opinion, to introduce interesting article, and/or to provide useful information. In online collaborative learning, bookmarks are valuable resource because learners can utilize the unlimited possibility of internet. Administrative tool: Administrator manages the “bookmark pool”. The bookmark manager allows administrator to systematically classify bookmarks and check whether each bookmark is active or not. The bookmark manager automatically checks dead links periodically.
bps	Bits per second – binary digits per second
Bps	Bytes per second – 8 bits = 1 Byte
Bridge	Network infrastructure used to connect two or more videoconference sites.
Broadband	Referring to a network connection, a rough measure of bandwidth. See also narrowband and wideband.
Case based scenarios	Activities based on real-world events and events.
Case-based learning	There is more than one definition. In this context, it is a form of situated learning where learners process case studies that may be meaningful to their experience, background, or culture.
CBI (Computer Based Instruction) – CBL (Computer Based Learning) – CAI (Computer Aided Instruction)	these terms have grown to be used somewhat interchangeably. But originally these were terms that were used to describe different types of computer programs that were designed to help students learn. Often these early programs were drill and practice that helped students to learn by repetition. However, these computerized programs are more valued now for their prescriptive nature. They often include a test which evaluates what skill a student has and then provides content to meet student deficits and give them exercises until they achieve learning objectives. This is very useful for students who need extra help or move at faster rates than the rest of their class.
Challenge/support	Vincent Tinto coined this idea in his theory of total student integration (1987 paper from the MD College Personnel Association conference). Denotes the need for us to provide a challenge to students that brings him/her out of their comfort zone, but then provide appropriate support to help them through the transition. Useful for introducing new technology in the classroom, particularly to professors
Chat	a chat is a program that allows users to connect in real time. One of the early chats was IRC (Internet Relay Chat) where users would set up a connection with another computer using client host(server) technology. Modern chats allow for many more users at once, while a more modern version of IRC is still popular.
Chat	Chat means conversation and talk, but in an online environment, chat means writing each other instant messages over internet. Chat is a synchronous communication tool. Chat is simply communicating using an ‘interface’ or window within a browser or a software over internet.
Chat tools	A type of applications that allow members to communicate interactively with written language in real time. There is certain space for chatting. (e.g. Synchronous Virtual Café)
Chatbots	these are small intelligent agents that adapt to learner needs to provide information and can provide support. For example, the annoying paper clip in Word, when it offers suggestions like “You are typing a letter, do you need help?” it is performing like a Chatbot. Many programs now have little animations that do actually talk to the user.
Chatting manager	Function: For synchronous collaboration, one of the useful tools is chatting. It can be incorporated in the collaborative learning system, or it can be provided as an independent module such as the MS Messenger or the AOL Instant Messenger. Administrative tool: Chatting manager allows administrator to edit preferences and set participants (users, groups or teams). Example: Chat session of the SSF, MS Messenger, AOL Instant Messenger, MS Net Meeting, and so on.
Client	a program which connects to another computer for means of communication.
Clip Manager	Function: Learners are able to embed appropriate clips in their messages and white board to enhance collaboration. Clips also should be well organized so that learners easily identify and search. Administrative tool: Clip manager controls both each clip and the “clip library”. Administrator gives appropriate permission to each clip and the clip library since learners can add clips to the clip library as well as borrow some clips from the clip library. Example: sound clip, movie clip, picture, flash movie, etc.
CMC (Computer Mediated Communication)	A communication system of human beings through computer based means such as emails, listserves, bulleted boards, webpages, chat tools, conferencing systems, and so forth to exchange and create information.
Coaching	Instructor guides, instead of leads the learning process.
Coaching	Coaching involves all kinds of activities that are supportive and reflective. Coaches determine the problems/troubles with the tasks that the learners are engaged in, and offer corrective solutions to these problems. (Collins, A. (1996). Design Issues for Learning Environments, p.357).
CODEC	COder DECoder. A codec converts analog data into digital form, and then once transmitted, back to digital form.
Cognitive Apprenticeship	Learning settings which leads the learner to get benefit from more knowledgeable ones in a way that he first apprentices “the model experiences” and gets to perform by his own gradually.
Cognitive Apprenticeship	The learner is acculturated into a community of practice by participating in authentic tasks.
Cognitive Apprenticeship	Cognitive apprenticeship is a learning environment where the experts or an instructor (presumably the person who knows more than the person who needs apprenticeship) supports the learner (the apprentice) by one or more of the following methods: modeling, scaffolding, coaching, articulation, or reflection. Cognitive apprenticeship is ideal for skill based – task – learning.
Cognitive apprenticeship	One of ways of creating problem fields. Experts support learners by modeling and coaching.
Cognitive Apprenticeship	One means by which learners participate in learning community. To realize effective apprenticeships, some kind of monitoring is needed, and interim progress report, list of updated facts, and summary of process should be included.
Cognitive Apprenticeship	Learning environment where a Master (instructor/facilitator/mentor) provides instruction and direction for an apprentice learner within that learner’s ZPD using the methods listed below. Over time, the assistance is slowly withdrawn as apprentice masters the subject and can perform on their own. Modeling - Exemplary practice, appropriate behavior, correct cognitive skills, etc. are demonstrated for apprentice Coaching – assistance provided to apprentice to encourage and promote correct behavior and skills Scaffolding – temporary support provided to apprentice to help them accomplish task, slowly removed over time as apprentice masters these skills Articulation – Apprentice is required to verbally explicate what they are learning, putting their new-found knowledge into their own words Reflection – Apprentices share their new-found knowledge and metacognitive processes with other apprentices, comparing successes, failures, and best-practices Exploration – Apprentice given opportunity to use new-found knowledge and metacognitive processes for different problem scenarios, exhibiting ability to apply internalized knowledge in problem-solving
Cognitive apprenticeship	this occurs when an expert takes a novice under their wing and helps to guide them in forming new relationships with tasks or knowledge or to teach them how to process new information. This requires a lot of structure and methods for teaching things that come “natural” to the experts. (ie. Tacit knowledge).
Cognitive Constructivism	A theory which tells that the knowledge construction is based on the interaction of individuals with the environment in that disequilibrium occurring in mind as a result of facing the unknown outsiders leads to constructing new knowledge in the learning process.
Cognitive constructivism	A theoretical framework that states that the mind is in a person’s head (as opposed to being socially distributed). Learning is active, authentic, and holistic.
Cognitive constructivism	Grounded in Piaget’s developmental theory. Individual learners can construct their own knowledge by themselves via an interaction with the authentic environment in which they are situated. Learners are active subjects of their learning process, rather than passive beings that are receptive to given knowledge from instructors or experts.
Cognitive Dissonance	A state of confusion or disorientation that occurs when there is a discrepancy between what is expected and what actually occurs during an interaction.
Cognitive dissonance	The state of mind when a learner encounters information that does not fit into his/her mental schema.
Cognitive Flexibility Theory	A theory of learning originating with Spiro related to creation of learning hypertext environments. In general, the theory posits that users will be able to adapt to unfamiliar hypertext environments based on their existing knowledge and ability to construct a new representation of the environment they are exploring.
Cognitive framing/structuring	Organizing information around concepts, problems, questions, themes, and interrelationships, while framing activities using thinking-related terminology (e.g. classify, summarize, predict).
Cognitive Learning	Learning that involves both awareness (getting the knowledge) and judgment (tell fault from truth).
Cognitive Loading	A process between short term (working) and long term memory of human brain. The more loading in short term memory, the harder it is transferred to and kept in the long term one.
Cognitive Overload	A user’s feeling of being overwhelmed in a hypermedia environment in which navigational options are too numerous or content structure does not conform to the user’s mental model.
Cognitive Overload	When using new technologies, it is easy for someone not accustomed to multi-tasking to become overloaded by all the information. This would be a challenge, that would then require support from the instructor or other students. I experienced cognitive overload in class when we had a synchronous chat with the authors of the EC book. How to cope: ask questions. When I became frustrated, I asked others questions like: How did you follow along? or, Does facility with this come with experience? Students' responses were helpful, as was the discussion led by our professor afterward.
Cognitive Tools	A varied group of software that take advantage of the power of the computer to present ‘concrete’ representations of abstract concepts. The main components of cognitive tools are an underlying numerical model that can be changed by the user and a visualization of the behavior of this model that is determined by ‘running’ the model with the user’s choices of values.
Cognitive tools	Tools that assist, help, support, and/or facilitate with developing the thinking processes.
Cognitivism	The mapping out of thought processes. The focus on the internal workings of the brain when new knowledge is introduced and negotiated with the schema (record of existing knowledge in the brain); information processing model with inputs and outputs.
Cognitivism	this philosophy of learning is strongly rooted in the information-processing model of learning. Cognitivists believe that as students learn the network of what they know (schema) grows and make richer connections like linking files in a computer. They can look at learning as opportunities to increase the size of the information and the connections between it. Also, some of the cognitivists studied expertise and explored if an expert would map out information, would a novice be able to learn and make connections by looking at how an expert did the same task.
Cohort	A group of people that enroll in the same workshop period. Cohort here shows a time span. It can be about a week for this kind of workshop.
Collaboration	More than two people work together to achieve shared goals. Collaboration occurs via communication and includes a variety of activities, such as information sharing, negotiation, a problem solving and so on.
Collaboration	Group activity focused on meaning making or a task.
Collaboration	Collaboration is engaging collaborators in shared learning activities. When collaborating, other parties work with you to achieve project goals, on the other hand the involvement of other parties is mutually advantageous. Collaborators have real opportunities to shape and influence their projects. In a collaborative environment, learners learn by helping others to perceive the implications of the collaborated work. In collaborative environments voluntary activities such as voluntary labor and energy, expertise, advice and shared interests are valued.
Collaboration	Two or more students actively working together to construct knowledge and/or solve problems
Collaboration	working with other people where everyone contributes to the end project in a team fashion. I.e. collaboration is not “divide and conquer” but a group process where people share information, knowledge, and skills to complete a project or work.
Collaborative	Tools which facilitate group work and shared problem-solving: Shared Space/Whiteboard – Environment providing multiple participants to share text or graphic content, enabling manipulation and collaborative knowledge construction Remote Desktop Control – Capability to allow other participants to take control of specific software or the entire operating system on another, remote participants computer Drop Box – File repository and space for sharing work in progress
Collaborative input tools	A type of groupware application that allows members to interact with common workspace such as shared window. Several people can work on this application simultaneously. The tools should know whether the user has the authorization or not. (e.g. Whiteboards)
Collaborative Learning	A type of learning environment in which students and/or facilitators work together to enhance the learning situation. Communication may occur at a distance via electronic environments or face-to-face (f2f), and in synchronous or asynchronous environments.
Collaborative Learning	A method of teaching and learning in which students team together to explore a significant question or create a meaning project. A group of students discussing a lecture or students from different schools working together over the Internet on a shared assignment are both examples of collaborative learning.
Collaborative Learning	Interactive learning process in which more than two learners work together to achieve common learning goals.
Collaborative online learning environments	Technology-assisted environments designed on constructivist principles that promote cooperation and collaboration as a means of learning.
Collaborative System	A system that lets learners work “together” by leading them to focus on common goals. The main focus of the system is not to lead to a kind task divisions among the learners, instead, it is to create a joint knowledge construction requiring shared activities performed by the learners together.
Collaborative tool	A device, often located in a networked or otherwise electronic environment, designed to help people collaborate regardless of physical distance. It can take the form of a discussion board, a sharing environment for pictures or files, a white board for drawing diagrams and text, among others.
Collaborative transparent tools	A type of groupware application that allows members to interact with common workspace such as shared window. Only authorized person can control the tool while others watching what the person doing.
Collaborative writing tools	A type of groupware application that allows members to make revision and/or annotation and to track changes in developing group documents.
Common discussion space	Common discussion space is provided for discussing general issues.
Common interests, goals and/or tasks	Share common interests, goals, and/or tasks, group members collaborate around them.
Communication	The process of message transmission from intended sender to intended receiver. There is at least one medium that delivers messages. The effectiveness of communication is increased as sender and receiver share more experience with each other.
Communication	Facilitating communication between participants: E-mail – Electronic mail programs and messages, enabling participants to send asynchronous messages to a specific address for another participant or group of participants Instant Messaging – Use of instant messaging clients and systems to identify when another participant is online and available for synchronous chat through typed messages or other mediums Bulletin Board – Provides threaded asynchronous discussion Text (Chat) conferencing – provide synchronous discussion through typed messages Audio conferencing - provides synchronous discussion through spoken messages Video conferencing - provides synchronous discussion through visual, and usually accompanying audio, transmission Online Journaling – student journal for reflection, exploration, may be available for instructor to read and respond as well
Communities of practice	are informal groups that form by people (often in a workplace) who want to work better and more efficiently. I can best define this by an example, last year as a core student, a group of us formed a group to highlight and share our skills with each other. We taught little workshops and critiqued each other’s work. No one asked us to form this group and membership was voluntary and by invitation. Not everyone was invited. When people got too busy they did not attend the workshops because they did not feel they were contributing. This kind of informal community can be a powerful group in an organization.
Community Building	Activity that engages instructor(s) and learners to build a sense of community within the medium that is available as the course environment.
Community of practice	A community of practitioners or experts in the same professional field for the purpose of sharing their beliefs, knowledge and practices (e.g. community of practices for elementary school teachers).
Community of Practice	The group participating in the same activity or meaning making process.
Compressed Video	A standard NTSC video signal requires 90 Mbps, which is out of the range of a vast majority of networks. Compressed video reduces the dimensions of the video, as well as eliminating redundant frame information, thus making it possible to transmit over more networks.
Compression	Reduces the required bandwidth to transfer a digital file, or stream digital video.
Computer	Generally, a computer is any mechanical or digital device that can perform numerical calculations. However, today computers are integrated circuits that perform specific complex processes. Information sharing is one of the important tasks that today’s computers can perform.
Computer as tool	As a tool, the computer can be used to carry out tasks assigned by the student.
Computer as tutee	in which the student learns by teaching the computer. This is the situation with Logo, when students think of the computer as their pupil, who/which needs to be taught every step in a procedure (Taylor,1980).
Computer as tutor	the computer functions as a substitute or supplemental teacher.
Computer Conferencing tools	Computer-based systems that connect two or multiple locations through audio, video, or a visual shared spaces for creating shared real time communications among the users.
Computer Networking	A collection of computers and servers which allow the easy flow of data and use of resources among users.
Computer-based training (CBT)	CBT tutorials, and simulations consisting of text and possibly graphics, which provide training by means of mainframe or personal computer. Also known as CAI (computer-assisted instruction), CAL (computer-assisted learning), or CBI(computer-based instruction).
Computer-Mediated Communication	Discussing and sharing information over an electronic network through the use of a personal computer. The computer's format helps with the mediation of discussion or presentation of information. Students can take as much as they want out of the discussion. Those who attempt to work with it and internalize the information tend to take more with them than those who do not.
Computer-Mediated Communication (CMC)	Communication among users of virtual or electronic environments.
Computer-Mediated Communication (CMC)	The use of a computer as a medium of communication. People can create, exchange, and communicate information by using a networked computer system.
Computer-Mediated Discourse Analysis (CMDA)	A qualitative methodology based in linguistics which may be used to analyze the patterns in communication found within computer-mediated environments. Typically, texts are coded according to a pre-determined scheme and the codes then further statistically analyzed to tease out specific patterns or methods of discourse.
Concept Map	a concept map is a map of cognitive structures reflecting the psychological structure of knowledge (Wandersee, 1991). It provides a technique of graphically delineating a two dimensional hierarchical—horizontal linear representation of concepts (lexical nodes) and the relational arcs linking those concepts (Norlin, 1980 cited in Harris & Grandgenett, 1993).
Concept mapping software	is a program that allows users to show connections between ideas and terms. While it is similar to early flowcharting software (like RFFlow) programs designed for concept mapping like Inspiration and Kidspiration are specially designed to facilitate users in making visual representations of a topic or a brainstorming session. Some of the tools included are a variety of lines and boxes and colors so that users can organize their information using a variety of methods. These are being used a lot in K-12 settings to help students organize vocabulary rich disciplines (like science) and also to aid in writing and its organization.
Connection	Link that provides a medium to share information between two parties.
Consensus Building	Development of group agreement on a meaning.
Construction Environments	‘Constructionism’, as a theory of learning, it based on the belief that students learn best when they are designing and constructing objects of their own imagination and desire. It adds to the picture of learning an emphasis on students creating just about anything-stories, physical structures, computer games, drawings – with appropriate tools that require significant thought.
Constructionism	A theory which states that children learn best when they are in the active role of the designer and constructor. According to Papert, the creation process and end product in constructionist learning must be shared with others and then this sharing becomes a “public entity”. [Example] Constructionism project in MIT media lab http://learning.media.mit.edu/projects.html
Constructionism	coined by Simon Papert. Children (and adults) learn better when they are engaged in building or creating something. This idea was applied through such applications as Logo which allowed children to build stories as well as objects to learn math and Mindstorms – the Lego robot system inspired by the Logo software language.
Constructivism	Psychological theory formed by several researchers and grouped into two major arms: social constructivism (includes the work of Vygotsky and others) and cognitive constructivism (includes the work of Piaget and others). Discusses students who build their own learning environments learn more effectively because they become actively involved with the learning process. They create the context through which they choose to learn, and at times they are able to interpret concepts on their own. The internalization, ZPD and scaffolding are examples of principles for constructivist learning.
Constructivism	A theoretical framework that states that learning is an active process and that learners construct new concepts based on knowledge current and past.
Constructivism	A philosophy of teaching with foundations in student construction of their own knowledge which stresses the importance of authentic learning tasks that are relevant to a student’s experience. The role of the teacher is generally as a facilitator in non-traditional learning scenarios rather than traditional (lecture/note-taking).
Constructivism	The learner creates their meaning from interacting with the world and with their peers. The learner negotiates their own meaning from experiencing the universe.
Constructivism	is a philosophy or learning where subscribers believe that learners construct their own view of the world or knowledge based on their own experiences. If people have different experiences then they may have a different worldview. In addition, people then have to negotiate meaning with others and somehow come to a consensus as to a correct answer. For example, someone cannot just say a red light means go, because for most people it means stop, so they must in some ways conform to the standards of their communities but they may still have their own perceptions. (ie… for some people … yellow means go real fast, and in others it means stop).
Constructivist Approach	Learning is an individual attempt to construct meaning. Here are some perspectives to constructivism: Constructivism is a theory which is based on results of Piaget's research. It differs from the traditional view, that knowledge exists independently of individual, the view that the mind is a tabula rasa, a blank tablet upon which a picture can be painted. (http://www.ic.polyu.edu.hk/posh97/Student/Learn/Learning_theories.html#constructivism) A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given". (http://www.artsined.com/teachingarts/Pedag/Constructivist.html) Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. (http://www.funderstanding.com/constructivism.cfm)
Constructivist Teaching	Maintain the following principles: 1. Reflection, reflexivity and self-awareness; 2. Self-regulation; 3. Social negotiation and collaborative learning; 4. Problem-based learning; 5. Student initiation and ownership; 6. Multiple perspectives and multiple modes.
Content Analysis	A methodology for analyzing the contents of a body of work. The body of work may range from content generated in an electronic discussion environment or simply a text document.
Context	Scenario in which knowledge has meaning
Cooperation	is the process by which a project is completed by “divide and conquer”. People do not work together but instead each do their part and complete the project like a patchwork quilt.
Cooperative Learning	is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. In small groups, students can share strengths, and also develop their weaker skills. They develop their interpersonal skills, learn to deal with conflict.
Cooperative learning principles	• Positive interdependence: When members of a group have to rely on each other when given a common task. • Individual responsibility: When each person in a group has something specific to do and is clear about his/her task. • Team skills and rules: Agreed upon rules and codes of conduct on group work. • Group processing: Evaluating each member's findings or behavior.
Cooperative System	A system that leads to interdependency among learners in a way that they must complete a given task by compiling and connecting each piece of the whole done by each learner systematically.
Correspondence study	Distance education that the instruction is delivered by mail.
Course CDs	Compact Discs filled with interactive media, such as websites, video clips, and forms (the list is endless) that are part of course or come with the book that is purchased for the course.
Course Content	Written material that keeps the knowledge that course tries to teach to the learners.
Course Content	The meat and potatoes of course. The really important stuff a student needs to understand and learn.
Course Evaluation	Course evaluation refers to end of course evaluation where the instructor and the course are evaluated by a “smile test”. This evaluation is used to increase the performance in the course preparation and the presentation by the instructor.
Critical Thinking	The ability to self-consciously construct meaning and evaluate it.
Culturally Diverse Learners	Learners that come from different backgrounds and experiences, typically, ethnically and/or racially, and that may have dramatically different views from other students.
Cyber character manager	Function: To add some fun stuff, the cyber character can be used in collaborative learning. Each learner can modify and decorate her/his own cyber character. For example, the users can show their feeling using the cyber character’s facial expression. Using the cyber coin, learners can buy costume for their own cyber character. Administrative tool: Administrator prepares various faces of the cyber character and various costumes. Also, administrator sets where the cyber character is attached such as on top of the users’ posting, on chatting screen like emoticon, etc.
Cyber coin manager	Function: It’s another fun stuff. Learners’ various collaborative activities can be enforced by the cyber coin. Users can earn cyber coin as a result of their activities. With the cyber coin, learners can purchase the decorating stuff for their “my page” and costumes for their cyber characters. Administrative tool: Administrator sets default amount of the cyber coin for each user, sets the value of activities as a chance to earn the cyber coin and sets the price of fun stuff.
Cyberspace	this is a place where the human nervous system and mechanical-electronic communications and computation systems are linked (Spring, 1990). Cyberspace as an educational medium is already being explored by such visionaries as Joseph Henderson, M.D. of the Interactive Media Laboratory at the Dartmouth Medical School.
DAC	Digital to Analog converter
Databases	Structural information aggregate that contains one or more data sets which are organized logically.
Decision support software (and group decision support software)	Decision Support software was very popular in late 80’s and early 90’s. Programs like Expert Choice would allow business people to transform difficult decisions into other forms of data (numeric lists and percentages for example). Modern forms of this software allow groups to work together and make the responses anonymous to allow a group decision to be made without roles and positions being identified.
Delivery of Instruction	The manner in which a course is delivered to the student. This could be via television, computer, face to face, video, teleconferencing, etc.
Delivery System	Tools which provide the material and instructional support: Educational Content – The instructional component and material which may be provided in numerous formats including HTML, PDF’s, word processing documents, PowerPoint slides, Flash movies, etc. Slide Show – Synchronous directed lecture or learning component using multimedia component Help – contextual online assistance, gives automated and convenient direction and explanation for the course delivery system Message Archiving – saving messages posted or otherwise shared between participants Text Search – Ability to search through archives, educational content, messages, or files in other locations to locate items relevant to keywords or other search parameters (e.g. date, specific participant) Audio streaming – A spoken or otherwise auditory educational content module is made available for real-time listening over a network, participants do not need to download entire file before listening Video streaming - A video-based educational content module is made available for real-time viewing over a network, participants do not need to download entire file before viewing
Demonstration	Displaying how an activity may be accomplished or showing how something works.
Desktop Videoconferencing	Videoconferencing from a personal computer. Most often between two people, although it is possible to have larger groups. Web-camera’s and microphones are common required technology in addition to the personal computer.
Digital libraries	Networked information and resources regarding to books, journals, government documents, music, video, and more.
Digital museums	Networked information and resources specialized in arts.
Digital Signal	Voice, video, or data transmitted as binary information (1’s and 0’s)
Discovery learning	A learner-centered, inquiry-based learning approach and similar to the Socratic method. Students discover and construct knowledge through problem solving processes which might include selecting, organizing, and structuring information that they need.
Discussion board	An asynchronous tool with which a group of people can exchange messages and post questions about a particular topic. The postings may be searchable by topic, date, or author.
Discussion Forum	Embedded in most learning communities for learners to share opinions and discuss questions. It can be used in both synchronous and a synchronous learning.
Discussion Forum	an asynchronous form of communication where users can post messages whenever they want to in order to interact with members. Most discussion forums now include the functionality to attach files and pictures. The main benefit of this technology is that users can post or read messages whenever they want which helps to bridge issues with time and space limitations. It is a tool often used in online education.
Discussion forum manager	Function: For asynchronous collaboration, one of the useful tools is the discussion forum. It’s a kind of electronic bulletin board. Learners post their message, share documents, and discuss issues with threaded messages. Administrative tool: Administrator sets the various preferences related to the discussion forum. Administrator can add/delete participants, allow/forbid file sharing, choose board skin/layout/color, and assign different read/write permission to different teams. Example: Treaded bulletin board, Guestbook, data storage, web photo album, etc.
Distance Education	There are more than dozen of definitions for it. The consensus is that 1) It has an educational purpose – meaning that it is an intentionally organized instructional program, 2) Learner and instructor is separated by time and location – meaning there is a need to communicate each other.
Distributed Intelligence	Knowledge shared among members of a group.
Document Sharing	A type of collaborative software or groupware which allows multiple users to view and/or edit the same documents in real time. [Example] Virtual whiteboard by PlaceWare http://main.placeware.com/
Document Sharing	Two or more individuals are working on the same document at the same time. This is usually a feature found in videoconferencing tools and in electronic collaboration tools. The two individuals do not have to be in the same place, just on the same network at the same time.
DVB	Digital Video Broadcasting – based on MPEG2
Educational Games	Most games fall into two categories: action games that rely mostly on hand-eye coordination, and drill games that resemble automated flashcards with fancy scoring mechanisms and rewards. Many game designers spend more time on flashy rewards than on educational content.
Educational Technology	Computer and Internet related technology adopted under the direction of psychological notion of learning and cognition to enhance teaching and learning.
E-learning	A learning process that is delivered and mediated by electronic technology either asynchronously or synchronously.
E-learning, On-line learning, WBI	Distance education that the instruction is delivered by internet, intranet, www. - Type 1. Technology as a supplement - Type 2. Conferencing technology as supplement - Type 3. Technology as the primary instructional mode (Eastmond and Lawrence, 1998)
Electronic blackboard	A network workspace which allows multiple users to draw and view on a computer screen in real time. Like a blackboard in a traditional classroom, the electronic blackboards in distance education enables teachers and students to share text and graphical information instantly. [Example] Virtual whiteboard by PlaceWare http://main.placeware.com/
Electronic discussion boards	A type of applications that allow members to communicate interactively with written language with other members asynchronously.
Electronic Mail	The most common online network in which one can send information to one or more persons. A network is built when a person sends an email initially.
Electronic penpals	People with whom one becomes acquainted through corresponding via Email. [Example] Connect & Collaborate by Scholastic Inc. http://www.epals.com/scholastic/index_sch.html?seesf=6177984 Through a global classport, teachers and students in 182 countries can communicate and collaborate with each other.
Electure	The presentation of facts, approaches and phenomena of the lesson given through electronic formats and means as a lecture instead of a piece of it.
Email	electronic mail. One of the oldest features of the Internet. It was originally designed to allow researchers working on government projects to correspond. Email is a great example of asynchronous point-to-point communication where users can deliver messages at any time and have it delivered directly to another user. Email in education has allowed for greater accountability with the electronic transfer of files and greater accessibility of students and instructors as email access has increased internationally.
E-mail	E-mail means electronic mail. As can be understood from its vocabulary meaning, e-mail is a mail sent electronically to the receivers. Senders are allowed to type message, attach a limited size of electronic document attachments. The address of the recipient is entered and the message is sent. A @ sign in the recipient address separates the identification of the receiver and the server where receiver’s e-mail account can be found.
Email (=Electronic mail)	An asynchronous communication tool with which people can send and receive messages electronically via networked computers.
Experiential Learning	Learning by experience, providing students opportunities to apply new knowledge to real-world or simulated scenarios
Experiential Learning/Learning by Doing	Learning in which the learners actively engage and perform the tasks themselves. The best example of such kind of learning can be fond in vocational high schools where students practice their learning in physical learning laboratories.
Expert	A person of knowledge, experience and practice in a specific area i.e. cultural anthropology, distance education, interactive environments, manager, director etc.
Explicit knowledge	Knowledge that is formal, easily described in words and easily observable (Nonaka, 1994).
Explicit knowledge	that which is clearly expressed in a given context. For example, a chart or a diagram from a textbook is an explicit presentation of data. Explicit facts can be the groundwork for presenting a concept in a learning community because it puts all participants on the same 'page,' so to speak. When in the same starting place, then the participants can better explore the implicit knowledge behind the meaning of certain concepts.
Exploration	Discovery of information, ideas, and relationships.
F2F or FTF	face-to-face communication: for optional learning to occur, I believe a blended approach is best in an online learning community: blending the online communication with F2F. The combination of individual work and group collaboration helps students realize their own Zone of Proximal Development.
Faculty resistance	The underlying resistance of faculty against policy, department philosophy, institutaional goals and/or expectations. For this paper, faculty resistance refers to the resistance by faculty towards teaching on-line.
FDX	Full Duplex – two way, simultaneous transmission of audio, video,or data. For example, an analog telephone both parties can speak at the same time. See also half duplex.
Feedback	Any information and messages given to the students after they answer a question, present their point of views, ask for advice-suggestions, and seek for accuracy. This could be automatic interactive responses from the computer as well.
Feedback	Instructor or students provide information or acknowledge specific acts, performances, or situations
Frame Rate	Measured as fps (frames per second). The higher the fps, the more realistic motion appears. Higher frame rates increase the amount of bandwidth needed to transmit a signal.
Full Duplex Audio	Simultaneous transmission of audio by two or more parties. See also FDX and half duplex.
Full-Motion Video	Television operates at 30 fps, videoconferences are typically 15fps. Due to the nature of videoconference versus ‘action packed’ television, 15fps is usually more than sufficient. The lower fps also goes to lower the bandwidth requirement.
Games	Enjoyable activity, usually strategy based and group oriented.
Gateway	Entrance and Exit points to a network. A gateway allows two or more networks to talk to each other, thus facilitating a videoconference.
General system manager	Function: The general system manager sets technical preferences for the collaborative learning system. Administrative tool: Administrator sets the general system preferences such as disk quota, network settings, language, and so on.
GIS (http://www.sli.unimelb.edu.au/gisweb/ )	A self learning tool developed to enhance teaching of Geographic Information System. Provide: it is comprised of a number of Internet based interactive multimedia modules. Each module has the following structure: theory, algorithms, worked examples, interactive examples, concluding with a test with feedback. Some general knowledge regarding GIS is assumed by each of the modules. There is a glossary available also.
Global Classroom	A small number of classrooms across countries are electronically connected, and students work collaboratively to accomplish a shared goal. [Example projects] iEARN http://www.iearn.org/home.html Learning Hub by MIT Media Lab http://learning.media.mit.edu/learninghub.html
Gopher	this is a very “old school” application of the Internet. Originally started at the University of Minnesota, gopher was a file system to organize files, information stores, and reports in a menu system accessible by the Internet. It was text only but was one of the first ways in which large amounts of data became available via the Internet. One example of something that was widely accessible via gopher was The Chronicle of Higher Education.
Graphic tool	An authoring tool which allows users to create, edit, optimize, and save graphic images such as GIF or JPEG. [Examples] Adobe Photoshop http://www.adobe.com/products/photoshop/main.html Macromedia Fireworks http://www.macromedia.com/software/fireworks/
Group based DE	DE for full time or part time students. Synchronous mode of communication. Various of media can be used to deliver instruction.
Group knowledge	Knowledge that is created as a result of a group learning process, such as gathering information, sharing information, negotiating meaning, and collaboratively solving problems.
Group manager	Function: Each group has limited permission to access some resources. For example, only the instructor group can access the item bank and the learner group cannot. Administrative tool: Administrator adds new group, modifies group information, and deletes existing groups. Administrator can easily manage permission by assigning some privileges to a specific group instead of assigning the privileges to each user. Example: add/delete group, change group permission, modify group profile, etc.
Guided Discovery Learning	Learning in which students are guided (when necessary) for a given phenomenon in a way that they are expected to discover the aspects of that phenomenon with the given guidance.
Guided Practice	Skills and activities to be learned are exercised with guidance from the instructor.
H.320 / H.323	Two common standards regarding the interoperability of videoconference systems from different manufacturers.
Half Duplex Audio	Audio transmissions that occur one after the other. Each end of the conversation can either hear or talk, but not both at the same time. Half duplex audio requires up-front negotiation of communication protocols (there are specific protocols established by Fire Departments who utilize 2-way radio’s, which are by nature half duplex).
Hardware	Tools or other (usually small) objects that is found as mechanical equipment. In computer environment, it refers to elements of computers.
Help Files	most programs are designed with a help system built in to answer common questions. Most Microsoft programs use a help system with attached search engine designed using specially coded RTF files (rich text). However, as more programs and companies have moved their product support to online repositories, many help files are now searchable HTML (Hypertext Markup Language) or XML (Extended Markup Language) files stored online. The advantage is that they are searchable by a variety of search engines and can be updated and changed at one location, thus updating the resource for all users.
Horizontal Interaction	One of the social interaction formats. According to Hatano and Inagaki (1991), construction of knowledge through social interaction can be observed in two formats, horizontal and vertical. In Horizontal Interaction when no corrected answers are immediately expected, people tend to express a variety of their own ideas and exchange ideas with others that are likely to be examined and elaborated by peers and oneself. (see also Vertical Interaction)
Host	a computer that allows another computer access for communication or file transfer.
Human-Computer Interaction (HCI)	Field of study concerned with the design, implementation and evaluation of computer systems through examination of the way users interact with them in various environments.
Hypermedia	An extension of hypertext that includes graphics, animation, audio, and video with text.
Hypermedia	An extension of a hypertext system in that the contents go beyond just text to include linking multimedia elements such as video clips, audio, and graphical images.
Hypermedia	A kind of means for presenting information and delivering computer based instruction on the appearance of different media such as graphics, movies, sounds, slides, animations, and so forth.
Hypermedia	A classification of software programs which consist of network of related text, graphics, audio files, and/or video clips through which users navigate using icons or search strategies.
Hypermedia programs (Hypercard)	a hypermedia program is a program that allows a user to link information and multimedia to represent ideas, information and data. It was first very popular on Apple computers with programs like Hypercard, however, now is commonly done using basic web authoring tools to link files either over the internet or locally on computers or disks.
Hypertext	Consisting of nodes and links. The non-linear and non-sequential interface we use in multimedia on the World Wide Web. Looked as a valuable new constructivist tool for supporting teaching and learning. There are three levels of hypertext in education based on the degree of learner control: read-only hypermedia, participatory, and exploratory hypermedia.
Hypertext	A system that consists of linked “nodes” or documents which are accessed by the action of clicking on a hyperlink which provides the link between two documents. The early World Wide Web is an example of a hypertext system.
Hypertext	A classification of software programs which consist of networks of related text files through which users navigate using icons or search strategies.
Idea Generation	The process in which students are lead to brainstorm and generate ideas for the phenomenon that they are studying. In the online settings, communication tools letting student “get in touch” are important for this process. Especially, the tools allowing for live interaction are preferable because of the active and progressive nature of idea generation without delays.
Implicit knowledge	That which is not directly expressed in a given context. It may take discussion or exploration to bring out the implicit facts behind a concept. An online learning community, especially using a blended format, could be a useful tool for reading the "between-the-lines" knowledge.
Incentives	Perks to encourage faculty to do more work or take on a project that their peers may not. Invented by administrations to lessen the bite of more work.
Independence & autonomy type	Individualized learning. Basically, learner can choose when/how to study.
Individual based DE	Individual based DE is the most commonly used by European. The most benefit of this type is that it frees learner from timeline. It can be divided into tow sub categories: pre-prepared material type and no pre-prepared type. No pre-prepared material type is that the learner chooses the method of study and studies at local college or university and takes the examination to get credit or graduate.
Industrial type	Mass production and reducing the required amount of input of power, time and money are the goal. Group based, standardized DE. Most Asian countries.
Information	Existing data or facts that have the potential to be converted to knowledge by learners’ internalization.
Information Construction	A focus on information construction comes from seeing students as constructors of their own knowledge, rather than as consumers of other people’s knowledge. This category embraces a range of applications, from the use of a computer to make interactive multimedia reports to having students in a classroom create their own ‘encyclopedia’.
Information Sharing	The action that two parties involve in mutual knowledge/information trade.
Inquiry	A process of seeking for truth, information, or knowledge-seeking information by questioning.
Inquiry	inquiry is a very big word in science education right now. It comes from a constructivist root that asserts that students should be engaged in hands on learning in order to develop a concept of science topic based on experience and using their own vocabulary before students are asked to learn formal vocabulary.
Inquiry Learning Forum (ILF)	An example of a Learning Community, sponsored by Indiana University, "the Inquiry Learning Forum (ILF) is an online community where math and science teachers can virtually "visit" each others' classrooms. Teachers can see other teachers teach, share their own ideas, and discuss their successes and challenges in supporting inquiry-based learning. We believe that through reflection, discussion, and sharing of ideas, educators can come to workable solutions to make inquiry-based learning a reality in their classrooms" (from http://ilf.crlt.indiana.edu/main/index.html).
Inspiration (www.inspiration.com)	“The Leader in Visual Thinking and Learning” Provide: Software tools that inspire learners of all ages to brainstorm, organize, plan, and create. Inspiration is said would strengthen critical thinking, comprehension, and writing across the curriculum.
Instant Messenger	a modern form of chat, first popularized by companies with online communities like America Online (AOL) and Yahoo. This program runs as a client on a person’s computer and connects to a host or server to allow people to connect to other users directly to hold private conversations. In many systems this is paired with chat to allow for private conversations outside of public rooms. An added benefit of instant messenger is that since users sign in, most programs have the functionality to let users know if other users who they have added to their “friends” list are online or available.
Instant messenger software	A type of application that allow members to communicate instantly with written language in real time. The member has own authoring ability. (e.g. MSN messenger)
Institution based DE taxonomy (by Verduin and Clark, 1991, cited in Wilson, 1991)	Type I: Postsecondary educational institutions offering college degrees to student whom they haven’t taught. Type II: Postsecondary educational institutions offering college degrees to student whom they have already taught. Type III: Traditional universities that offer DE through extension, independent study or continuing education. Type IV: Consortia of education-related institutions formed to provide DE in related disciplines or over a wide geographical area. Type V: Autonomous institutions established for teaching DE students. Type VI: Those institutions who produce educational programs through various media and are used without the assistance of the organization producing them by an informal distance learner.
Institutional support	Support given by the educational institution to their faculty, students, etc,. Typically when in referring to DE, institutional support means funding, $$$, graduate assistant help/support, technical support and or help from other departments or divisions in accomplishing the goals/objectives of a particular person or entity associated/working for the institution.
Instructor-centered	Locus of control for the learning process resides with the instructor and all activities revolve around the instructor as imparter of information
Integrate	A part of Mayor’s constructivist theory, integrate means to help learners to internalize information by making connections with preexisting knowledge. To help learners integrate information, Mayer suggests the use of advance organizers, elaborating questions, and illustrations.
Intelligent agents	these are programs that track user requests from databases of information to see what information they use. It is used in online search engines like Ask Jeeves when it allows a user to ask a question in real speech instead of search terms and it also suggests similar questions based on other user questions. Intelligent agents are predicted to be the future of handheld and cell phone technologies where instead of a real agent on the other line, it would be a computer. This is already a growing trend in customer service and telephone systems.
Intelligent Tutors	Artificial intelligence researchers try to make computers smarter, develop intelligent tutors that could scaffold students’ learning, provide help just when it was needed. To accomplish this, such a system would understand students’ answers, figure out what they understand and where they are having trouble, and decide what problems to pose next and what advice to offer, all without a scowl or recrimination: in short, serve as the perfect teacher. These systems are often based on research that seeks to find the relationship between the rules that novices use and those that experts use.
Interaction	In the online learning context, this refers to the interaction between the learner and the learning interface, content, other learners/peers, and experts/facilitators.
Interaction	“Reciprocal events that require at least two objects and two actions. Interactions occur when these objects and events mutually influence one another” (Wagner, 1994, p. 8).
Interaction	Reciprocal engagement of learners in the learning process with instructor, other learners and, the tools used in the learning activities taking place.
Interaction	Mutual information sharing between two or more parties. Here the interaction shows the collaboration and engagement between the instructor and learners as well as among the learners.
Interaction & communication type	The relationship between instructor and learner and learner and learner is the most important factor in this type.
Interactive	Two way communication in learning, with mutually or reciprocally orders and responses.
Interactive Multimedia (IMM)	IMM is defined as a computerized database that allow users to access information in multiple forms, including text, graphics, video, and audio. IMM is specially designed with linked nodes of information to allow users to access the information according to their unique needs and interests.
Internalization	The process that individual learners transform information to knowledge. Information could be gained from both an individual experience and a social context.
Internalization	One of the highest levels of constructivist understanding. When one internalizes information, a student has shaped the learning environment into one that makes sense for him-/herself The process of moving information from the external to the internal is what creates a strong tie between the learner and the material.
Internalization	Process of taking new information that was experienced or learned with in a social context and developing the necessary skills or intellectual functions to independently apply the new knowledge and strategies
Internalization	According to social-cultural theories, learning is not an exact copying process; knowledge and skills learners experience from their external environment can not become their own until after being moved into internal plane.
Internet	“The Internet is a network of networks, linking computers to computers sharing the TCP/IP protocols. Each runs software to provide or "serve" information and/or to access and view information. The Internet is the transport vehicle for the information stored in files or documents on another computer. It can be compared to an international communications utility servicing computers. It is sometimes compared to a giant international plumbing system. The Internet itself does not contain information. It is a slight misstatement to say a "document was found on the Internet." It would be more correct to say it was found through or using the Internet. What it was found in (or on) is one of the computers linked to the Internet.” (http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/WhatIs.html)
Intersubjectivity	A shared space or understanding among individual learners who collaborate with each other.
Intersubjectivity	It is a shared understanding and perception of learners when they are in the learning process which helps them be aware of what each of them is “talking about”.
Intersubjectivity	Temporary shared learning space or content that is the context for interacting with other learners.
Intersubjectivity	Temporary shared collective reality
IP	Internet Protocol
IP Address	The specific address of a device on the Internet. Each device must have its own unique address. This allows for devices to communicate with each other.
ISDN	Integrated Services Digital Network – international standard for point to point transmission of digital information over a network. This information could be audio, video, or data.
Item bank manager	Function: Though collaborative learning is based on the constructivist perspectives, assessment of learner achievement is still important. For convenient assessment of learner achievement, instructors can choose evaluation items from the item bank. Administrative tool: Administrator fills tag information and correct answer for each item for the automatic grading function. Example: True/False, multiple choice, matching, etc.
Kbps	Kilobits per second – 1,000 bits per second. See also bps, Bps, Mbps
Knowledge	From the objectivist view, knowledge is described as something people possess as a result of the learning process. From constructivist view, knowledge is something that learner construct from experience and interaction with the environment. Knowledge is viewed as contextual and relativistic rather than external and absolute.
Knowledge	Specific information about a phenomenon that is learned though experiencing, studying, exploring, and investigating for the sake of describing and understanding it better.
Knowledge Construction	Notion that students build their own knowledge rather than receiving it, applying information gathered from various resources to develop their own unique learning
Knowledge management	“The process of capturing, organizing and distributing intellectual capital” in an organization (Carlile,2002 p36). Usually, knowledge is shared in a knowledge management system and is accessible by people in an organization because that organization wants to be more competitive by increasing its intellectual power.
Knowledge-Dependent Learning	According to Glaser (1984) and other cognitive psychologists, knowledge begets knowledge. The ability to construct knowledge is a function of both the amount and quality of existing knowledge one has as well as one’s reasoning and other intellectual abilities.
LAN	Local Area Network
Learner autonomy	Learner applies skills and knowledge independently after completing instruction.
Learner Centeredness	Educational activity that is learner controlled and focused.
Learner Interpretation	According to constructivist approach, that knowledge exists independently of individual but the learning is the interpretation of individuals. Learners construct the meaning from their interpretations.
Learner Needs	Learner needs are the necessary information that the learner should learn from a specific instruction. Every learner comes with a prerequisite knowledge to the instruction. Therefore, this need changes from learner to learner. Also, learning styles of learners effect their expectations from the instruction.
Learner-Centered	From the learners’ perspective, try to make the biggest use of the resources to help them get the knowledge in the discipline.
Learner-centered environments	This term crosses over between higher education and online learning communities. Teaching and Learning in higher education is moving from a research focus toward one of student-centered environments. Also, learning communities and constructivist principles advocate creating a learner-centered environment. These issues are crucial for the future of higher education, and deserve much more research in terms of how to create them an maintain them under the context of teaching a set curriculum.
Learner-centered Instruction	Instruction where the learner has the control over the medium. Learner has options to choose from and responsible for his/her own learning. Learner centered instruction comes from the notion that learning is an individual attempt to construct meaning, which is the philosophy of constructivist learning.
Learning	The act or process of gaining new knowledge, skills and attitudes. The act or process includes internalization of newly acquired information via a set of cognitive, collaborative and physical activities.
Learning	the process in which Learners seeks new knowledge, information, skills etc. (see inquiry)
Learning	A permanent positive change in behavior because of instruction, new knowledge, new-meaning making and/or experiences.
Learning community	Grounded on the Sociocultural learning theory, a shared space that is composed of at least more than two people for the purpose of increasing shared knowledge via a variety of activities, such as negotiation of meaning, collaborative problem solving and so on.
Learning Community	Where collaborative learning takes place and where distributed expertise is emphasized. (e.g., Brown, et al., 1993; Pea, 1993b)
Learning community (LC)	A web of sharing ideas, experiencing challenges, receiving encouragement, and growing with an in-tact group of learners. This is a grouping of resources, theories, and ideas that is hosted online, in person, or both. LCs have a proven record as beneficial tools for increasing learning, due to the presentation of the social component of the learning environment. When a student shares information with others, s/he needs to understand the material well enough to feel comfortable speaking about it. Also, s/he feels comfortable asking questions and increasing her/his own learning.
Learning Community 1 ex.:	Centra Software and Symposium - http://www.centra.com/ Centra Software is the developer of Symposium, the first Java based distance learning application for structured training.
Learning Community 2 ex.:	Astound Incorporated - http://www.astound.com Web conferencing solutions that provide online interactive meetings, multimedia presentations, chat and document sharing in real-time.
Learning Community 3 ex.:	HorizonLive.com - http://www.horizonlive.com/ Online live interactive group learning and collaboration solutions that blend classroom and computer-based training.
Learning Community 4 ex.:	Ascolta - http://www.greatequalizer.com Live instructor-led learning over the Internet.
Learning Community 5 ex.:	iCohere, Inc. - http://www.icohere.com Provides collaboration software, groupware and knowledge management tools to create communities of practice, build learning communities, and deliver online.
Learning Community 6 ex.:	Altus Learning Systems, Inc. - http://www.altuscorp.com/ Provides distance learning and online education services and tools for creation of on-demand interactive communications and presentations.
Learning Community 7 ex.:	Topclass - http://www.Topclass.com/ Web-based services, including contents difusion, teacher suport and contests, to help students in mathematics, English language and computer skills.
Learning Community 8 ex.:	Learning at Internet speed. - http://www.coolteam.org.ph A web-based platform for implementing e-learning activities. Can be easily deployed over a wide range of operating system environments.
Learning Community 9 ex.:	InternetClass Communications - http://www.internetclass.com NetForum multiparty web audio conferencing and collaboration software supporting the business and distance learning markets.
Learning content management system(LCMS)	A system or software that supports both managerial and content-related aspects of e-learning. The LCMS allows course creation and storage that was not capable in the Learning management system, It is a combination of both a learning management system and a content management system.
Learning environment	A physical or non- physical space that is designed to accommodate learning.
Learning management system(LMS)	A system or software that supports administrative and managerial aspects of e-learning, such as registration, delivering different programs or courses, tracking students’ learning progress, and recording students’ achievement.
Learning Network	Support environment provided for students as an enabling feature, allowing exploration, feedback, peer interaction, often in a social context
Learning object	A reusable electronic unit of information for content creation in e-learning courses. It allows for shortened course development time and can be effectively managed by metadata.
Learning Object	A short module that teaches learners of a specific concept during a limited time; the module is movable and can be used in multiple environments for multiple audiences. An example of this is a short video as seen in the ILF (Inquiry Learning Forum) that teaches teachers on a specific concept. Anyone subscribed to the ILF can view and interpret the videos or other teaching tools into his/her own context, regardless of the location.
Learning Object	A unit that can be reused in supporting learning. Its size is determined by the scope and frequency of reuse. As a learning object becomes smaller, its reusability increases while its informational value decreases. Learning object can be used in providing resources and scaffolding.
Learning Object	A reusable piece of digital information packaged to be used individually or together with other LO’s or learning activities, for the purpose of learning and teaching.
Learning Tool	Web-based or at least computer-based tools that helps learner achieve learners get knowledge in some discipline in the way of interaction with other learners (collaboration) or with the software itself.
Learning with Computer	Using computer works as a tool to support learning, focusing on the content of learning; It is in contrast to learning ABOUT computer, which is to learn how to use computer per se.
Listservs	Distributed email lists which are only sent out to subscribers. The listservs are usually based on a particular topic or interest, and people subscribe to the lists in which they are interested.
Listservs	An e-mail distribution network in which one can send information to all registered members of a list. Also, members can send their replies to everyone or to the person who sent an initial mail.
Listservs	these email discussion lists. Many organizations use these to inform their membership about available services, upcoming changes, and important things that impact the membership. In addition, they are used widely in K-12 settings to connect teachers at different schools, often by content area. Also, federally funded organizations (such as the Department of Education’s Trio programs) use listservs to update directors and staff on new issues and funding. Listservs can be useful in education as distribution lists where students and faculty can contact all class members by email. This can help to build community by allowing all participants in the educational process to communicate equally.
Mayer’s Model	An instructional design model for constructivist learning primarily through direct instruction which emphasize three components: Selection, Organization, and Integration as described below: Selection – identifying the most relevant pieces of information Organization – information is organized in a manner which makes selection of relevant information most efficient Integration – tools are employed to allow students to integrate and internalize relevant information
Mbps	Megabits per second
MCU	Multipoint Control Unit – Videoconferencing hardware that allows for three or more networks to talk to each other.
Mediation	Learner’s psychological activity is influenced by tools and signs in his or her environment
Medium ties between members	Group members are bonded with socialization purpose and familiar with other members.
Mentor	a two-way exchange of information, tapping into both individuals' abilities to learn, but some modeling is used by the mentor to the mentee.
Mentoring	Two ways of information flowing process in which more expert part which receives “help” signals from the other part provides scaffolding to it in return.
Metacognition	Learner is self-aware of his or her own thinking processes.
Meta-cognition	Thinking about how we think. Helpful when creating a learning environment, such as an online learning community, because the instructor can anticipate the needs of students before the class even begins.
Meta-data	Data about data. This is particularly helpful when studying an area that has been researched heavily. One can analyze multiple studies over time and pull out major trends. This can be helpful when using data from something that is well-known to create something new, such as when creating new virtual environments. One can use constructivist theories and other research on teaching and learning to predict the success of a specific learning initiative
Microphone	Electronic device that converts audio waves to electronic analog signal.
Modeling	The instructor or discussion leader in a learning community exhibits a desired type of behavior in the virtual classroom, discussion forum, etc. By exhibiting the behavior, the instructor can encourage others to follow suit.
Modeling	Behaviors is offered for imitation.
Modeling	Modeling means simulating a complex environment in more comprehensible ways. These ways include (1) modeling a physical environment – for example a plant-, and (2) modeling an intangible (thought) environment. (Collins, A. (1996). Design Issues for Learning Environments, p.356).
MOO	Multi-User Domain Object Oriented – this is another space similar to a BBS where learners can connect and participate in discussions. It has both synchronous and asynchronous aspects.
MUD	Multi User Dungeon (Dimension) – this is a virtual environment where users can interact with other users in a role playing atmosphere. Many early MUDs were based on Dungeons and Dragons games and were text based where “players” would have commands like slay dragons and throw fire. MUDs were very popular communities online prior to the World Wide Web. MUDs have evolved into some of the multiplayer Internet games that are popular (and much more powerful) now.
Multimedia	A presentation environment which contains a combination of media including text, video, audio, animation, and graphics. Different mediums may be used including interactive computer multimedia presentations such as web sites and CD-ROMs.
Multimedia	a class of computer-driven interactive communication systems which create, store, transmit, and retrieve textual, graphic, and auditory networks of information.
Multimedia	Multimedia combines more than one media type, such as audio, video, and text. An animation which incorporates both video and audio elements is a example of multimedia.
Multimedia	Using multiple methods of presentation can improve the active participation of the learner and improve the quality of learning since people gather and process information differently.
Multiplexing	Multiple simultaneous transmissions over a single circuit.
Multipoint	Communication with more than two locations involved.
Multipoint Videoconference	Videoconference with more than two locations involved. A Bridge is required to connect the multiple sites.
Multi-tasking/simultaneous learning	Performing many activities at the same time. Provides a rich learning environment, particularly during face-to-face class meetings, though it could lead to cognitive overload. Most undergraduates today have grown up multi-tasking while working; this is a new concept, so the professors who teach today's students may not understand.
My page manager	Function: “My page” is the personalized homepage for each learner. Each user can modify its layout and add/remove some functions. Learners can check their progress of learning and the messages which they have posted in the discussion forum. Also, they can have fun such as changing cyber character or buying cyber character’s costumes with the cyber coin. Administrative tool: Administrator can set which options are presented in “my page”. Example: view/retrieve my postings, shortcut to my team homepage, modify my schedule, modify my tasks, modify my cyber character, earn/spend my cyber coin, etc.
Narrowband	Low speed connection. Usually 56Kbps or slower.
Netiquette (etiquette)	On-line this refers to the manners and social expectations of interacting on-line. Rules for politeness for on-line interaction.
Net-Learning	Any type of learning that is done via the World Wide Web or over a network, could be an intranet. Commonly refers to Internet delivered learning or training.
Network	A group of communications devices (computers, telephones, telegraphs, …) that are connected for the purpose of communicating data.
Networked Database	An organized collection of data which is easily accessible and manageable either online or offline. Users can search for information by submitting queries such as keywords, titles, or date. [Examples] Computer-Supported Intentional learning environment (CSILE) http://csile.oise.utoronto.ca/
Newsgroup	A type of online discussion forum which is organized into subject hierarchies and distributed by Usenet, a worldwide news discussion group.
No ties between learners	Users obtain information independently and are not networked with other users who obtain the same information.
Non-traditional student	Typically, a student is older and has decided to return to school after a hiatus; a working professional that has returned to the classroom, commonly for retraining; a working professional that has decided to change his/her career later in life. These students at times have special needs and/or difficulties in attending college in the traditional sense. DE is believed to better suit or reach these students.
Novice	A person at the beginning point of learning and practicing in a specific content area of knowledge or practice.
NTSC	National Television Standards Committee
Online archives	Online systematic records of community history related to activities, discussions, and/or works that are retrievable at later times.
Online catalogs	A database that includes only the description of resources and their locations. (e.g. IUCAT)
Online Collaborative Work Group	Sharing common online space, interests, and goals, group members collaborate together towards knowledge building or completing meaningful group tasks. For characteristics, please see: Common interests,Reciprocal collaboration, Active learners as contributors, Strong ties between learner. For tools please see: Collaborative writing tools, Collaborative transparent tools, Collaborative input tools.
Online communities (user communities)	these are groups of people who are joined online for similar purpose. One of the largest of these groups is by access, for example AOL (America Online) is a group that is organized by people who use their service to connect to the internet but users may also participate in use of an instant messenger, chat rooms, and discussion forums. Other online communities are formed by interest – for example, Ivillage is an online community for women with discussion forums, online radio programs, and chats set up around women’s issues like pregnancy, menopause, weight loss, and family issues. The users often create online communities. While it is important to have the tools that users want, many online community attempts failed because they did not have enough participants or did not change with participant input. There is no “if you build it, they will come” in online community.
Online Community	An online space in which a group of people who have common interests get together.
Online Forum	A discussion medium that allows participants participate distantly and post their message on a server which is connected to the internet, or a local or global network. Every posting appears in a chorological order. Most usually the software allows user to customize the way the discussion topics and postings listed.
Online Information Sharing	Resources are stored online where users can obtain certain resources. Towards the community development, the accessibility to the resources will be limited to the certain members. (e.g. Yahoo.com, Indiana University’s Digital Libraries, The National Science Foundation’s National SMET Digital Library, ERIC Clearinghouse on Information Resources). For characteristics, please see: Storage area of resources, Passive users, No ties between learners. For tools see: Databases, Digital libraries, Digital museums, Online catalogs, Online archives
Online Learning	is a major collection of terms relating to learning environments delivered over the Internet. For some people it is more concerned with tools such as course management software (OnCourse, Blackboard, WebCT) and for others it is about pedagogical decisions, (i.e. How to teach a course to people over the Internet?)
Online Learning Community	An organically growing group where members have one or more common interests or goals, share resources, and construct knowledge through continuous negotiation with multiple perspectives and engagement in meaningful practices. It is just not the group of learners, but the group where the learning occurs. In the community, the group members are actively involved in the group works and take up a leader role as becoming core participants. The technical structure of the online learning community can be built. However, whether it grows to the community depends on members. (e.g. Tapped In, Professional Development K-12 Use, Xerox Eureka, Te well, Special Multimedia Arenas for Refining Thinking project, ILF). For characteristics see: Reciprocal Mentoring, Practice fields (Community of practice), Problem-based learning, Anchored instruction, Cognitive apprenticeship, Organism, Reproduction cycle, Active learners as a part of a community, Strong ties between learners, Tools (Synchronous tools, Asynchronous tools)
Online Library	A library on the Internet where users can read books and other publications. The electronic resources can be uploaded, and downloaded by users.
Online Network Group	In the online Network Group, group members are linked in some way, and the connection of members is used for delivering information. There is no sharing space for discussing issues among group members.(e.g. ist_jobs, ist_kist). For characteristics see: Top-down communication, Passive members, Weak ties between members. For tools see: Listservs, Electronic Mail
Online Open-Ended Discussion Group	Sharing common online space, group members talk and discuss general interests. The purpose of this form of this group is socialization. The group members usually generate the subjects of discussion. For characteristics see: Common discussion space, Reciprocal communication, Active member, Medium ties between members. For tools see: Chat tools, Instant messenger software, Electronic discussion boards
Organism	Community is growing organism that has its own history. It cannot be built but support it grow. In the online community, each member is a part of community.
Organize	A part of Mayor’s constructivist theory, organize means to help learners arrange (organize) information. To help learners organize information, Mayer suggests providing students with a recognizable text structure such as a recognizable hierarchy and categorization within the text. Suggested elements are enumerated lists, graphical representations, outlines and so forth.
Packets	All data on a computer network is broken down in to packets. Packets are the individual blocks of information that get sent across the Internet. Packets, in addition to containing information, also contain the destination IP address.
Passive members	Receivers of information who are not likely to contribute on building knowledge together.
Passive users	Consumers of the information who are not given any opportunities to contribute on building resources.
Pedagogy	Teaching; The art and science of teaching children.
Peer Evaluation	Learners’ reflecting on each other for evaluative purposes. This process is usually used in team works for learners to grade each other. Usually, every group member grade everybody in the group, and the cumulative grades per learner is divided by the number of people in the group.
Peer Mentoring	Students act as instructors and tutors for each other, assuming instructor roles or responsibilities, often on a rotating basis
Performance-based assessment-	Learner’s are assessed based on behaviors performed during an activity.
Perspective Taking	Getting exposed to seeing and examining the events and phenomena through social dialogues that allow for different points of views such as those of peers and experts.
Point-to-Point Videoconference	Videoconference between two sites
Posting	A posting is an electronic message sent to a newsgroup, or e-mail distribution list over internet.
POTS	Plain Old Telephone Service (analog service) generally limited to 52Kbps (never mind that analog modems are being advertised and sold as 56k modems – the modem may be capable of that speed, but the phone line is not.)
Practice	Exercising a sample task to get used to it. It also means repeating an activity several times in order to improve performance.
Practice fields (Community of practice)	Under the social constructivist theory, learning is the part of social interaction. The practice fields are kinds of support systems to promote shared goals, understandings and practices among collaborators working on a problem or issue. The difference of the terms is based on how see the embeddedness of it in the community and its impact to the community.
Prerequisite Knowledge	Prerequisite knowledge refers to learners’ previous experience and knowledge related to the information given in the course.
Problem Based Learning	Students are given a real-life problem and must use several skills such as research, questioning, discussion, guessing and social interaction with their peers to solve the problem. Whether they get it right or wrong is not the answer, it is the journey they experience and what they learn to get to their answer that is the important part. Typically used in a group work setting.
Problem Solving	The ability to apply knowledge to unique situations to identify and provide creative solutions
Problem-based learning	A form of situated learning that originated from the medical field where learners find solutions to a complex problem by seeking information that is relevant to that problem.
Problem-based learning	Activity based on solving or analyzing a complex real-world situation.
Problem-based Learning	Students are presented with real or artificial problems to which they are expected to apply new knowledge in order to diagnose and provide solutions
Problem-based learning	One of ways of creating problem fields. Given authentic problems, learners are expected to develop their own solution to the problem and rationale about it through relevant resource seeking. (e.g. Medical school’s PBL)
Programming Language	A computer language which consists of sets of key words and commands that are interpreted or compiled by other assembly language programs to be able to run on the computer.
Project	It means plan, sketch, program, and so forth in literature. Here we mean a task that is completed by an individual for an assignment. Sometimes groups of people work on the same task and called project team.
QoS	Quality of Service – high quality of service equates to a good video image
Questioning	Learner questions peers or the instructor during the learning process.
Questioning	Prompting learners to stimulate thinking and provoke creations
Radio DE program	Distance education that the instruction is delivered by radio.
Real-Time	Communication without delay.
Reciprocal collaboration	A form of mutual interaction of subject-focused ideas, information, or work input through speech, signals, or writings toward shared knowledge and/or completing meaningful group tasks.
Reciprocal communication	A form of mutual exchange of ideas, messages, and/or information through speech, signals, or writings synchronously or asynchronously.
Reciprocal Mentoring	The expert, more advanced peer or old-timer’s assistant activity of scaffolding to help the learner reach more advanced level of learning. The members take turns in the role of mentoring according to subjects or situation. Also newcomers will be grown as old-timers, who can mentor newcomers, with their efforts over time.
Reflection	Learner reflects back on the learning process.
Reflection	Reflection is an activity engaged in by learners to give each other feedback and evaluate each other’s work.
Reflection	Reflection is giving supportive feedback. Usually judging the performance of an individual on a task is the way reflection occurs. It does not only mean that the person reflecting points out the problematic areas, it also means that the person cites both fine and bad parts of the study. (Collins, A. (1996). Design Issues for Learning Environments, p.387).
Reflective Thinking	Thinking process that leads to not only summarizing “what is there” but also getting ideas, creating hypothesis and solutions as well by comparing and figuring out what is already known and what is just learned.
Reminder manager	Function: Remind learners of the task schedule, the synchronous chatting time and so on. E-mail or my page notification can be used. Administrative tool: Administrator sets reminding method such as e-mail, my page notification or so.
Reproduction cycle	A community continually reproducing itself with newcomers becoming core participants by being motivated with authentic activities and developing identities in the community.
Resource Based Learning	A learning process in which learners are provided with variety of media, guidance, and sources within the learning settings in a way that they gradually become involved in their own independent learning.
Reuse	The process of generating new materials by reusing old materials in an attempt to save time and effort. In online learning, this might be achieved by using a content template for courses or by ensuring that technical processes are streamlined across seemingly separate electronic environments.
Rewards	Treats, prizes, monetary compensation. DE faculty typically do not get much rewards for teaching on-line.
Right to share work	The ability of faculty to share their work with others in the hopes of creating a community or for personal satisfaction of helping others. This can be controlled by their institution.
Role Play	A useful notion in learning tool and learning community. Learners take the stand of another person, trying to think, express and act in his fashion. Often used to invoke sense of human diversity and analyzing of different understandings.
Role Playing	Exploring, investigating, and participating from different point of views and perspectives in a way that learners are being motivated by the characters that they are given to play in the learning process.
Role playing	Activity in which students act out particular roles within a real-world context.
Role Playing	Controlled environment where students assume a different persona, exploring topics from a perspective not typically their own.
Router	A device that finds the best route between two networks. Has the ability to find the best route over multiple networks.
Scaffolding	Support structures that guide learners. Scaffolding can be academic/content-related, administrative, social, or technical.
Scaffolding	A structure for learning. Visualize a structure placed over the outside of a building during construction: the knowledge that a student seeks is inside the building, and the scaffold helps the student reach the knowledge, especially that which is on the upper floors. In a constructivist learning environment, where students create their own concepts from the material provided, it is essential for instructors to provide a learning structure in order to help guide the students through the learning process. Scaffolding helps the instructor change her/his role from one of providing knowledge to one of designing a learner-centered environment.
Scaffolding	Help, guidance, assistance, suggestions, recommendations, advice, opinions, and comments that the instructor provides during the learning process
Scaffolding	An interactive instructional process whereby the teacher or designer of the learning environment provides supports for the learner that makes the learning task more manageable for the student, often attached to ZPD.
Scaffolding	Any support that is given to learners while they are performing a task. One of the disadvantages of scaffolding is that the learners may become dependent on it as they develop thinking that whenever they need assistance, they will find it. (Collins, A. (1996). Design Issues for Learning Environments, p.357).
Scaffolding	is an educational term that reflects the physical object for which it is named. Scaffolding is temporary support system provided by a teacher to help students accomplish a complex task. As the student becomes more accomplished, the scaffolding ‘fades’, just as scaffolding on a building is taken down once the construction is complete. Scaffolding can be as simple as a teacher helping students do complex computational problems in steps and keeping track of the results for them. A more complex scaffolding might involve setting out a specific strategy for completing a research task. In both cases, students will eventually have to do the task alone, and it is the teacher’s job to withdraw his or her support as the student is able to work independently or with other students.
Scaffolding	support that is provided to learners to help them with their thinking. It may include prompts or questions for learners to consider or it might be in how the information is presented to learners to encourage them to move in a logical manner through new information.
Schedule manager	Function: A team members share each member’s schedule using the schedule manager. It can be used for the synchronous chatting and whiteboard. Administrative tool: Administrator sets whether the schedule manager should be included in the team homepage menu or not.
Select	A part of Mayor’s constructivist theory, select means choosing relevant information. The theory looks at this aspect from learners’ perspective. Therefore the learner should be able to select. To help learners select information, Mayer suggests using text formatting such as headings, italics, font size, bullets, and/or instructional objectives to highlight relevant information. Also suggested are statements of instructional objectives “to emphasize relevant information”. (Mayer, R. E. (1999). Designing instruction for constructivist learning. C. M. Reigeluth Instructional Design Theories and Models A New Paradigm of Instructional Theory Volume II (pp. 141-159). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.)
Self-regulated learning	Learner controls his or her learning process.
Server	A special software program which is loaded onto central host computers. The server allows users to access, transfer, and retrieve files. [Example] Macromedia Communication Server http://www.macromedia.com/software/flashcom/
Server	a special computer that allows other computers to connect to it as clients. or A program that runs to allow permission to other computers or access on a network.
Shared workspace	A virtual space which allows a group of users to communicate and create works synchronously.
Simulation	Reproduction of a real-world activity.
Simulation (in contrast to Games)	similar to games in that they both transport the student to another world or environment where the student controls the action by applying a knowledge base. However, simulations differ from games in three important ways. 1, instead of merely trying to win (as in a game), a simulation participant takes on serious responsibilities, suffering or benefiting from his or her own decision-making. 2, while travel through a game is linear (typically across a game board), a player's progression in a simulation is nonlinear, or branching. Each new set of problems or issues is a direct result of a participant's earlier decisions. 3, while games are dictated by rules that are not necessarily realistic, simulations are governed by dynamic and authentic relationships among several variables.
Simulations	Software that allows a user to change parameters and run a model to see the effect. Such software supports learners building and testing hypotheses, interpretation of results, and subsequent revision and retesting. Simulations differ from one another primarily in terms of the world that is simulated and the complexity of the underlying models. Sometimes the simulated world is the ‘real’ one, as in predator/prey programs. Sometimes a simulation actually expands the world available to a student, because the world that is modeled is one that is otherwise inaccessible. Other simulations let students investigate an entirely imaginary world that behaves according to well-founded principles derived from real-world behavior.
Simulations	A “pretend” real life environment that tries to emulate or simulate the real-life situation and/context as close as possible to the real thing in order to illicit a real experience from/for the learner.
Situated Cognition	is outreach of cognitive science which says that learners learn better when their new learner is placed in a relevant experience. This is different from constructivism in that it uses what is already known in memory as applied to new situations to create understanding. (Young, Natasi, and Braunhardt, 1996).
Situated Learning	Authentic tasks (real-life or simulated to resemble a plausible scenario) are used to provide learning opportunities, giving students the chance to apply their knowledge
Situativity	A theoretical framework that builds upon social constructivism. The source and beneficiary of learning is the community. The learner gains by interacting with members of that community and gives back by contributing to that community.
Skill/Procedure Learning	Knowledge that is necessary to complete a task is learned in skill learning. Procedure refers to sequential instruction, which means how to do things. A simple example would be learning how to install software in computer.
Social constructivism	Grounded in Vygotsky’s theory.Learners can construct their own knowledge via an interaction with their peers in a social, cultural, institutional and historical context. Like cognitive constructivism, learners are seen as active subjects of their learning process, rather than passive beings that are receptive to given knowledge from instructors or experts.
Social Constructivism	A theory which tells that knowledge is constructed not only in mind but also in the interaction of mind with the social settings that provide the learner with multiple view points and expert knowledge in the learning process.
Social constructivism	A theoretical framework that states that the mind and knowledge is socially distributed. Learning is by discovery and is influenced by a learner’s social and cultural background.
Social development (online LC)	Learning that occurs not only about the task or concepts at hand, but also about the culture in which a learning community operates. Through participating in a global online community, about geography for example, one not only learns about the features of the landscape in other countries, but a student will also have the opportunity to learn about the culture and social customs of that region. Social development is an important part of collaborative online learning - two different learning processes occur at once (learning the subject, and learning about the subject's context in society)
Social Learning	Process of creating meaning through group interaction.
Software	Programs that control the functions of computer hardware.
Storage area of resources	A place for accumulating resources.
Strategic thinking	Learner plans how to approach the learning process and activities.
Streaming Media	A type of media which allows audio, video, and other data to be delivered in a continuous flow to an end-user's PC. This web technology allows large data files to be streamed to multiple end users on lower-bandwidth connections. [Examples] RealNetworks' RealPlayer http://www.real.com Microsoft's Windows Streaming Media http://www.microsoft.com/windows/windowsmedia/default.asp
Strong ties between learners	Group members are bonded with common interests, goals, and/or group tasks. The process and output of members’ collaborative work will strongly bond the members together.
Strong ties between learners	As being a part of the community, learners are strongly bonded together under the community. They share everything such as space, interests/goals, works, resources, and the output of collaborative group works.
Student-centered	Locus of control for the learning process resides with the student and all activities revolve around the student, keeping them actively engaged in the learning process
Synchronous	In online communities, this is a 'live' interactive tool for discussion or for performing tasks. A chat room is one example of a synchronous environment. Another is the use of a collaborative graphing tool where groups of people can work on solving mathematics problems, or other graphing examples, at the same time.
Synchronous (Real Time)	orders and responses happen at the same time period. Real time communication.
Synchronous Communication	A way of transmitting information exchange through live means without any delay such as chat tools, TVs, emails, computer conferences, white boards, and etc. In this way, learners collaborating are given chances to communicate face to face in real time interactions.
Synchronous Communication	Electronic or virtual communication between individuals or groups that takes place in real-time so that messages are sent and received by users with no delay.
Synchronous communication	A communication mode in which interactions between two or more parties occur in real time. Four core Web technologies are behind the growth of synchronous tools: (1) Document sharing, (2) Streaming media, (3) Text-based chat, and (4) Voice-Over-IP (Barron, 2000). See: Document Sharing, Streaming Media, Text-Based Chat, Voice-Over-IP (VOIP), See also Asynchronous communication.
Synchronous communication	the type of information that occurs when two people are directly connected. The oldest form of synchronous technology is the telephone, where one person makes a point to point connection to another. Currently popular forms of synchronous technologies include chat, video and online conferencing (ie. Netmeeting) and instant messenger.
Synchronous interaction	Interaction that occurs between at least two objects or subjects (e.g. learner, instructor, and Instructional material) reciprocally and at the same times without any delay.
Synchronous tools	Tools that allow the users interact with each other at the different place at the same time
System	A combination of related concepts or entities which comprise a larger functioning whole.
Systemic change	Cyclical modifications that are made to all parts of a whole.
T1	1.544 Mbps (in North America – Europe has their own standard for T1)
T3	45 Mbps (North America – Europe has their own standard)
Tacit knowledge	Informal knowledge that cannot easily be codified and delivered via delivery of instruction. Knowledge about how to do certain things, such as how to driving a car.
Tacit knowledge	That which is already known inherently in a given situation. For example, I have been playing piano all of my life. Reading music is tacit knowledge for me, since I have been reading it almost as long as I have been reading English. Bringing one's tacit knowledge to life in an online learning community can be difficult, but necessary if the community involves persons of other cultures. I.e. I would need to work toward not assuming that others in my learning can read music, and use elementary terms when describing something musical.
Task	Some work to be done or accomplished using a tool in a context.
Task manager	Function: In collaborative learning, learners usually conduct tasks and/or projects in a team. The task manager enables a team to plan and share the team tasks and projects. Administrative tool: Administrator can change preferences and add users who share the same tasks and projects.
Task structuring