The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, State and local government services, public accommodations, commercial facilities, and transportation.

Section 508 of the Rehabilitation Act of 1973 (29 U.S.C. § 794d) requires the federal government to ensure that the electronic and information technology that it develops, procures, maintains, or uses is accessible to persons with disabilities.



The domain of learning concerned with emotions, feelings, and attitudes.

Examples: Learning to enjoy a dance performance is an affective skill. Learning to value diversity is an affective skill.

Words associated with affective skill: receiving, responding, valuing, organizing, characterizing


The act of determining the extent to which the desired results are on the way to being achieved and to what extent they have been achieved.

Another name for a student activity or assignment.


A course that has no defined start or end date. Students may start or end the course when they like.


Creating a shortcut in your browser menu to help you revisit a web page you’ve already seen.

Branching Tree Learning Object

Also known as a BTLO. In a branching tree learning object, students are asked to read a scene and make a decision. Their decisions result in consequences from which they can infer if they made the best decisions or not.


A program designed to search the Internet for web pages. Examples include Google Chrome, Safari, Firefox, and Internet Explorer.

Browser History

Your browsing history is the information that your browser remembers and stores on a computer as you browse the Web. This includes info you’ve entered into forms, passwords, and sites you’ve visited; and it helps make your browsing experience better. (Source: Microsoft)


A cache is a repository for stored data used to speed up the process so that data doesn’t have to be fetched each time it is requested. Internet browsers cache web pages by storing a copy of your visited pages and then using that copy when you return to the page. (Source: PC Tools)


Commonly used in software license agreements, legal and binding contracts subject to the University contracting policy. A website provider generally posts terms and conditions and the user clicks an “I Accept” button.

Close-ended Assessment Tools

Closed-ended questions provide respondents with a pre-determined list of possible answers. Examples: Multiple choice questions. Non-example: An essay.


The domain of learning concerned with thinking and cognition.

Examples: Learning the names of the American presidents is a cognitive skill. Learning the steps of the Krebs cycle in biology is a cognitive skill.

Words associated with cognitive skills (this is only a selection): know, recognize, define, identify, explain, apply, practice, interpret, operate, analyze, contrast, compose, propose, construct, modify, write, evaluate, measure, critique, choose

Course Analytics

Course analytics shows you detailed information on which students have logged in, and when.

For example, here is a detailed discussion of Canvas LMS course analytics and how they can be used.


An Equally Effective Alternate Access Plan (EEAAP) is created for students who will not be able to use, interact, or engage with an inaccessible resource due to a disability. An EEAAP ensures that you are able to quickly provide alternate accessible resources that meet the same objective/criteria when a student with a disability needs it. An EEAAP also allows you to confidently use the engaging, yet inaccessible, resource and be compliant at the same time.


The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. As a faculty or staff member, you have a responsibility to protect educational records in your possession.



The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments help students identify their strengths and weaknesses and target areas that need work and help faculty recognize where students are struggling and address problems immediately. Example: Giving students feedback on an essay draft, so the student can then revise their work to submit an improved paper.


Relatively low-order cognitive operations, such as being able to recognize or paraphrase technical definitions, recall basic facts, define concepts, and summarize theoretical frameworks.


Broad, general statements of what the program, course, or activity intends to accomplish. Goals describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (e.g., clear communication, problem-solving skills, etc.). Goals should provide a framework for determining the more specific educational objectives of a program, and should be consistent with the mission of the program and the mission of the institution. A single goal may have many specific subordinate learning objectives. (Source: University of Connecticut (PDF, 24KB))


Tools, machinery, and other equipment that are physical components.


An infographic, or information graphic, is designed to convey a large set of data in a fraction of the time that it takes to wade through a dense, numbers-heavy paragraph.

Information Communication and Technology (ICT)

Section 508 of the Rehabilitation Act is the law that specifically pertains to information communication and technology (ICT) resources (e.g. online content). All federal agencies, including institutions of higher education, must make their ICT and all online content accessible to people with disabilities.

Internet cookies

Cookies are small files that websites put on your computer so they can remember your preferences or so you don’t have to sign in each time you visit certain sites. Some cookies, though, may put your privacy at risk by tracking sites that you visit. (Source: Microsoft)


Internet Service Provider

No glossary entries.

No glossary entries.

Learning Management System

Also known as an LMS. Software application built for e-learning; for example, UNCG uses Canvas as its learning management system to input course content, grades, assignments, syllabus, etc.

Learning Outcome

A learning outcome sets out what a learner is expected to know, understand and be able to do as the result of a process of learning.


Skills and tasks your students will have to demonstrate and perform before they can achieve your ultimate objectives, representing a component or lower level of your ultimate objectives.


Includes graphics, videos, audios, text, images, and more. Multimedia can be purchased, accessed from the public domain or Creative Commons repositories, or created by you.


Characterized by several different modes of activity or occurrence. Example: an activity uses text, video, and audio.


The rules of etiquette that apply when communicating over computer networks, especially the Internet.


Objectives are typically shorter statements that reflect the desired learning outcomes, such as specific skills, concepts and attitudes that students will exhibit at the conclusion of the course.

Online Instructor Role

“The roles instructors play in facilitating online discussions can include managerial, social, pedagogical, and technical” (Lear, Isernhagen, LaCost, King 2009).

Online Learner

Someone who participates in a hybrid, flipped, or 100% online course, whether for credit or non-credit.

Online Learning Environment

The virtual space where online learners interact and participate in an online course be it hybrid, flipped, or 100% online. The technical structure of an online environment can range from a basic Learning Management System (LMS) such as Blackboard, Moodle, Canvas, or Sakai all the way to a full fledged online course website developed using platforms such as WordPress or Weebly.

Open-ended Assessment Tools

Open-ended questions are those questions that will solicit additional information from the inquirer. Sometimes called infinite response or unsaturated type questions. By definition, they are broad and require more than one or two word responses.

Outcomes Map

A document containing the foundational, mediating and ultimate goals for a course.


A scam in which emails pretending to be from reputable companies or people are sent to individuals to lure them into entering personal information such as passwords and credit card numbers into a malicious website.


A piece of software that adds a specific feature to an existing program.


POUR: Perceivable (available to the senses through browser or assistive technology like screen readers), Operable (user can interact with site), Understandable (content is clear and limits ambiguity), and Robust (a wide range of technologies can access the content).



The domain of learning concerned with physical or kinetic movements. This can include physical functions, reflex actions, and interpretive movements.

Examples: Learning how to type on a computer is a psychomotor skill. Learning to drive is also a psychomotor skill.

Words associated with psychomotor skills: strengthen, improve, practice, develop, extend, increase, shorten, manipulate.

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No glossary entries.


Programs used by a computer.


Software that enables a user to obtain covert information about another’s computer activities by transmitting data covertly from their hard drive.

Student Learning Outcomes

Also known as SLOs. Typically these describe the knowledge, concepts, skills, attitudes, behaviors, competencies, and habits that students are to have or demonstrate at the conclusion of a learning experience, such as a workshop or online course. According to Mager, student outcomes will possess the following components: audience, behavior, condition, and degree.


Diagnose and solve problems systematically by starting with the most general, common solutions and narrowing down to more specific ideas.


The most challenging skills and cognitively complex tasks students are to master. They demand high levels of thinking (e.g., analysis and evaluation) and problem solving and require students to not only use but to integrate several abilities they have acquired during the course.


A link to a specific webpage address.

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WebAIM’s mission is to expand the potential of the web for people with disabilities by providing the knowledge, technical skills, tools, organizational leadership strategies, and vision that empower organizations to make their own content accessible to people with disabilities.

WebAIM (Web Accessibility In Mind) has provided comprehensive web accessibility solutions since 1999. These years of experience have made WebAIM one of the leading providers of web accessibility expertise internationally. WebAIM is a non-profit organization based at the Center for Persons with Disabilities at Utah State University.

Source: WebAIM


A framed area on a computer screen for displaying information.

No glossary entries.

No glossary entries.

No glossary entries.