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#Ultimate drive increaser by az software

How a learner moves between chunks is controlled by the learning system.What happens within a chunk is the chunk's business.Each chunk must be able to communicate with learning systems using a standardized method that does not depend on the system.Normally the happy medium has been estimated as between five and fifteen minutes of learning material. Larger learning objects are typically harder to reuse, and smaller learner objects save less work for those who reuse them. There is no standard for the size (or granularity) of a learning object. From a pedagogical perspective, each chunk might play a specific role within an instructional design methodology. In this approach, content is broken down into chunks. Reusable learning objects represent an alternative approach to content development.see also: Interactive Multimedia Instruction.This may also include complex developed graphics, and/or clip art, and video and audio clips. Emulations and simulations are an integral part of this presentation.

#Ultimate drive increaser by az software

Multiple software branches (two to three levels) and rapid response are provided to support remediation. Operation and maintenance procedures are normally practiced with level 3 scenarios and students may be required to alternate between multiple screens to keep pace with the lesson material. The lesson scenario training material typically is complex and involves more frequent use of peripherals to affect a transfer of learning. Video, graphics, or a combination of both is presented simulating the operation of a system, subsystem, or equipment to the user.

This involves the recall of more complex information (compared to levels 1 and 2) and allows the user an increased level of control over the lesson scenario through peripherals such as light pen, touch screen, track ball, or mouse.

The terms have the same, or essentially the same, definition and the terms are interchangeable in their use.ĭefinition Extension: An example, further explanation, or usage guidance in support of the definition. Synonym: Means the term is synonymous with another. The related terms are also defined in this glossary. See Also: Means there are one or more related terms that may also be of interest to the glossary user. In such a case only the preferred term is defined in this glossary. See: Means there is another, preferred term that should be used instead. An initialism appears in parentheses following the term. Initialism: An abbreviation consisting of initial letters pronounced separately. An acronym appears in parentheses following the term.

An explanation of those references is as follows:Īlso called: Means there is another term that may sometimes be in use, but is not defined in this glossary.Īcronym: An abbreviation formed from the initial letters of other words and pronounced as a word. Some of the terms within this glossary will be followed by initials or will have references or comments at the end of the definition to help broaden the recognition and understanding of the term. For more information about the glossary and the criteria, see the NWCG User Guide for Glossary of Wildland Fire. Glossary entries related to Organizations, IT Applications, and NWCG Positions have been removed from the glossary based on term inclusion criteria. This glossary provides the wildland fire community a single source for wildland fire and incident management terminology commonly used by the NWCG and its subgroups.