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Amplifire Authoring Definitions

 

In this article, you'll learn basic definitions of authoring terms.

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The following are basic terms you will come across in your author training and work with Amplifire. 

Actionable Intervention

Learners who answer questions incorrectly multiple times after seeing the “What You Need to Know” will be identified in bright pink in the Report Dashboard. Sometimes referred to as “high struggle.”

Adaptive Learning

Personalized learning that adapts to individual levels of knowledge, uncertainty, and misinformation. It sends each learner down a different path, depending on their skill level and reduces learning time by focusing on what learners don’t know.

Confidently Held Misinformation (CHM)

Confidently Held Misinformation (CHM) exists when a person is sure they are right but they are actually wrong. CHM is perilous because confidence drives behavior and performance. An average of 25 – 35% false confidence exists within organizations. This indicates that within their workforce, almost a third of employees’ knowledge is unknowingly incorrect — which opens the door to risk, harm, and loss.

Course

A course is a container that holds modules in the same way a folder holds files. A client’s account can hold several courses or just one. A course can have just one module beneath it, or it can have many.

Distractor

Incorrect answers—distractors—are important in Amplifire because they help identify and correct Confidently Held Misinformation (CHM). Carefully crafting plausible distractors makes questions more valuable to learners and analytics.

Dynamic Learning Module

Within Amplifire, a dynamic learning module is a set of questions and explanations. Typically, we like to keep modules short – usually <30 minutes. This means it should contain roughly 12-30 questions depending on your design/goals.

GapFinder Module

A GapFinder module acts as a diagnostic assessment, pinpointing what learners know and where gaps exist. This guides targeted learning interventions, ensuring each learner gets the support they need.

Informational Module

An informational module presents content that learners consume in a linear format, including text, images, videos, and interactive media, that delivers information. There are no questions in this type of module.

Mastery

Mastery is used in two contexts:

  • Initial Mastery – Questions answered correctly and confidently the first time the learner sees them. In the visual reports found in the reporting dashboard, initial mastery is shown in green. This is also known as “Prior Knowledge (PK).”
  • Final Mastery – To finish an Amplifire module every question needs to be answered confidently and correctly. Learners will see the “What You Need to Know” learning for questions each time they answer incorrectly or are unsure.

Question

We prime the learners by crafting questions to address a part or whole of a learning objective. A question can address any tier of Bloom’s Taxonomy based on how it’s built. The answer choices are where we can drive hyper correction and desirable difficulty. The explanation is where we can provide the learning, feedback, and/or any reference materials needed for a learner’s success.

Question Intro

This is a field where you can add background information for a question or use it to format any information for a question other than the question stem. It will help provide a natural line break, making it easier for learners to sort the information presented. Visual cues can be added, but do not add images to this field that are necessary to answer the question. Upon later learning rounds, Amplifire will remove images in the question intro so learners don’t use it as a crutch.

Question Stem

This is the field where you should place the question. If there is any imagery that is critical to the question itself, you should also add that in this field. It will not disappear from this field.

Refresher

A lesson review option including all of questions from a module…even the ones the learner answered correctly. It’s like taking the module all over again.

Smart Refresher

A lesson review including only the questions not answered confidently and correctly the first time. This is customized for every learner.

Struggle

Struggle is defined by the number of failed attempts to answer questions correctly. Learners who answered questions multiple times incorrectly before mastering the material will be identified as having high struggle.

Uncertainty

Indicates when learners answered questions, but were unsure, or selected “I don’t know.” Uncertainty is shown in yellow in the Reporting Dashboard.

Tag

A tag is an umbrella term that encompasses:

  • Learning objectives
  • Topics
  • Common mistakes
  • Audience
  • Labels

Learning Objectives

Learning objectives can be defined as a set of relevant ​competencies that enables improvement​:

  • Which behaviors do you want to change in your learning population? Which behaviors do you want to encourage?
  • What do you want your learners to be able to do as a result of the learning you've provided. What must they know to do that?
  • What is the gap (actual performance vs. expected performance)?​ Why is there a gap?​

Topics

Topics are used to group similar questions together for reporting purposes, so they should align with and support your learning objectives. Topics allow managers to identify a learner’s or department’s areas of expertise or misinformation. 

Common Mistakes

Common mistakes are synonymous with commonly held misinformation (CHM). This refers to the mistakes, misinterpretations, or oversights you’d like to teach learners to avoid. CHM is dangerous because when learners are confident of their knowledge, they act. When they are confident and wrong, they make mistakes. Sometimes deadly ones. Identifying CHM can help you to craft distractors (discussed above) that help to eradicate CHM.

Audience

Your course should have a specific audience. Speaking to everyone—while it seems the most inclusive option—will leave your course unfocused and less useful than it could have been. 

What You Need to Know (WYNTK or explanation)

The WYNTK section is the section learners see if they answer a question with uncertainty or incorrectly. It is designed to teach the learner the information they need to master the information presented and correct confidently held misinformation.