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Comprehensive Glossary

This glossary provides definitions for key terms used throughout the AE Digital and AI Proficiency Taxonomy (ADAPT) framework

State of being accountable. Accountable: answerable for actions, decisions and performance.

AI-powered systems that adjust content, pace, or difficulty based on individual learner performance and needs.

The collection, analysis, and reporting of data about learners and their contexts to understand and optimise learning.

Concern or stress related to the use or implications of AI technologies.

AI-powered conversational interfaces that can respond to queries, provide information, or facilitate learning interactions.

When AI systems generate plausible-sounding but factually incorrect or fabricated information.

The knowledge and skills required to understand, use, and critically evaluate AI technologies and their outputs.

Engineered system that generates outputs such as content, forecasts, recommendations or decisions for a given set of human-defined objectives.

AI tools that support educators by automating tasks such as answering student queries, providing feedback, or generating learning materials.

Tools where artificial intelligence capabilities are the primary function — particularly generative AI (e.g., ChatGPT, Gemini, Claude), adaptive learning systems, and AI analytics.

Text, images, audio, video, or other materials created by artificial intelligence systems.

Systematic errors in AI outputs that reflect prejudices in training data or system design, potentially leading to unfair outcomes.

Descriptive text added to images to convey their content to users who cannot see them (e.g., screen reader users).

The theory and practice of adult learning and education. Andragogical approaches recognise that adult learners are self-directed, bring prior experience, and are motivated by relevance to their professional or personal goals.

Removing or obscuring personal identifiers from data so individuals cannot be identified.

Research and development of mechanisms and applications of AI systems.

Learning that occurs at different times for different learners, allowing flexibility (e.g., recorded lectures, discussion forums, self-paced modules).

Giving credit to the original creator when using their work, as required by many open licences.

Assessment tasks that reflect real-world applications and contexts relevant to learners' professional or personal lives.

Systematic difference in treatment of certain objects, people or groups in comparison to others.

An instructional approach combining face-to-face teaching with online/digital learning activities.

A hierarchical classification of cognitive skills (Remember, Understand, Apply, Analyse, Evaluate, Create) used to structure learning objectives.

Text displayed on video content that transcribes spoken dialogue and relevant audio information.

An educational approach where learners work together in groups to solve problems, complete tasks, or create knowledge.

A group of people who share a professional interest and learn from each other through regular interaction.

A combination of knowledge, skills, and attitudes required to perform effectively in a specific context.

Ongoing learning activities that professionals undertake to maintain and enhance their skills and knowledge.

Legal rights that protect original creative works from unauthorised use or reproduction.

A standardised system of licences that allows creators to grant permissions for others to use their work under specified conditions.

The systematic assessment of information sources for credibility, accuracy, relevance, and potential bias.

The process of selecting, organising, and maintaining collections of digital resources for specific educational purposes.

Common criteria for evaluating information quality: how recent it is, the credibility of the source, and factual correctness.

The right of individuals to control how their personal information is collected, used, and shared.

Policies and practices that safeguard personal data from unauthorised access, use, or disclosure.

Tailoring teaching methods, content, or assessments to meet diverse learner needs, abilities, and preferences.

Designing digital content and tools so they can be used by people with diverse abilities, including those with disabilities.

The gap between those who have access to digital technologies and those who do not.

Exhaustion or burnout resulting from excessive use of digital devices and platforms.

The trail of data and online presence left by an individual's digital activities.

The ability to find, evaluate, use, and create digital content effectively and responsibly.

A collection of digital evidence (e.g., artefacts, reflections, achievements) demonstrating professional competence and growth.

Technology-based applications and software used in teaching and learning, including tools with embedded AI features (e.g., LMS platforms, presentation software, collaboration tools).

A state of health and balance in one's relationship with digital technologies, avoiding negative impacts like fatigue or anxiety.

Deliberately false information spread with intent to deceive or manipulate.

A major category of competencies in the framework (e.g., Assessment, Digital Literacy & Resources).

A model describing five stages of expertise development: Novice, Advanced Beginner, Competent, Proficient, Expert.

Integrating ethical considerations into the design and development of technologies from the outset.

Ongoing assessment used during instruction to monitor learner progress and inform teaching adjustments.

AI systems that can create new content such as text, images, audio, or video based on patterns learned from training data (e.g., ChatGPT, Gemini, DALL-E).

An approach to AI development and use that prioritises human values, rights, agency, and wellbeing.

Creating products, services, and environments that are usable by as many people as possible, regardless of ability or circumstance.

The ability to identify, locate, evaluate, and effectively use information from various sources.

Agreement given by individuals after being clearly informed about how their data will be used.

An approach that prioritises learner needs, interests, and active participation over instructor-led content delivery.

A software platform used to create, deliver, manage, and track educational content and learner progress (e.g., Canvas, Moodle, Blackboard).

False or inaccurate information spread without intent to deceive.

Teaching, learning, and research materials that are freely available for use, adaptation, and redistribution.

Materials released under licences that permit free use, sharing, and often modification (e.g., Creative Commons).

A collaborative professional development approach where colleagues support each other's learning and growth.

A process where learners evaluate and provide feedback on each other's work.

Digital environments or ecosystems that host multiple tools and enable user interactions (e.g., LMS platforms like Canvas or Moodle, collaboration platforms like Microsoft Teams).

Stages of competency development (Basic → Intermediate → Advanced) indicating increasing expertise and autonomy.

The process of systematically examining one's own teaching experiences to improve future practice.

A scoring guide that defines criteria and performance levels for assessing learner work.

Providing structured support to learners that is gradually removed as they develop competence.

The process of learners evaluating their own performance, progress, or learning against defined criteria.

A specific area of competency within a broader domain (e.g., "Design & Planning" within "Teaching, Learning & Empowering Learners").

Assessment conducted at the end of a learning period to evaluate overall achievement against standards.

Learning that happens in real-time, where participants interact simultaneously (e.g., live webinars, video conferences).

Property of a system that appropriate information about the system is made available to relevant stakeholders.

A framework for designing flexible learning experiences that accommodate diverse learner needs from the outset.