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World War II created an enormous instructional problem - thousands of new recruits had to be trained rapidly, and the sophistication of new weapons demanded an unprecedented level of mastery. Mediated strategies such as the use of films for instruction and AV technology were dominant (Instructional and Media Research and Development, n.d.).
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The Government established the Division of Visual Aids (Reiser, 2012).
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The films played a role in preparing civilians to work in industry while reducing training time without negatively impacting training effectiveness (Reiser, 2012)
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The most important factor of the audio visual movement was the use of television in education (Reiser, 2012).
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Many leaders of the audiovisual movement became interested in the models of communication. The models indicated that it was necessary to not only focus on the medium but to consider all elements of the communications process (Reiser, 2012, p.19).
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The FCC designates 242 television stations primarily for education. In 1955 17 stations set up in the U.S. and by 1960, 50 stations were operational in the U.S. (Reiser, 2001).
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Skinners programmed instructional materials suggest that human learning could be maximized by the careful control of reinforcement for desired behaviors (Programmed Instruction and Task Analysis).
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Robert Glaser was the first to use the term "criterion-referenced measures" to test students entry level behavior & post training competency (Reiser, 2012).
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Robert Mager recognized the need for educators to learn how to write objectives that include a description of the desired learning behaviors (Reiser, 2012). Mager introduced a book in addition the to Mager Six Pack.
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Many instructional television projects were short lived. The focus changed to public television (Reiser, 2012).
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Robert Gagne's Conditions of learning emerges introducing the 9 events of instructions and task analysis along with the five domains or types of learning outcomes (Instructional Media Research and Development, n.d.).
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After the U.S. Government successfully launched the first orbiting space satellite "Sputnik", the government increased funding into the improvement of science and math education. The instructional materials were developed and proved to be ineffective years later. Michael Scriven pointed out the need to allow the learners to test the instructional materials while in a formative stage which is how formative evaluations emerged.
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The systems approach to Instructional Design grows in addition to other ISD models emerging (e.g. Dick & Carey 1978, Gagne & Briggs, Gerlach and Ely, Kemp (Reiser, 2012).
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Most individuals in the audiovisual field came to a consensus that that instructional media had had a minimal impact on the practice of education. For this reason the terms educational and instructional technology replaced audiovisual instruction Department of Audiovisual Instruction to the Association for Educational Communications (AECT) (Pendidikan, n.d.).
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After instructional television faded, the next innovation was the computer that caught the attention of educators (Reiser, 2012,p.20).
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This movement emphasized on on-the-job performance, business results, to performance problems have broadened the scope of instructional design (Reiser, 2012)
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The internet was used as a teaching tool to increase student achievement.
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Several influences have had a major impact on instructional design. e-learning has attributed to the increase use of internet as a means of presenting instruction to learners via e-Learning which has significantly increased online learning. Informal learning is having a major impact on businesses as the need arises for the creation of informal instruction.
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The age of learning comes in many forms. Technology can be learned in a social, mobile or personal form e.g. Social Media, BlackBoard, Mobile Devices, Video, Audio. The realization of todays educational technology has opened new job opportunities for those in the ID field.
