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The first school museum opens, signifying the start of media based instruction.
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In 1920, the Department of Visual Instruction emerges and will go on to stay a constant in Instructional Design.
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During the 1920s and 1930s, a number of textbooks on the topic of visual instruction were written. Perhaps the most important of these
textbooks was Visualizing the Curriculum
(Hoban, Hoban, & Zissman, 1937). -
Immediately after World War II, many of the psychologists responsible for the success of the military training programs continued to work on solving instructional problems. Organizations such as the American Institutes for research were established for this purpose.
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Among the first concentrated
efforts to identify principles of learning that
could be used in the design of audiovisual materials -
Edgar Dale designs a cone of explanation that explains the connections that students have learning through audio and visual education.
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Traction gains in theories on instruction that is programmed
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The Federal Communications Commission to set aside 242 television channels for educational purposes, led to the
rapid development of a large number of public
(then called "educational") television stations. -
Much of the interest in using television for instructional purposes had
abated. Many of the instructional television projects developed during this period had short lives. This problem was partly because of the mediocre instructional quality of some of the
programs that were produced; many of them did little more than present a teacher delivering a lecture. -
Until this time, most tests, called norm referenced tests, were designed to spread out the performance of learners, resulting in some students doing well on a test and others doing
poorly. In contrast, a criterion-referenced test is
intended to measure how well an individual can
perform a particular behavior or set of behaviors, irrespective of how well others perform. -
The terms educational technology and instructional technology began to replace audiovisual instruction to describe the application
of media for instructional purposes. -
the number of instructional design models greatly increased. Building
upon the works of those who preceded them, many
individuals created new models for systematically designing instruction (e.g., Dick & Carey,
1978; Gagné & Briggs, 1974; Gerlach & Ely, 1971;
Kemp, 1971). -
Over several years in the 80s, while iD caught on in some areas, it struggled to catch on as well in public schools due to the lack of resources.
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Computers began being used for instructional purposes in more than 40% of all elementary schools and more than 75% of all secondary
schools in the United States (Center for Social Organization of Schools, 1983). -
Rapid growth in the use and development of electronic performance
support systems also leads to changes in the nature of the work performed by many instructional designers. -
Constructivist principles begin to enhance instructional design practices (Coleman, Perry and Schwen, 1997; Dick, 1996; Lebow, 1993; Lin et al., 1996).
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ID work continues to be influenced by the lessons learned from the history of media and the history of instructional design will be
well-positioned to have a positive influence on future developments within the field.