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Educational Museums
These were central for visual and hands-on learning at the time. There were various methods to learn from such as slides, photos, charts, and 3D figures. -
Instructional Films
With the creations of the motion picture projector, instructional films became a popular method to learn from. Some were used for education in schools but there were also ones available for self-help. -
Radiobroadcasting
Instructional radio became more popular in the 1930s. It was difficult to plan lectures around radio programs but sometimes students would receive lectures from the radio. -
World War 2
During World War 2, audiovisual methods of training became more popular as they were being used often for training videos for the military. It was during this time that the orginins of Instructional Design arose. -
Programmed Instruction
B.F Skinner's "The Science of Learning" was written. It talked about the requirements necessary for increased human learning and the desired characteristics of effective instructional material. The necessity for programmed instruction became more talked about. -
TV and Instructional Television
With the invention of the TV, the use of TV for education became popular. Around 242 channels for education were available at one point. -
Sputnik
When Russia launched Sputnik, the USA became intimidated by their quick advancements. In response the USA poured millions of dollars into math and science education. -
Post WW2 Media Research
More researchers wanted to identify how various attributes of audiovisual tools affected learning; the goal was to identify those attributes to facilitate learning. -
Behavioral Objectives
Robert Mager wrote "Preparing Instructional Objectives" in response to noticing the need for teaching educators to learn how to write objectives for the learners. -
Critical-Referenced Testing
The term was coined by Robert Glaser.
The goal of the testing was to measure how well an individual could perform a particular behavior or set of behaviors irrespective of other people. -
Instructional Design Models
Design models that included concepts such as: task analysis, objective specification, and critical referenced testing. -
The Conditions of Learning
Termed by Robert Gange. He stated there were 5 types of outcomes in learning.
1. Verbal Information
2. Intellectual Skills
3. Psychomotor Skills
4. Attitudes
5. Cognitive Strategies -
Events of Instruction
Also with Gagne.
These were teaching activities that were considered essential for promoting the attainment of any type of learning outcome. -
Formative and Summative Evaluations
Coined by Michael Scriven.
The trying out and revision of instructional materials. Formative Evaluations were done PRIOR to the final form of the instructional materials. Summative Evaluations were done AFTER the final form of the instructional materials were made. -
Cognitive Psychology
Educators and researches were interested in knowing how to apply cognitive psychology to instructional design. The interest was small at first, though. [[Cognitive psychology is the scientific study of mental processes such as "attention, language use, memory, perception, problem solving, creativity, and thinking".]] -
Constructivism Theory
This theory required learners to:
1. Solve complex and realistic problems
2. Work together to solve these problems
3. Examine the problems from multiple perspectives
4. Take ownership of the learning processes
5. Become aware of their own role in the construction process -
Ashley's Birth
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Internet and Computers
The invention of home computers helps to assist learning in educations systems.
In addition, the development of the internet up until now has allowed learning and education to be done wherever, whenever.
