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In early 1900's educational films were first produced and this period extends through 1920's. There was a marked increase in the use of visual materials in public schools. It was named as visual education movement.
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The first school museum was opened in St. Louis in 1905, and shortly thereafter school museums were opened in Reading, Pennsylvania and Cleveland, Ohio.
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The increasing interest in using media in the school was referred to as the “visual instruction” or “visual education” movement. The latter term was used at least as far back as 1908, when the Keystone View Company published Visual Education, a teacher’s guide to lantern slides and stereographs.
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In the US, the first catalog of instructional films was published in 1910.
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the public school system of Rochester, New York, became the first to adopt films for regular instructional use.
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It happened in 1920
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From 1920s to 1940s advances in media such as sound recordings, radio broadcasting and motion pictures with sound, the focus of the field shifted from visual instruction to audio visual instruction
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The Department of Visual Instruction, which at that time was part of the National Education Association. It was created in 1923 and is now called the Association for Educational Communications and Technology (AECT).
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The important textbook written by Charles F. Hoban, Sr., Charles F. Hoban, Jr., and Stanley B. Zissman
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During the war, training films also played an important role in preparing U.S. civilians to work in industry. In 1941, the federal government established the Division of Visual Aids for War Training.
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US Army Air Force produced more than 400 training films and 600 filmstrips during a two-year period
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During the decade after World War II, many leaders in the audiovisual instruction movement became interested in vari-ous theories or models of communication, such as the model put forth by Shannon and Weaver (1949).
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in the 1950s TV became popular as an audiovisual instruction in, however, its use as an instructional media had been decreased in the 1960s
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Beginning in the 1950s and particularly during the 1960s and 1970s, a number of leaders in the field of education began dis-cussing instructional technology in a different way—that is, rather than equating it with media, they discussed it as being a process.
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1952 decision by the Federal Communications Commission to set aside 242 television channels for educational purposes.
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This article of B.F. Skinner is very important in the field of education.
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major factor in the development of the systems approach.
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Online learning started in 1960 when Donald Bitzer, a laboratory assistant at the University of Illinois, created the very first e-learning system called the PLATO.
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Gilbert developed a new science of mathetics (Gilbert, 1962), derived from the Greek mathein, “to learn.”
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This definition focused on the design and use of messages that control the learning process.
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Gagné described five domains of learning outcomes—verbal information, intellectual skills, psychomo-tor skills, attitudes, and cognitive strategies in his book The conditions of Learning
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general systems theory (Bertalanffy, 1968) emerged as another fundamental tenet of instructional design.
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one of most influential ID models
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Atkinson and Shriffin (1968) introduced a multistage, multi-store theory of memory. It's seen as the basis for information processing theory.
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This definition was similar to the old view that sees the field as media.
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The second definition defined it as process. In more detail, it says instructional technology is a process to create, evaluate and design learning and teaching experience for a specific objective to provide effective instruction.
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HPT is a field of professional practice that began to take form during the 1970s and became recognized in its own right in the 1980s.
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Together with Geary Rummler, Gilbert soon progressed beyond issues of learning and by the mid-1970s had created his behavior engineering model
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They defined instructional technology as a process. It is important that the definition included the "learning problems and solutions" term for the first time.
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It has been defined as the physical means via which instruction is presented to learners (
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By 1983, computers were being used for instructional purposes in more than 40 percent of all elementary schools and more than 75 percent of all secondary schools in the US
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in 1984, the Learning technology center was launched at Vanderbilt University to develop new technological approaches to help children learn.
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There are two well-published models of motivational design that are holistic. One of them is the Keller's ARCS Model(1984)
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while working with medical-school faculty, Howard Barrows (1988) developed a model for centering instruction around a key statement of a problem, prompting team-based inquiry and problem-solving processes.
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John Bransford and colleagues produced a series of videodisc les-sons presenting a problem in an everyday context, requiring math for its solution. These authentic “macrocontexts” for classroom discussion and problem solving were proven useful as instructional strategies (Cognitive and Technology Group at Vanderbilt, 1990)
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HPI emerged in the 1990s
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As an educational philosophy, constructivism came to promi-nence in the 1990s
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In 1991, the Journal for the Learning Sciences was started (Kolodner, 1991), followed by the International Society for the Learning Sciences.
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In 1992, Brown&Collins created a design-based research methodology.
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ZPD, Brown, and Campione in 1994 developed Fostering Community of Learners model for teaching Science.
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Harless (1995, p. 75) defines HPT as “an engineering approach to attaining desired accomplishment from human performers by determining gaps in performance and designing cost-effective and efficient inter-ventions.”
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They defined behaviorism as the philosophy and values associated with the measurement and study of human behavior.
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Gilbert (1996) has written extensively about what he has termed “worthy” performance (Pw), the ratio of valued accomplishment (Av) to costly behavior (Bc):
Pw =Av/ Bc -
Van Merrienboer and his colleagues introduced 4C/ID model to reduce cognitive load.
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There are two well-published models of motivational design that are holistic. One of them is the time-continuum model of Wlodkowski (1999)
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Stolovitch and Keeps (2004a) have produced an engineering effective performance model that is highly prescriptive and is accompanied by a large number of performance aids
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George Siemens and Stephen Downes developed an approach to learning called connectivism.
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In 2007, Jon Bergmann and Aaron Sams, made their recorded lectures available for student viewing at home and then used classroom time for student consultation and problem solving. They called it flipped learning
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In the current formulation, there are five principles and each has a theoretical basis in key motivational and volitional concepts (Keller, 2010)
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“the systematic pro-cess of linking business goals and strategies with the workforce responsible for achieving the goals” 2012
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This is the HPI/HPT model adopted and continuously refined by the International Society for Performance Improvement (ISPI), an organization that many HPI practitioners, worldwide, consider to be their professional home.
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In March 2014, Michael Allen, Julie Dirksen, Clark Quinn, and Will Thalheimer launched a “serious learning manifesto” consisting of design principles and standards that all e-learning products should address.
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In a 2015 survey, 64 percent of college students reported that they used smartphones for their schoolwork at least two or three times per week, and 40 percent indicated that they used tablets for schoolwork at least that frequently
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