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During WWII, training for military services was developed by prominent psychologists, such as Robert Gagne, Leslie Briggs, etc. Knowledge of testing and evaluations were applied to flight training programs. (Reiser, 2001).
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Robert B. Miller developed projects for the military applying task analysis methodology (Reiser, 2001).
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B.F. Skinner published his article titled, The Science of Learning and the Art of Teaching," discussing human learning and effects of instructional materials (Reiser, 2001).
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B.F. Skinner develops "teaching machines" that focuses on principles: "learners should be active; on spot feedback; gradual steps; self-pacing; learner verification (Pappas, 2014)."
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Benjamin Bloom published the "Taxonomy of Educational Objectives" which discusses cognitive domains and expected to learn outcomes (Reiser, 2001).
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Early ID models were developed that included concepts such as "task analysis, objective specification, and criterion-referenced testing (Reiser, 2001)."
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Robert Mager wrote "Preparing Objectives for Programmed Instruction" which discusses how educators should write objectives. (Reiser, 2001).
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Robert Glaser coined the term "criterion-referenced measures" used in assessments to test the entry level behaviors of students (Reiser, 2001).
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Robert Gagne published his work titled The Conditions of Learning, discussing the five domains of learning outcomes: "verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies (Reiser, 2001)."
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The ADDIE model is a popular model used by ID designers utilizing five phases of instruction: analysis, design, development, implementation, and evaluation (ADDIE Model, 2013).
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Dick & Carey Model is developed as a systematically designed instructional model (Reiser, 2001).
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The use of computers for instruction became increasingly popular and was used to "automate some instructional design tasks (Resier, 2001)."
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Views for learned shifted to constructivism which required learners to: "solve complex and realistic problems; work together to solve those problems; examine the problems from multiple perspectives; take ownership of the learning process; and become aware of their own role in the knowledge construction process (Resier, 2001)."
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The use of the internet increased the demand to deliver instruction that is accessible from anywhere. (Reiser, 2001).
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