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Established by the United States Federal government, the Division of Visual Aid for War Training oversaw the production of training films. Through the years of 1941 to 1945 the organization reviewed the training of 457 training films. The films reduced overall training time and increased effectiveness.
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Developed by B.F. Skinner, programmed instruction is self-guided and self-administered instruction based on a sequential pattern.
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In 1952, the Federal Communication Commission put aside 242 television channels for educational purposes. Additionally, the Ford Foundation donated $170 million towards instructional television. In conjunction, these two factors aided to the emergence of educational programming.
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In this article, instructional designer, B.F. Skinner highlighted the desired components of effective instructional materials. Skinner stated that programmed instructional materials should be presented in small steps and should require questions and feedback opportunities.
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Published by Bloom, Engelhart, Furst, Hill, and Krathwohl, the Taxonomy of Educational Objectives provided a new perspective on behavioral objectives. The publication indicated that within a cognitive domain are a variety of learning outcomes. Objectives could be arranged by the categorized learner behaviors.
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Launched by Robert Glaser, the 1960s became known as the Criterion-Referenced Testing Movement. Glaser indicated that criterion-referenced measures should asses learner entry-level behavior to determine acquired behaviors taught in an instructional program.
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In an article entitled, "Preparing Objectives for Programmed Instruction, Robert Mager provided instruction on writing objectives for educators based on desired learner behaviors. The publication included the behaviors at which the objective should be performed and the standards of evaluation.
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Instructional Designer, Silvern, presented an early application of the General Systems Theory rooted in behaviorism. The general systems theory was conceptualized as systematic, responsive, redundant, and interdependent.
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The United States Military adopted an instructional design model develop training within the different branches.
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With the success of Computer-Assisted Instruction (CAI) many schools opted in to utilizing computers for instructional purposes. Attracted to the microcomputers because of cost and efficiency, 40% of elementary and 75% of secondary schools in the United States contained CAI.
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Rapid prototyping has provided another area of growth to instructional design. By quickly providing a prototype in the beginning states of instructional design, designers are able to revise instruction.
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Another area of growth for instructional design is it's use in providing information training methods. Rather than utilizing e-learning for formal purposes only, these instructional strategies are being implemented to provide additional support to perform daily jobs.
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Rather than just utilizing instruction when introductory training needs to occur, many employers are utilizing continuous online training. Employees are now able to pull resources where they feel are areas of improvement.
