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These museums "served as the central administrative unit for visual instruction by distrubtion of portable museum exhibits, stereograhps, slides, films, study prints, charts, and other instructional materials" (Reiser, p.17)
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The US Aremy Air Force produced more than 400 training films and 600 films within a two year period (Reiser, p19).
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Dale’s Cone of Experience is a model that incorporates several theories related to instructional design
and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they
“do” as opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of
Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning” (Anderson, n.d). -
Federal Communications Commission set aside 242 television channels.
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B.F. Skinner wrote the article "The Science of Learning and Art of Teaching" . Because of Skinner's article it began "What might be called a lminor revolution in field of education" (Reiser, p23).
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Bloom and his colleagues published "Taxonomy of Educational Objectives" (Reiser, p24).
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"In response to launching sputnik, the US government poured millions of dollars into improving math and science education in the United States" (Reiser, p25).
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Robert Mager, educated teachers on how to write objectives.
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Glaser indicated "that they could be used to assess student entry level behavior and to determine the extent to which students had aquired the behaviors an instructional program was designed to teach." (Reiser, p24).
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The Carnegie Commission on Educational Television concluded: "the role played in formal educations by instructional television has been on the whole a small one...nothing which approached the true potential of instructional television has been realized in practice...With minor exceptions, the total disappearance of instructional television would leave the the educational system fundamentally unchanced" (Reiser, p20).
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"January 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 United States" (Reiser, p. 20). In 1984 Papert indicated the computer was going to be "a catalyst of very deep and radical change in the educational system" (Reiser, p. 21).
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"4.6 million students were taking online courses offered by higher education institutions in the United States" (Reiser, p21).
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