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First School Museum is Opened (Media)
The original "media centers" were originally developed in the beginning of the 20th century (Saettler, 1990). These museums housed a variety of uncommon instructional materials that could be used by teachers to support their lessons and more typically used instructional materials (Saettler, 1990). -
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The Birth and Death of the Visual Instruction Movement (Media)
During the early 1900s, schools became increasingly interested in the use of films as a primary method of instruction. As part of this movement, training schools, professional organizations, and school districts tried to shift focus to films rather than textbooks for instructions (Saettler, 1990). The movement died down, however, when it became apparent that movement to film-based instruction would be costly and difficult (Cuban, 1986). -
Early Textbook on Visual Instruction Provides Early Definition (Definition of Field)
One of the early textbooks on instructional technology attempts to provide a definition on what visual instruction and instructional technology is, saying that visual instruction involves efforts to enhance the learning experience through the use of visual materials (Dorris, 1928). -
Department of Visual Instruction Created (Media)
One of the most important professional organizations related to the promotion of visual instruction was created in 1932 through the merger of three existing organization (Saettler, 1990). This newly created organization, the Department of Visual Instruction, is still one of the most important organizations today in the form of the AECT. -
Ralph Tyler Proves Instructional Objectives are Effective (Design)
Ralph Tyler, considered to be the "father of behavioral objectives" by Robert Reiser (2018), showed through a multi-year study that clearly defined behavioral objectives are effective tools for planning effective instruction (Borich, 1980; Tyler, 1975b). -
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B.F. Skinner Studies and Promotes Behaviorism (Learning Theory)
Across Skinner's career, he studies and publishes a number of works on the principles of behaviorism, such as reinforcement and conditioning in order to achieve desires results or behavioral outcomes. According to Mary Driscoll (2018), Skinner's work has been instrumental in establishing the practice of giving instructional feedback within the learning process. -
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Audiovisual Instructions Booms during WWII (Media)
During World War II, the army found the use of audiovisual instruction to be both efficient and effective in terms of preparing both soldiers for combat and civilians for participating in wartime industries. (Saettler, 1990). -
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Psychologists Begin to Develop Materials/Methods for Training in WWII (Design)
Psychologists are recruited during WWII to create instructional training materials to assist in the preparation of soldiers for wartime duties. Many psychologists use their experiences during WWII to test out early methods for solving instructional problems based on human psychological and learning behaviors (Reiser, 2018). -
First organizations related to instructional design founded (Design)
As early as 1946, organizations dedicated to developing solutions to instructional and training-based problems begin to form (Reiser, 2018). 1946 specifically is the year in which the American Institutes for Research was founded. -
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Television-Based Instruction Takes Off (Media)
The use of television as instructional media took off in the 1950s due to the creation of educational channels by the FCC and heavy funding by the Ford Foundation (Gordon, 1970). However, this movement also died down when the funding disappeared (Tyler, 1975b). -
Skinner Revolutionizes Approaches to Education With Article Publication (Design)
B.F. Skinner (1954) publishes an influential article titled "The Science of Learning and the Art of Teaching" in which he describes effective learning as occurring within a structured and scaffolded process. His ideas helped form a basis for modern instructional design theory and the creation of "programmed instructional materials" (Reiser, 2018). -
Bloom and Colleagues Create Hierarchy for Learning Outcomes (Design)
Benjamin Bloom, along with his colleagues, publishes "Taxonomy on Educational Objectives" which promotes the idea that learning objectives can be categorized by specific learning behaviors and outcomes, and that learning processes should follow a hierarchical sequence based on those learning behaviors (Reiser, 2018). -
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Many Instructional Design Models Developed and Refined (Design)
Between the decades of 1960 and 1980, pioneers in the field of instructional design create and refine set processes for achieving effective training or learning results (Reiser, 1980). These set processes become "models" or "systems" for effective instruction, some of which are still in use in various forms today. -
Robert Glaser Argues for Criterion-Referenced Testing (Design)
In an article published by Robert Glaser (1963) in "American Psychologist," he argues for the use of criterion-referenced testing in lieu of norm-referenced testing. He argues that criterion-referenced tests are effective at determining the growth or performance improvement of specific individuals, which is a key principle of instructional design methodology today (Reiser, 2018). -
First Approved Definition of Instructional Technology Published (Definition of Field)
In 1963, the Department of Audiovisual Instruction publishes a definition of instructional technology which involves a focus on "messages which control the learning process" and the steps that should be taken when designing such messages (Reiser, 2018). -
Robert Gagne Shares His "Nine Events of Instruction" (Learning Theory)
Robert Gagne (1965b) outlines a majorly influential concept which he calls his "nine events of instruction" in his book titled "The Conditions of Learning." This concept describes various "teaching activities" required to achieve certain learning outcomes in the most effective manner possible, and that these activities should occur in a hierarchical sequence. His "nine events" and theories on learning hierarchies are still major features of instructional design models today (Reiser, 2018). -
Atkinson and Shriffin Develop Information Processing Theory (Learning Theory)
Atkinson and Shriffin (1968) promote the concept of multiple types of memory that are involved within the learning process. In order for information to be engrained within a learner and be retrievable later, knowledge must be transferred into long-term memory storage. This theory has changed how educators and instructors approach teaching methods by focusing on the facilitation of information processing and the use of prior knowledge to aid in knowledge transfer (Driscoll, 2018). -
Commission on Instructional Technology Provides Definition Update (Definition of Field)
In 1970, the Commission on Instructional Technology provides two definitions for the field of instructional technology. These definitions explain instructional technology both in terms of the media used for instructional purposes, as well as explaining instructional technology as a systematic process intended to bring about more effective learning (Reiser, 2018) -
AECT Updates the Definition of Educational Technology (Definition of Field)
In 1977, the AECT provides an update to the definition of educational technology by emphasizing the importance of the "analysis" step in the process of solving learning-related problems. The definition also helped to expand what is considered to be the role of instructional technologists to encompass tasks and resources not only related to media (Reiser, 2018) -
Computers Start to Become Popular Tools for Instruction (Media)
As affordable personal computers became available to the general public, computers became frequently used within classroom instruction. By 1983, approximately 75% of secondary schools were using computers for instructional purposes (Center for Social Organization of Schools, 1983). -
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Computers Cause Instructional Design Practices to Change (Design)
The invention of affordable personal computers starts to force instructional designer to rethink the creation of instructional materials and the performance of instructional design tasks involving the use of this new, powerful tool (Dick, 1987; Merrill and Li, 1989). -
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Instructional Designers Shift Focus to Job Performance and Constructivism (Design)
Instructional designers broaden the scope of what is considered to be instructional design by shifting focus from learning outcomes to improvement of job performance (Reiser, 2018). According to Reiser (2018), the focus of professionals within the field becomes more business-solutions oriented during this decade since computers had the ability to make on-the-job training simpler and more accessible. -
Constructivism Highlights Role of Learner Within the Learning Process (Learning Theory)
In the late 20th century (using 1991 as a focal point due to the increased focus on it during this period), constructivists argued that not all learners obtain the same information or knowledge through the same experience (Driscoll, 2018). Therefore, the goal of instruction should be to provide learners with experiences that allow them to create meaning and come to "know' something (Ertmer and Newby, 2013). -
AECT Gives New Definition in Book Publication (Definition of Field)
The AECT provides a more concise definition for the field of instructional technology. This definition is different than previous definitions by focusing more on the idea that the field is constantly changing through the inclusion of the words "theory" and "practice" (Reiser, 2018). -
Sweller and Colleagues Promote Concept of "Cognitive Load" Within Learning Processes (Learning Theory)
The concept of cognitive load and the possible strains that learning tasks can have on a learner's cognitive load is developed (Sweller, van Merrienboer, & Paas, 1998). The development of cognitive load theory suggests that learners can be overwhelmed if information isn't already stored within long-term memory, so instructors must take steps to simplify the learning process and materials used during instruction (Driscoll, 2018). -
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Online Instruction Normalized in Schools and Business (Media)
Over the past couple decades, the creation of better technology, as well as the invention and accessibility of the internet, have led to widespread use of online instruction by businesses and schools. Online instruction is now an important part of the modern world. -
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Increased Focus on Informal Learning and Online Instruction vs. Formal Learning (Design)
In the new century, the rise of affordable computers and internet access made formal types of training or learning less important. Informal learning, which can happen any time, anywhere, and for varying lengths of time through digital devices, becomes more common and effective. -
Critics of Constructivism Argue It Is Ineffective (Learning Theory)
Researchers Kirschner, Sweller, and Clark (2006) argue that open-ended learning experiences with minimal guidance from an instructor are not as effective as instruction that is more structured and guided. Other researchers have countered that constructivist approaches to learning can be beneficial (Driscoll, 2018). -
AECT Gives New Definition in 2008 (Definition of Field)
The AECT publishes a new definition that made two key changes to the previous definition. First, it focuses on the idea that members of the field are part of a profession that should be held to high standards through the use of the word "ethical" (Reiser, 2018). Secondly, Reiser (2018) mentions that the definition also shifts focus away from "controlling" the learning process and towards "aiding" the learner within the learning process through the inclusion of the word "facilitate."