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[Thorndike Article](<a href='http://psychclassics.yorku.ca/Thorndike/education.htm)' >Thorndike Article</a> Thorndike advocated for educational mesurement and helped establish education as a science. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html Royalty-free Image from: http://en.wikipedia.org/wiki/File:PSM_V80_D211_Edward_Lee_Thorndike.png
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Films, slides and photographs were of interest Reiser, R. A. (1999). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-64.
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Thomas Edison believed that motion pictures will replace books in schools. Reiser, R. A. (1999). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-64.
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Studied behaviorist principles such as stimulus-response and reinforcers with laboratory rats. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Watson studied conditioning, a behaviorist principle. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Evolved into AECT. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Radio, sound recordings, sound motion pictures were of interest. Reiser, R. A. (1999). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-64.
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Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 3). New York: Routledge.
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Rise in cognitivism. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Tyler wrote, "Each objective must be defined in terms which clarify the kind of behavior which the course should help to develop" (Reiser, 2001). Reiser, R. A. (2001) A history of instructional design & technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67.
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Describes the purpose of computers. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Focused on creating materials (motion pictures, film strips, manuals) for military training. Between 1941 and 1945, 457 sound motion pictures, 432 silent film strips, and 457 instructors' manuals were produced. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Discussed the value of audio-visual materials in instruction. Reiser, R. A. (1999). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-64.
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Behaviorism flourished with programmed instruction, stimulus-response-reinforcement, conditioning. A lot of work was done by Skinner. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Part of a movement of viewing training as a system involving analysis, design and evaluation. Reiser, R. A. (2001). A history of instructional design & technology: Part II: A history of instructional design. Educational Technology Research and Development
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Learning should be divided into very small steps with reinforcement (called programmed isntuction materials). Allows for self-pacing. Reiser, R. A. (2001). A history of instructional design & technology: Part II: A history of instructional design. Educational Technology Research and Development
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Argued that there are different types of learning outcomes in the cognitive domain. Organized learning objectives based on these different learning outcomes in a hierarchy. Information on the original and revised Bloom's Taxonomy Reiser, R. A. (2001) A history of instructional design & technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67.
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Skinner's teaching machine supports programmed instruction. He compares it to a private tutor and allows for self-paced instruction. Youtube video on teaching machines and programmed instruction Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Example of Computer Assisted Instruction (CAI). Stands for "Programmed Logic for Automatic Teaching Operations". By the "end of the 1970s, CAI had had very little impact on education" (Resier, 1999). Reiser, R. A. (1999). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-64.
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Teaches teachers to write objectives. Now is a book in its third edition. Objectives should include a description of desired behaviors, conditions, and standards (criteria). Reiser, R. A. (2001). A history of instructional design & technology: Part II: A history of instructional
design. Educational Technology Research and Development, 49(2), 57-67. -
Intellectual skills have a heirarchical relationship. To perform a skill, a learner must be able to do all subordinate skills. A learning task analysis is used to identify subordinate skills. Reiser, R. A. (2001). A history of instructional design & technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67.
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Brought together specialists in audio-visual media, correspondence education, programmed instruction, media production. Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 11). New York: Routledge.
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Glaser coins the term "instructional system" and diagrams its components. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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IBM partnered with Stanford to create computer assisted instruction (CAI) for elementary schools.
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Criterion-referenced tests measure an individual's performance independent of the performance of others. Glaser coined the term, and said that criterion-referenced tests could assess students' entry-level behavior and their behavior after instruction. Reiser, R. A. (2001). A history of instructional design & technology: Part II: A history of instructional design. Educational Technology Research and Development
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More information about the Conditions of LearningDescribed five domains of learning outcomes which require different learning conditions (verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive straties). Described the conditions needed for each type of learning outcome. Reiser, R. A. (2001). A history of instructional design & technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67.
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Hypertext is non-linear and includes many links to additional information. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Studied college (42, 068 enrollments in 32 institutions) and high school (17, 520 enrollments in 24 institutions). Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 3). New York: Routledge.
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Scriven noticed that many instructional materials were not effective. Formative evaluation is done to try out drafts of instructional materials before they are in their final form. Formative evaluation allows the designer to revise the products to increase their effectiveness. Reiser, R. A. (2001). A history of instructional design & technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67.
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Done by Mackenzie, Christensen, & Rigby Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 3). New York: Routledge.
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Analyzed 7 million academic records and concluded that the instructional method does not determine student performance. Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 6). New York: Routledge.
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Employing specialists to work with teaching teams and using a variety of communication media produces better programs Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 4). New York: Routledge.
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Work done by Merrill, Gagne, Ausubel, Bruner Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Wedemeyer (1971) defined independent study as a "teaching-learning arrangement" where teachers and learners can work "apart from one another, communicating in a variety of ways...freeing...learners from...class pacing or patterns" (Diehl, 2013). He (1971) states that it helps learners develop "self-directed learning". Diehl, W.C. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 39). New York: Routledge.
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Independent study, according to Moore, includes distance teaching and learner autonomy. An autonomous learner "has learnt how to learn" and can draw on a range of resources without the aid of a teacher (Anderson, 2013). Anderson, W.A.. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 87). New York: Routledge.
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The Theory of Transactional Distance states that separation between the teacher and the learner may require special teaching-learning strategies and techniques. Moore's Theory of Transactional Distance Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 3). New York: Routledge.
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In the 1970s, a number of instructional design models were created. Dick and Carey's model included steps for systematically designing instruction. Dick and Carey Model Reiser, R. A. (2001). A history of instructional design & technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67.
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Included research and theory, previous journals focused on practice. Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 12). New York: Routledge.
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Continues to provide computer-based instruction to adults. Culatta, R. (2001). Innovative learning. Retrieved from http://www.innovativelearning.com/online_learning/timeline.html
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Clark argued that instructional methods affect learning, not the type of media used to deliver the instruction. Reiser, R. A. (1999). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-64.
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Founded by Moore. Focused on research and theory, not just practice. Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 12). New York: Routledge.
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Papers from the symposium were complied into the first compliation of American scholarly articles, "Contemporary Issues in American Distance Education", by Moore. Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 5). New York: Routledge.
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Instructional design based on constructivist approach to learning was dominant. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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World Wide Web developed by Tim-Berners-Lee. Hypertext History of Instructional Design. http://faculty.coe.uh.edu/smcneil/cuin6373/idhistory/index.html
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Kozma argued that research should be done to study how media influences learning. Reiser, R. A. (1999). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-64.
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Instructional design includes non-instructional solutions. Reiser, R. A. (2001). A history of instructional design & technology: Part II: A history of instructional
design. Educational Technology Research and Development, 49(2), 57-67. -
Found that face-to-face and dsitance education systems are not significantly different in terms of effectiveness Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 6). New York: Routledge.
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Examined experts' opinions on distance education research. Found trends "towards collaborative and qualitiative research" (Black, 2013). Advocated for more research about access, equity, and ethics.Most research focused on instructional design and individual learning processes. Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 6). New York: Routledge.
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Reviewed students' dissertations and theses between 1998 and 2007. Found that most research "consisted of descriptive, self-reports, i.e., studies which addressed the perceptions, concerns, and satisfaction levels of various stakeholders" (Black, 2013). Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 6). New York: Routledge.
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Moore calls for study of cross-cultural aspects in 25th Anniversity issue of "American Journal of Distance Education Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 7). New York: Routledge.
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Called for research on continuing and professional development in non-education areas such as nursing and engineering. Black, L. M. (2013). A history of scholarship. In M. Moore (Ed.), Handbook of distance education (3 ed., p. 7). New York: Routledge.
