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Born out of the Visual Instruction Movement with its products being referred to as instructional media, the first School Museum opened in St. Louis in 1905. Other School Museums opened in Reading, PA and Cleveland, OH.
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The Keystone View Company publishes this as a teacher’s guide to lantern slides and stereographs.
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The first catalog of instructional films is published.
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Five national professional organizations for visual instruction established, five journals focusing on visual instruction began publication, more than twenty teacher-training institutions began offering courses in visual instruction, and at least a dozen large-city school systems developed bureaus of visual education.
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Between 1924 and 1930 the Visual Instruction Movement became known as the Audiovisual Instruction Movement.
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The Visual Instruction Movement became known as the Audiovisual Instruction Movement.
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Three national professional organizations merged, becoming the Department of Visual Instruction (DVI), later referred to as the Association for Educational Communications and Technology (AECT).
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Visualizing the Curriculum was written by Charles F. Hoban, Sr., Charles F. Hoban, Jr., and Stanley B. Zissman. This was a seminal text of the field.
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U.S. soldiers in WWII trained using the instructional design process. During this same time, U.S. civilians trained to work in industry in support of the U.S. efforts in the war. Much of the training materials used was developed by well-known psychologists and educators Robert Gagne, Leslie Briggs, and John Flanagan.
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Edgar Dale develops the Cone of Experience.
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Foundations and agencies contribute more than $170 million to promote educational television. This resulted in a closed-circuit television system, a junior-college curriculum which was presented via public television in Chicago, a large- scale experimental research program taught via closed circuit television at Pennsylvania State University; and the Mid-west Program on Airborne Television Instruction.
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The Federal Communication Commission (FCC), as a result of the increased growth of instructional television, set aside 242 television channels devoted to educational purposes, which became known as educational television stations and later referred to as instructional programming. Instructional Television receives major funding from the Ford Foundation. Instructional Television receives major funding from the Ford Foundation.
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B.F. Skinner introduced programmed instructional materials in his text The Science of Learning and the Art of Teaching.
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Benjamin Bloom published Taxonomies of Educational Objectives, which classifies the different objectives and skills that educators set for students.
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Sputnik was the first orbiting space satellite. The success of this Soviet invention prompted the U.S. government to increase funding to improve math and science education.
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The early 1960s experienced the emergence of criterion referenced testing. The term was coined by Robert Glaser.
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Robert Gagne edited the groundbreaking book Psychological Principles in System Development.
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Robert F. Mager popularized learning objectives through the printing of his book Preparing Objectives for Programmed Instruction.
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Early instructional design models developed, including Robert Gagne’s nine events of instruction, explained in The Conditions of Learning. These early models used terms such as instructional design, system development, systematic instruction, and instructional system to describe the models they created.
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Michael Scriven coined the terms formative evaluation and summative evaluation. Formative evaluation was necessary to try out drafts of instructional materials with learners prior to their final version; summative evaluation involved testing the material with learners after their final version.
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An increase in the development of instructional design models became known as the Systems Approach to Instructional Design. By the end of the decade, more than 40 models were developed in a broad range of industries, including the U.S. military and academia. In countries outside of the U.S. – South Korea, Liberia, Indonesia – the instructional design systems approach was used to help solve instructional problems.
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Beginning in the 1980s there was an increased interest in microcomputers for instructional purposes. IDT professionals began to develop computer-based instruction. By the start of 1983, more than 40 percent of all elementary schools and more than 75 percent of all secondary schools in the United States (Center for Social Organization of Schools, 1983).
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Online learning took center stage as a result of the advent of the World Wide Web, which came to be better known as the Internet or by its acronym www.
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The rise of Constructivism stemming from theories introduced independently by theorist Jean Piaget and Vygotsky. The focus was on how humans make meaning regarding their interaction between their experiences and ideas. Piaget was a cognitive psychologist; Vygotsy was a social learning theorist.
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The rise of Human Performance Technology. Although instruction is the focal point of human performance technology, the goal is to improve the bottom line of a business more so than to focus on learning.
