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The first school museum was opened in St. Louis, Missouri in 1905, where visual instruction was presented by stereographs, slides, films, charts, and other instructional materials
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In the United States, the first catalog of instructional films was published. In addition to lantern slide projectors and stereographs viewers, the motion picture projector was one of the first media devices used in schools.
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Technology advances during the 1920s changed the visual instruction movement into the audiovisual instruction movement. A medium that gained a great deal of attention was radio, which during this period was considered as the medium that would revolutionize education.
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Three national professional organizations for visual instruction merged into one organization, the Department of Visual Instruction (DVI), which was part of the National Education Association (now called the Association for Educational Communications and Technology)
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During the war, the U.S Army Air Force produced more than 400 training films and 600 filmstrips, and during a two-year period (1943 - 1945) there were over 4 million showings of training films and filmstrips.
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During the World War II, John C. Flanagan and many others developed tests that screen candidates who were able to successfully complete the training programs. Due to this success, the American Institutes for Research was established in 1946, by John C. Flanagan. Additionally, during the late 1940s and throughout the 1950s, a detailed task analysis methodology was developed by Robert B. Miller, who viewed training as a system.
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During the1950s, there was a massive growth in the use of instructional television, which was stimulated by two major factors. One was the 1952 decision by the Federal Communications Comission to set aside 242 television channels for educational purposes and the second factor was the Ford Foundation, which together with its agencies spent more than $170 million on the educational television.
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B.F. Skinner described his ideas regarding the requirements for increasing human learning and the desired characteristics of effective instructional materials.
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Benjamin Bloom and his colleagues published Taxonomy of Educational Objectives where the relationship between outcomes was described.
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In response to launching of Sputnik in 1957, the United States government, poured millions of dollars into improving math and science education in the United States.
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Robert Glaser was the first to use the term criterion-referenced measures. Such tests are intended to measure how well an individual can perform a particular behavior or set of behavior, irrespective of how well others perform.
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In 1965, Robert M.Gagne published the first edition of The Conditions of Learning, where he describes five types of learning outcomes and the nine events of instruction.
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During the 1970s, the number of instructional design models greatly increased. Many individuals created new models for systematically designing instruction in a variety of different sectors.
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During the 1980s 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.
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A factor that did have a major effect on instructional design practices in the 1980s was the increasing interest in the use of personal computers for instructional purposes. Due to this rise, computer-based instructions were being produced.
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Begining in the 1990s and continuing on into the current century, two major factors that had a big impact on the field were the human performance improvement movement and the growing interest in constructivist views of teaching and learning. During this decade, instructional designers also began to have an interest in using computers not only for learning enhancement but also as an aid to improve on-the-job performance.
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The online instruction was dramatically increased in higher education, k-12 education, and in business and industry. In 2002, 10 percent of the students in higher education were taking online courses, while by 2011 this number increased to 32 percent.
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In recent years technologies such personal computers, mobile devices, and the internet have become pervasive, and the use of the tools and technologies associated with social networking and social media has become widespread. In a 2015 survey, 64 percent of college student reported that they used smartphones for their school work at least two or three times per week, and 40 percent indicated that they used tablets for school work at least that frequently,
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