-
-
-
The exhibits are viewed as supplemental to curriculum
-
-
-
Audio recordings, radio, and motion pictures become mainstream from 1920 to 1940
-
-
This professional organization later becomes Association for Educational Communications and Technology (AECT).
-
The Great Depression (1929-1939) impacts the entire world including the field of instructional technology. Less money is available for research and implementation of new instructional technology.
-
Three professional visual instruction organizations merge to form the Department of Visual Instruction, which is part of the National Education Association.
-
World War 2 (1939-1945) had a massive impact on instructional media. The US Air Force produced over 400 training films, 600 filmstrips, and 4 million viewings of those resources.
-
Audiovisual Instruction Movement leaders begin to incorporate different theories of communication, specifically theories that promote considering all elements of communication not solely the medium.
-
This department produced 457 training films for civilians during World War 2
-
Dale publishes his Cone of Experience, a pictorial device that explains the interrelationships of the various types of audiovisual media, as well as their individual relevance in the learning process.
-
-
Instructional Technology is beginning to be viewed as a process instead of a product during 1950 through 1970.
-
Computers are becoming more mainstream. IBM researches computer-assisted instruction(CAI) and develops a CAI author language and program for public schools.
-
FCC sets asides 242 television channels for educational purposes. By 1955, 17 stations exist; 50+ exist by 1960.
-
BF Skinner publishes 'The Science of Learning and the Art of Teaching'. As a behavioral psychologist. Skinner views learning as a change in overt behavior.
-
Bloom publishes his Taxonomy, a set of three hierarchical models used to classify educational objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective, and sensory domains.
-
CAI research continues, even as the instructional tv boom ends, but has little long-term impact on education
-
Glaser introduces criterion-referenced measures as an alternative to norm-referenced tests
-
The first field definition by Department of Audiovisual Instruction (now AECT) focuses on the design and use of messages which control the learning process. Includes steps to design and use those messages. This is the beginning of the systematic view of instructional design and it focuses of learning not instruction.
-
Gagne publishes 'The Conditions of Learning' a foundation work for the field of instructional design and technology that describes eight kinds of learning and nine events of instruction.
-
Scriven suggests the need for formative assessment in instructional design and technology through his research
-
The Commission on Instructional Technology (under US government oversight) provided two definitions of the field; one similar to older theories and definitions, one similar to newer thoughts about the field. The older definition focused on the technology as a product to be combined with teacher, textbook, and blackboard. The newer definition focused on instructional technology as a system to design, implement, and evaluate the process of learning.
-
The ADDIE model is first developed. it will be revised over and over again and become known as the main model of instructional design and technology.
-
The first mobile phone call is made by Motorola.
-
The Association for Educational Communication and Technology (AECT) releases a new definition that spans 120 pages of text and tables. The gist of the definition is Educational technology is multifaceted and complex. Several new ideas are mentioned, including analysis as a design step and human learning problems/solutions.
-
The Dick and Carey model is published. It is a systematic approach to instructional design and its design is more linear than other models.
-
Cognitive and constructivist theories dating back to 1970s begin to influence the field of instructional design and technology
-
The Rapid Prototyping model begins to be used as an alternative to ADDIE or Dick and Carey models. It focuses on fast development of a scaled-down instruction and several adjustments before a final product is developed.
-
Microcomputers, interactive videos, CD-ROMs, and the Internet are becoming mainstream.
-
Research focuses on distance learning and collaborative learning solutions which are know possible through new technological developments.
-
Lave's research of learning contexts led to questioning of traditional classroom instruction. This theory is known as situated learning theory.
-
Expert thinking research is published. This theory of expert cognition verses novice cognition changes how instructional design structures learning.
-
Schank uses the term 'learning sciences' to refer to the field of instructional design and technology for the first time
-
Newell and Simon publish unified theories of cognition, which covers limitations of mind and has many implication for learning and instruction. New instruction can be built around the limitations and strengths of the mind, increasing efficacy.
-
Anchored instruction theory is first published in 1990. Anchored instruction is a technology-based learning approach which stresses the importance of placing learning within a meaningful, problem-solving contexts.
-
Research on motivational learning begins in the 1990s and continues today. By including motivational aspects to instruction, designers can engage learners for longer and produce better outcomes than before.
-
The World Wide Web becomes publicly available.
-
Brown and Campione develop the Fostering Community of Learners model based heavily of Vygotsky's Zone of Proximal Development theory. This theory encouraged students to design their own learning with a teacher acts as a guide.
-
ACET released a new definition to describe the massive changes to the field. The gist is instructional technology is the theory and practice of Design, Development, Utilization, Management, and Evaluation of processes and resources for learning. The five domains of IDT are clearly stated and the definition's visual representation shows lack of linear relationship. The definition did not mention system/systematic purposely to reflect interest in contructivism and alternative design methods.
-
Stokes described the learning scientists' move from applied vs pure science mentality to Application Relevance and Theory Mindedness as two dimensions of learning sciences.
-
Lagemann describes this consolidation through her history of education publications.
-
AECT released a new definition: Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing technological processes and resources. This definition's new key terms and phrases are ethical, facilitate learning,and improve performance
-
Vosniadou publishes his examination of conceptual change, the process whereby concepts and relationships between them change over the course of an individual person’s lifetime or over the course of history.
