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School Museums
During the first decade of the 20th century, the use of media in instruction started. During the same period of time, school museums came into existence. -
the Visual Instruction Movement
the Visual Instruction Movement and the application of instructional films were developed. Academic activities about visual instructions boomed. But by the end of 1923, none revolutionary changes in education areas really happened. -
AECT
the Association of Educational Communications and Technology (AECT) was created in 1923. -
Audiovisual Instruction Movement
Through the 1930s, the audiovisual instruction continued to grow, but the educational community was not affected a lot by this growth. -
Behavioral Learning Theory
B. F. Skinner -
WW II
Growth in the school slowed, however, audiovisual devices were used extensively in the military services and in industry. -
The origin of instructional design
During WW II, training materials for military services were created. After WW II, organizations, such as American Institute for Research, view training as a system. -
Post WWII
renewed interests in using audiovisual devices in the schools; practitioners ignored, or were not made ware of the research findings; media comparison studies. -
Theories of Communication
focused on the communication process and the importance of the communication process. -
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Computers
The Computer-Assisted Instruction (CAI) started in 1950s, but by 1995 its impact on education remained small. -
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Popularization of Behavioral Objectives
The father of the behavioral objective movement, Ralph Tyler, argued "Each objective must be defined which the course should help to develop". In 1956, Benjamin Bloom and his colleagues published Taxonomy of Educational Objectives. In the early 1960s, Robert Mager, recognizing the need to teach educators how to write objectives, wrote Preparing Objectives for Programmed Instruction (Mager, 1962). -
the Programmed Instruction Movement
1954, the operant conditioning behaviorist Skinner published The Science of Learning and the Art of Teaching. Scholars collected data to identify instructional weakness for the revisal of the materials by applying formative evaluation and programmed instruction. -
Sputnik: the direct launching of formative evaluation
n 1957, the Soviet Union launched the first orbiting space satellite Spuntik. The U.S. goverment poured fundings into improving math and science education in the States, eventually having a major impact on the instructional design process. The instructional materials developed with these funds were written by subject-matter experts and produced without tryouts with learners. -
Instructional Television
Federal Communication Commission of educational channels. Ford Foundation funding. -
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Early Instructional Design Models
Gagne, Glaser, Silvern, and other scholars tried to link the concepts that were being developed in areas as task analysis, objective specification, and criterion-referenced testing to form processes or models for systematically designing instructional materials. -
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The Criterion-Referenced Testing Movement
Another important factor in the development of the instructional design process was the emergence of criterion-referenced testing. -
Domains of Learning, Events of Instruction, and Hierarchical Analysis
Robert M Gagne published 'The Conditions of Learning' in 1965. He also described the nine events of instruction. -
Three memory systmes
By Atkinson and Shriffin: sensory memory, short-term memory, and long-term memory. -
Shifting Terminology
During early 1970s, 'audiovisual instruction' was changed into 'educational technology'/'instructional technology'. -
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The Burgeoning of interest in the System approach
During the 1970s, the number of instructional design models greatly increased, and interest in the instructional design process flourished in a variety of different sectors, like in military, academia, business, and industry. -
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Growth and Redirection
The interest in instructional design remained strong in business and industry. However there were little impact on instructions in the public schools or higher education. There was a growing interest in how the principles of cognitive psychology could be applied in the instructional design process. A major effect on instructional design practices was the increasing interest in the use of pcs for instructional process. -
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Changing Views and Practices
Performance technology movement broadened the scope of the instruction design field. Growing interest in Constructivism. Rapid growth in the use and development of electronic performance support systems led to changes in the nature of the work performed by many instructional designers. Rapid prototyping is another trend that has had an impact. Increase in interest in using the internet for distance education. Knowledge management to improve the performance. -
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Schema Theory, cognitive load, situated learning theory
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Gagne's theory of instruction
an integrated and comprehensive theory of instruction based on cognitive information processing theory and observations of teachers in classrooms. -
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Constructivism
a collection of views share the assumption that learning is a matter of going from the inside out. The learner actively imposes organization and meaning on the surrounding environment and constructs knowledge in the process. -
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Recent Development
Computer, digital technology, internet, intranet, distance learning and other instructional design and technology methods explore in the field. -
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Instructional Design in the 21st century
Several developments have had a major impact on instructional design. First, the increasing use of the Internet as a means of presenting instructions to learners. Second would be the increasing reliance on informal learning as a means of improving learning and performance in the workplace. Third are the concerns that some individuals expressed about traditional instructional models, such as the ADDIE model. -
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Connectivism
it roots in the neutral networks of cognitive science and artificial intelligence.