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The first school museum was opened in St. Louis in 1905. This is equivalent to the modern day media center. -
In the U.S., the first catalog of instructional films was published in 2010. -
The Visual Instruction movement took place over a ten year period. Thomas Edison predicted that books would be obsolete; however, these revolutionary changes did not come about. -
Over the next 10 years, technological advances in areas such as radio broadcasting, sound recording, and sound motion pictures led too increased interest in instructional media. -
Despite the economic effects of the Great Depression, the audiovisual instruction movement continued to evolve. In 1932, three national professional organizations for visual instruction merged to created AECT. This organization maintained a leadership role in the field of instructional design and technology. -
Ralph Tyler considered the father of Learning Objectives stated that “Each objective must be defined in terms which clarify the kind of behavior which the course should help develop.” -
An important textbook, written by Charles Hoban Sr., Charles Hoban Jr., and Stanley Zissman, presented a hierarchy of media and value of audiovisual material.. -
Behavioral Learning Theory is empirically based which impacts the instructional design field in areas such as formative evaluation and instructional feedback. -
The onset of World War II slowed growth of audiovisual movement in schools; however training films and film projectors were widely used. -
The start of the Programmed Instruction Movement influenced teaching and learning. It took place over the next 10 years. -
The Federal Communication commission set aside 242 television channels for educational purposes.
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B.F. Skinners “The Science of Learning and the the Art of Teaching” article started a minor revolution in the field of education by describing his ideas regarding the requirement for increasing human learning and characteristics for effective instructional materials. -
Benjamin Bloom and colleagues published Taxonomy of Educational Objectives. -
Sputnik launched by the Soviet Union as the first orbiting space satellite resulted in the development of math and science instructional material which would lead to series of events that impacted instructional design processes. -
Piaget’s constructivism, named after Swiss cognitive psychologist Jean Piaget, is a learning theory describing three mechanisms for learning: assimilation, accommodation, and equilibration.
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Robert Mager popularized learning objectives by writing ‘Preparing Objectives for Programmed Instruction’. The book described writing objectives, desired learner behaviors, standards criteria and more. -
Finn indicated that instructional technology should be viewed as a way of looking at instructional problems and examining possible solutions to those problems.
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Lumsdaine (1964) indicated that educational technology could be thought of as the application of science in instructional practices.
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Robert Glaser first used the term criterion-referenced measures and discussed how they could be used to assess student entry-level behaviors and determine the extent to which students had acquired the behaviors an instructional program was designed to teach. This advancement was a major factor in the development of the instructional design process.
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Robert Gagne published the first edition of “The Conditions of Learning" which describes the 5 domains of learning outcomes, the nine events of instruction. Additional work throughout the 1960’s introduced the hierarchical analysis process and more. -
Revision and tryout process of ineffective math and science instructional material crated pertaining to Sputnik was coined as formative and summative evaluation by Michael Scriven.
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General Systems Theory as an approach to accomplishing learning tasks and solving instructional problems
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Cognitive Information Processing Theory in which the learner’s mind and memory systems (short term, sensor, and long-term) are compared to a computer changed the conception of feedback and various attributes of instruction.
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Robert Gagne’s Theory of Instruction entails the five major categories of learning and nine events of instruction. The work of Gagne's Theory of Instruction continued to evolve.
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ADDIE Instructional Design Model was developed. ADDIE had a major influence on subsequent instructional design models. -
"Educational technology is a complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning."
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Dick Carey and Carey Instructional Design Model was developed. -
Vygotsky’s 'Zone of Proximal Development and Mind and Society compilation' led people to think differently about learning, assessment, and development. Two of Vygotsky’s main principles are the more knowledgeable other (MKO) and the zone of proximal development (ZPD).
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Keller’s Article, “Motivation and Instructional Design: A Theoretical Perspective” initiated the growing concern for learner motivation and motivational design”.
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Papert’s book “Mindstorms” showed how children could invent and create using the LOGO computer language. Found that success required more than giving children the opportunity to interact with the computer program. -
The Laboratory for Comparative Human Cognition (LCHC) led by Cole and Means were one of many psychology groups testing and suggesting new ways to think about education and learning. They found that depending on the context, intelligent behavior could be construed differently.
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By January 1983 "computers were used for instructional purposes in more than 40% of elementary schools and more than 75% of secondary schools." -
Brown, Collins, and Duguid are credited as the founders for Situated Cognition Theory and define it as the notion of learning knowledge and skills in contexts that reflect the way they will be used in real life. Situated learning Theory “relies more on social and cultural determinants of learning where knowledge is presumed to accrue in meaningful actions pertaining to some cultural system.”
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Bransford created the Learning Technology Center at Vanderbilt University to develop new ways of using technology.
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The launch of the Journal for Learning Sciences presents extensive research on teaching and learning. -
Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. This definition was influenced by influenced by cognitive and constructivist learning theories as well as great technological advances.
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The Basic Principles of Constructivism came into prominence. Constructivist instruction “presents a complex problem within a resource-rich environment w/ learners working together assuming responsibility for decisions while teachers are in a support-role.”
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Connectivism “has roots in the neural networks of cognitive science and artificial intelligence” and suggests that learning results from the ongoing development of a richer and richer neural tapestry."
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George Siemens and Stephen Downes developed a set of descriptive connectivism principles that suggest “that information is ever changing as new contributions are made to network” (Influenced the design of the first massive open online courses (MOOCs) and advocated for open education resources (OER). -
Jon Bergmann and Aaron Sams developed Flipped Learning in which “recorded lectures where available for student viewing at home while classroom time was for student consultation and problem solving” -
"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources." This new definition also indicates that one of the goals of professionals in the field is to improve performance.
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By 2011 almost 32% of students were taking an online course. -
Active Learning Classroom (ALC) “places a teacher station in the middle of nine person roundtables with generous access to technology for instructor and students.” -
By 2014, 28% of business and work-related training was delivered online. -
eLearning theorists Chen, Sailhamer, Bennet, and Bauer) “launched a serious eLearning manifesto consisting of design principles and standards that eLearning should address” eLearning Manifesto
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Technologies such as mobile phones, internet, technologies associated with social media and social networking are widespread.