-
School Museums were Developed
School museums were developed to provide visual instructional materials to teacher to use in conjunction with the curriculum. Since teachers only viewed the materials as supplements and not as a viable curriculum using instructional media did not grow as expected. -
Visual Instruction Movement
During this movement, the push towards using new technologies to transform learning began. Schools began adapting visual instruction as part of the curriculum and changing common beliefs on how instruction should occur. During this time, 5 national professional organizations began and journals specializing in the new methods were also formed. -
AECT is Created
In 1923, 3 national professional organizations joined together to create the Association for Educational Communications and Technology (AECT). This organization has been the leader within the field. You can visit their website here: [www.aect.org/] -
Instructional Design is Developed
After World War II, educators and psychologists began doing research for the military to improve training. The materials that were created utilized principles from a variety of learning theories. The program was so successful that work continued on new instructional programs aimed at solving a variety of instructional problems. This began the field of instructional design. Here is an example of a training video:
[https://www.youtube.com/watch?v=C4_VqgqBk7E] -
Increased use of Behavioral Objectives
Objectives for learning activities become more specific to the learners as the century progressed. Educators had been using objectives since the early 1900s and they were made more prominent by Bloom when he introduced a new form of cognitive objectives. In 1962, Mager wrote a book that popularized writing objectives. His objectives included desired behaviors, conditions for the behavior and how the behavior is assessed. The book became the basis for the current system of instructional design. -
Gagne and his Work
Gagne in 1965 changed instructional design by introducing the 5 domains of learning and 9 events of learning. The types of learning outcomes described became the standard for instructional design. In the same work he also developed and defined the impact of hierarchy in a learning activity. This lead to task analysis which is another prominent feature of instructional design. This video explains all of Gagne's different theories. [https://www.youtube.com/watch?v=EOIGhyiCwpU] -
Expansion of Instructional Design
The 1970s saw large increase in the number of programs using the systems approach. Systematic instruction increased in the military, at instructional improvement centers for academic faculty, within graduate programs, many business and industry organizations began using it and even internationally became popular. Many of the new models for instructional systems developed during this time now have become standard in the field. -
Authentic Learning Tasks
One of the major trends within instructional design has been an emphasis on performance, especially on-the-job performance. This trend has shifted the assessment piece of instruction to become closely aligned to the real life contexts that the skill would be used in. -
e-Learning
In recent years the availability of technology and the internet has had a major impact of how instruction is presented. This has caused one of the larger periods of growth and some of the most significant changes within instructional design.
