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School Museums
The first school museum was opened in St. Louis in 1905, and shortly after school museums were opened in Pennsylvania and Ohio. Although few such museums have been established since the early1900s, the district-wide media center may be considered a modern-day equivalent.(Reiser & Dempsey, 2018, p. 8) Image source:https://commons.wikimedia.org/wiki/ -
Instructional Films
In the United States, the first catalog of instructional films was published in 1910. Later that year, the public school system of Rochester, New York, became the first to adopt films for regular instructional use (Reiser & Dempsey, 2019, p. 9). Image source:https://archive.org/details/educationalfilms -
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IDT as Media
The term instructional media has been defined as the physical means via which instruction is presented to learners (Reiser & Gagné,1983). Under this definition, every physical means of instructional delivery, from the live instructor to the textbook to the computer and so on, would be classified as an instructional medium. -
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Visual Instruction Movement
In the early part of the twentieth century, most of the media housed in school museums were visual media, such as films, slides, and photographs. Thus, at the time, the increasing interest in using media in the school was referred to as the “visual instruction” or “visual education” movement (Reiser & Dempsey, 2018, p. 9). -
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Audiovisual instruction movement
Technological advances in such areas as radio broadcasting, sound recordings, and sound motion pictures led increased interest in instructional media. With the advent of media incorporating sound, the visual instruction movement became known as the audiovisual instruction movement (Reiser & Dempsey, 2018, p. 9) -
AECT
The Association for Educational Communications and Technology maintained leadership in the field of instructional design and technology (Reiser & Dempsey, 2018, p. 3). Image source: https://aect.connectedcommunity.org/home -
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Division of Visual Aids for War Training
This organization oversaw the production of 457 training films. Most training directors reported that the films reduced training time without having a negative impact on training effectiveness, and that the films were more interesting and resulted in less absenteeism than traditional training programs (Reiser & Dempsey, 2018, pg. 10). -
World War II
Origins of IDT have been traced to WWII. A large number of psychologists and educators were called upon to conduct research and develop military training materials (Reiser & Dempsey, 2018, p. 13). Image source: https://www.britannica.com/event/World-War-II -
Instructional television
Perhaps the most important factor to affect the audiovisual movement in the 1950s was the increased interest in television as a medium for delivering instruction (Reiser & Dempsey, 2018, pg. 10). Image source: https://www.csub.edu/its/itv/ -
Computer in the Classroom
Although widespread interest in the computer as an instructional tool did not occur until the 1980s, much of the early work in computer-assisted instruction (CAI) was done in the 1950s by researchers at IBM, who developed the first CAI author language and designed one of the first CAI programs to be used in the public schools (Reiser & Dempsey, 2018, p.12). Image source: https://computer-guyz.blogspot.com -
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Programmed Instruction Movement
Skinner stated that such materials, called programmed instructional materials, should present instruction in small steps, require active responses to frequent questions, provide immediate feedback, and allow for learner self-pacing (Reiser & Dempsey, 2018, p. 13). -
Sputnik
Sputnik led to a series of events that would eventually have a major impact on instructional design, formative and summative evaluation (Reiser & Dempsey, 2018, p.14). -
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IDT as a Process
A number of leaders in the field of education began discussing instructional technology in a different way, that is, rather than equating it with media, they discussed it as being a process (Reiser & Dempsey, 2018, p. 3). -
Preparing Objectives for Programmed Instruction
In this book, Robert Mager explains how to write objectives that include a description of desired learner behaviors, the conditions under which the behaviors are to be performed, and the standards by which the behaviors are to be judged. Many current day adherents of the instructional design process advocate the preparation of objectives that contain these three elements (Reiser & Dempsey, 2018, p. 14) -
Gagné’s Theory of Instruction
Robert M. Gagné was primarily concerned with instruction and how what is known about learning can be systematically related to the design of instruction. There are 5 major categories of learning: verbal information, intellectual skills, cognitive strategies, attitudes and motor skills (Reiser & Dempsey, 2018, p. 56). Image source: goodreads.com -
Cognitive Information Processing Theory
The informational value of feedback became apparent when researchers and practitioners began to adopt the perspective of information processing theory (Reiser & Dempsey, 2018, p. 54). Image sources: https://www.structural-learning.com/post/information-processing-theory -
Systems Approach
During the 1970s, the number of instructional design models greatly increased. Building upon the works of those who preceded them, many individuals created new models for systematically designing instruction (e.g., Dick & Carey, 1978; Gagné & Briggs, 1974; Gerlach & Ely, 1971; Kemp, 1971), several of which became “standards” in the field (Reiser & Dempsey, 2018, p. 15). Image source: https://www.niu.edu/citl/resources/guides/instructional-guide/course-design.shtml -
IDT as Systematic Process
The AECT adopted a new definition, "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 (Reiser & Dempsey, 2018, p. 1). -
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IDT as a Problem-Solving
During the period from 1977 to the mid-1990s, cognitive and constructivist learning theories began to have a major influence on design practices and human-computer interaction expanded instructional even more with the inclusion of problem solving, performance improvement and informal learning. (Reiser & Dempsey, 2018). -
Principles of Cognitive Psych
During the 1980s, there was a growing interest in how the principles of cognitive psychology could be applied in the
instructional design process, and a number of publications outlining potential applications were described (Reiser & Dempsey, 2018, p.15). Image source: https://www.inflexion.org/brain-dont-leave-home-without/ -
Computers for Instructional Purposes
By the early 1980s, a few years after personal computers
became available to the general public, the enthusiasm surrounding this tool led to increasing interest in using computers for instructional purposes (Reiser & Dempsey, 2018, p. 11). Image source: https://en.wikipedia.org/wiki/Computers_in_the_classroom -
Constructivism
Constructivism has also had a substantial impact on views pertaining to the learning conditions and instructional strategies believed to support constructivist learning goals. To engage learners in knowledge construction, facilitate tests of their understanding, and prompt reflection on the knowledge generation process itself (Reiser & Dempsey, 2018, p.57). Image source: info.acceleratelearning.com -
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Human performance movement
An emphasis on on-the-job performance, business results, and non-instructional solutions to performance problems- has broadened the scope of the instructional design field (Reiser & Dempsey, 2018). -
Definition and Domains of the Field
AECT published Instructional Technology: The Definitions and Domains of the Field (Seels & Richey, 1994). The field is described by design, development, utilization, management, and evaluation. Image source: https://www.abebooks.com/ -
Connectivism
The principles suggest that information is ever changing as new contributions are made to the network. The learning process must be cyclical as a result, dependent on learners’ abilities to find new information, filter out extraneous information, and share their realizations (Kop & Hill, 2008). -
The Latest AECT Definition
AECT committee produced a book that presented a new definition of the field of educational technology with an emphasis on ethics, facilitation, and improved performance (Reiser & Dempsey, 2018). -
Informal learning
People in the workplace have increasingly turned to innovations such as social media, mobile devices, and performance support tools to help them perform their jobs. As a result, many instructional designers have had to expand their professional toolkits to design and promote the use of these alternate means of facilitating skill acquisition. (Reiser & Dempsey, 2018, p. 16). Image source: https://www.itweapons.com/mobile-devices/ -
Online Instruction
Rapid advances in computers and other digital technology, including the Internet, have led to a rapidly increasing interest in, and use of, these media for instructional purposes including business and industry, higher education, and K-12 education (Reiser & Dempsey, 2018, p.11). Image source: setonhill.com -
Reiser and Dempsey Definiton
This definition highlights two sets of practices that have, over the years, formed the core of the field. The two practices are the use of media for instructional purposes and the use of systematic instructional design procedures (often simply called instructional design). They are the key defining elements of the field of instructional design and technology. Image source: pearson.com