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Museums: district-wide media center
The first school museum was opened in St. Louis in 1905, and shortly thereafter school museums were opened in Reading, Pennsylvania and Cleveland, Ohio. Although few such museums have been established since the early 1900s, the district-wide media center may be considered a modern-day equivalent. (Reiser, 20170118, p. 8) Image source: https://www.loc.gov/resource/gdclccn.rc01001395/?sp=33&r=-0.276,-0.058,1.511,0.964,0 -
Thomas Edison, "Books will soon be obsolete"
In 1913, Thomas Edison proclaimed: “Books will soon be obsolete in the schools. . . . It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed in the next ten years” [cited in Saettler, 1968, p. 98). (Reiser, 20170118)] Image Source: Thomas Alva Edison, -1931. , ca. 1913. Photograph. https://www.loc.gov/item/2002706622/. -
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Media Inventions: Film; Radio;TV + Instructions + Communication Delivery = Instructional Media
First half of the twentieth century, most of those individuals involved in the field that we now call instructional technology were focusing their attention on instructional media. (Reiser, 20170118) -
All hail the radio
1930s radio as the medium that would revolutionize education, but radio had little instructional practices. Cuban (1986) indicates that poor equipment, poor reception of radio signals, scheduling problems, and teacher resistance to change were among the many factors that resulted in this lack of impact. (Reiser, 20170118) Image Source: Radio. United States United States, 1928. [Date Received] Photograph. https://www.loc.gov/item/2017680266/. -
US Military Training Films for defense
"Catalog Record: List of films available to civilian defense councils." Accessed October 16, 2019. https://catalog.hathitrust.org/Record/100074836. -
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US military produced 457 training films
In 1941, the federal government established the Division of Visual Aids for War Training (Reiser, 20170118) Image Source: -
Instructional TV | Watching TV in class!
1952 decision by the Federal Communications Commission to set aside 242 television channels for educational purposes. (Reiser, 20170118) | Image Source: TV class in a school at Rushville, Indiana. , 1952. Photograph. https://www.loc.gov/item/2002711824/. -
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Instructional Technology: The Process
For example, Finn (1960) indicated that instructional technology should be viewed as a way of looking at instructional problems and examining feasible solutions to those problems (Reiser, 20170118) -
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Instructional Designs = Systems
Among the first individuals to describe such models were Gagné (1962b), Glaser (1962, 1965), and Silvern (1964). These individuals used terms such as “instructional design,” “system development,” “systematic instruction,” and “instructional system” to describe their models. Other instructional design models created and employed during this decade included those described by Banathy (1968), Barson (1967), and Hamerus (1968). (Reiser, 20170118) -
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SHIFT from Media to Design
1970 US Commission on Instructional Technology report provided 2 definitions of instructional technology. First definition mentions the older view of systematic approaches and the second definition is more than the sum of its parts nonhuman resources to bring about more effective instruction. (p. 21) (Reiser, 20170118) -
Robert Gagné published, The Conditions of Learning, to Promote Learning
The first edition of The Conditions of Learning, written by Robert Gagné and he described five domains, or types, of learning outcomes, this included, (1)verbal information, (2)intellectual skills, (3)psychomotor skills, (4)attitudes, and (5)cognitive strategies (Reiser, 20170118) -
Value of Feedback: Cognitive Information Processing Theory
The informational value of feedback became apparent when researchers and practitioners began to adopt the perspective of information processing theory. This view rose to prominence among psychologists in the 1970s (Reiser, 20170118) https://hbr.org/2019/07/instant-feedback-hurts-our-performance -
NON Instructivist teaching to support learning like scaffolding
Scaffolding takes many forms, ranging from computerized tools that support tasks, to activity structures, to larger social structures that support learning. Similar to constructivism ...common idea is that, like training wheels on a bicycle, the learner is supported in some way that provides room for exploration and self-directed learning...minimizing unproductive floundering (Reiser, 20170118) -
1977 Definition broadens work of Instructional technologists
The 1977 definition also included detailed tables describing the various learning resources associated with the field. This list gave equal emphasis to people, materials, and devices, thus rein-forcing the notion that the work of instructional technologists was not limited to the development and use of media. (Reiser, 20170118) -
Personal computers
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, 20170118) | Image Source: Trikosko, Marion S, photographer. Home Computer Systems & Computer Store. , 1977. Photograph. https://www.loc.gov/item/2018645727/ and Image link: https://www.loc.gov/item/2018645727/ -
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Shift from Design to including Problem Solving
Cognitive, constructive learning theories, human-computer interaction expanded instructional even more with the inclusion of problem solving, performance improvement and informal learning.(Reiser, 20170118) -
A lot more computers use for instructional purposes
By January 1983, computers were being used for instructional purposes in more than 40 percent of all elementary schools and more than 75 percent of all second-ary schools in the United States (Center for Social Organization of Schools, 1983). (Reiser, 20170118) | Image Source: https://www.loc.gov/resource/highsm.17910/?r=-0.269,0.014,1.508,0.6,0, Highsmith, Carol M, photographer. School Computer Lab. United States, None. Between 1980 and 1990. Photograph. https://www.loc.gov/item/2011636104/. -
Businesses & industries love instructional design process
Interest in the instructional design process remained strong in business and industry (Bowsher, 1989; Galagan, 1989), the military (Chevalier, 1990; Finch, 1987; McCombs, 1986), and in the international arena (Ely & Plomp, 1986; Morgan, 1989). (Reiser, 20170118) -
Human performance improvement at and instructional designers at work
Emphasis on on-the-job performance (rather than learning), business results, and noninstructional solutions to performance problems—has broadened the scope of the instructional design field. (Reiser, 20170118) -
learner + active + shuffling/ organizing = Constructivism
The learner actively imposes organization and meaning on the surrounding environment and constructs knowledge in the process.Constructivism typically takes more work, not less. Compared to traditional approaches, constructivist designs generally require more careful design, performance monitoring, scaffolding, and field testing, in order to provide the needed guidance and support to learners. (Reiser, 20170118) -
Instructional Designers furthering knowledge through research
Research for instructional designers and teachers is to appreciate the complexity of expertise, and to deepen the ways knowledge is both shared and tested (Reiser, 20170118) -
It's time for new instructional methodological approaches
Researchers felt they were learning something fundamental about learning as they developed new instructional approaches, and consequently felt the need to develop new methodological approaches. Brown (1992) and Collins (1992) created what was initially talked about as design experiments and later more generally described as design-based research (Reiser, 20170118) -
Learner-centered classroom
Donovan, Bransford, & Pellegrino (1999) term this the “learner-centered classroom,” although increasingly as educators think about both formal and informal learning, the term “learner-centered learning environment” (Reiser, 20170118) -
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More internet use for instructional presentation
Growth of online learning growth in k-12 schools, higher education, businesses, industries AND growth of instructional designers role in developing online courses (Reiser, 20170118) -
DESIGN and it's meaning for an instructional approach
Total endeavor required to improve learning and performance....effort invested in developing systems-based process models to guide instructional design work. (Reiser, 20170118, p. 323) -
Ethical first debut in the latest definition update to the field
The Latest AEcT Definition: Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. (p. 1) (Reiser, 20170118) -
Create a real "transformational" impact on practice
Amiel and Reeves, T. C. (2008) defines technology "as a process and a value-laden system" (p. 29) and suggests the field should take a critical and collaborative stance to solve problems and create a real "transformational" impact on practice. -
learning sciences recognition of value of informal and nontraditional instructional context
learning sciences perspective is to recognize the value of informal and nontraditional instructional contexts. As Bell, Lewenstein, Shouse, and Feder (2009) note, if one looks at schooling in the context of the learning someone does over a lifetime, then it is clear that much more of some-one’s life span is spent outside of school contexts in work and other situations. There is obviously value in studying learning in those contexts. (Reiser, 20170118) -
What instructional designers must do for all learners in need
Simplify the complexity of the system or processes of an instructional model into meaningful action, that work is currently viewed at best as devising ingenious workarounds in response to constraints (Reiser, 20170118, p. 327) -
Goal for Instructional Design & Technology field is the learning and performanceerformance improvement
The goal of learning/performance improvement clearly explains values of this field. However, design levels and goals in Spector et al., (2014) segment this goal further into differing values such as sustainability, aesthetics, and usability.
