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First School Museum in St. Louis, MO (Instructional Media)
Had visual instruction tools such as portable museum exhibits, stereographs, films, charts, etc., -
First Catalog of Instructional Films (Instructional Media)
The first catalog of instructional films was first published in the U.S. -
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Visual Instruction Movement (Instructional Media)
During this period: 5 journals on visual instruction began publication, over 12 large-city school systems developed visual education, and 5 national professional organizations were established. By the end of 10 years, however, the impact of the movement was minimal. Factors that lead to this downward trend were teachers had difficulty operating film equipment and were also reluctant to change their ways. High costs associated with purchases of film and maintaining the equipment also didn't help. -
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Important Instructional Media Textbooks and Models (Instructional Media)
"Visualizing the Curriculum" (Hoban, Sr. C., Hoban, Jr. C., Zissman, S., 1937) was an important textbook of the time. The authors highlight the value of audiovisual material and present a hierarchy of media. Edgar Dale also developed his famous "Cone of Experience" model in 1946. -
Department of Visual Instruction Merger (Instructional Media)
Three visual instruction national professional organizations merge into one organization, the Department of Visual Instruction (DVI). At the time, DVI was part of the National Education Association and is now called the Association for Educational Communications and Technology (AECT). AECT is a current mainstay in the instructional design and technology field. -
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Use of Audiovisual Devices During World War II (Instructional Media)
Audiovisual devices were commonly used by U.S. military services during WWII. The Air Force produced hundreds of training films and filmstrips for their personnel to learn from, which several military instructors said were effective training tools. Overhead projectors, slide projectors, audio equipment, and training devices were also helpful to the U.S. military and the work industry back in the states. -
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The Beginning of Instructional Design (Instructional Design)
The concept of instructional design was first developed during WWII. Psychologists and educators who were experienced in experimental research were called to conduct research and develop training materials for the military. Famous professionals that were involved include John Flanagan, Robert Gagné, and Leslie Briggs. These people created training materials based on instructional principles and human behavior and after, evaluated the skills of trainees. -
American Institutes for Research (Instructional Design)
John Flanagan created the American Institutes for Research (AIR) in 1946 to continue working on solving instructional problems that were found during WWII. AIR worked to better training as a system and to further develop analysis, evaluation, and design procedures. -
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The Ford Foundation (Instructional Media)
The Ford Foundation and its agencies funded a good portion of educational television in the 1950s-60s, shelling out more than $170 million. Some projects that they funded include a closed-circuit tv system used to deliver instruction in a Maryland school system and the Midwest Program on Airborne Television Instruction (simultaneous transmitted tv lessons from an airplane to schools). By 1963, however, the foundation switched its focus to public tv in general instead of in-school applications. -
FCC Decision: Educational Channels (Instructional Media)
In 1952, the Federal Communications Commission allotted 242 television channels for educational purposes. Shortly after the decision, the number of educational tv stations in the U.S. skyrocketed. Eight years later, more than 50 instructional educational stations existed in the U.S. -
B.F. Skinner Starts a Minor Revolution in the Education Field (Instructional Design)
In 1954, B.F. Skinner wrote a monumental article called, "The Science of Learning and the Art of Teaching". Skinner stated that programmed instructional materials should present material in small steps and allow for learner self-pacing, just to name a few. This process helped to bring light to solving educational problems. -
Bloom's Taxonomy (Instructional Design)
Bloom's Taxonomy is broken down into 6 categories within the cognitive domain: knowledge, comprehension, application, analysis, synthesis, and evaluation. The cognitive domain is the most commonly used in the IDT field and helps to structure learning curriculum and assessments. -
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Criterion-Referenced Testing (Instructional Design)
Criterion-referenced testing measures how well an individual performs a particular behavior or set of behaviors, regardless of how well others perform. Robert Glaser (1963; Glaser and Klaus, 1962) was the first to use the term "criterion-referenced measures". Glaser, in his book, referenced two purposes of the test and those purposes are a significant feature of current IDT methodology. -
Robert Mager and Behavioral Objectives (Instructional Design)
Mager wrote, "Preparing Objectives for Programmed Instruction" and it has sold over 1.5 million copies since its release. The book highlights three elements: 1) how to write objectives that include a description of desired learner behaviors, 2) the conditions under which the behaviors are to be performed, and 3) the criteria by which the behaviors are to be judged. Many current professionals in the IDT field use these elements to prepare objectives. -
First Definition of Instructional Technology (Definition)
In 1963, the Department of Audiovisual Instruction (now known as AECT), approved the first definition of instructional technology. The definition stated a series of steps on how to design and use messages and had an emphasis on learning. -
Robert Gagné's Impact on IDT (Instructional Design)
"The Conditions of Learning," written by Gagné in 1965 was monumental to the IDT field. It described 5 domains of learning and 9 events of instruction, which are some of the foundation layers of common instructional design practices. Gagné also created a hierarchal analysis process that identifies subordinate skills, which is still a key characteristic in current IDT models. -
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The Systems Approach Goes International (Instructional Design)
Several branches of the U.S. military adopted an ID model that guided the development of training materials within those branches in 1975 (Branson et al., 1975). Organizations in the business and industry sectors also adopted the systems approach. The bigger picture saw countries such as South Korea and Indonesia see the benefits of the approach and use it to solve instructional problems in their own countries. -
The ADDIE Model (Instructional Design)
The ADDIE (Analysis, Design, Development, Implementation, Evaluation) Model was created in 1975 by Florida State University. It is a linear, five phase process that provides a guideline to create training and performance support tools. This model is highly regarded by instructional designers and is reliable for having a finished, usable product. -
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Computers as an Instructional Tool (Instructional Media)
The eagerness around the personal computer (PC) in the early 1980s led to increased interest in using them for instructional purposes. PCs were attractive to educators because they were relatively inexpensive, small enough to be used on a desktop, and could perform most of the functions the older, larger computers could. However, by the 1990s, computers in the classroom were being used for drill and practice and word processing instead of instruction. -
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The Importance of Personal Computers and Newer Technology to IDT (Instructional Design)
The computer revolution started in the 1980s with many IDT professionals creating computer-based instruction, thus automating some ID tasks. Since then, computers have also been an aid to improving on-the-job performances, creating computer-based knowledge management systems, and using the Internet as a means to present instruction to learners. New job opportunities have been created thanks to social media, mobile devices, and performance support tools. -
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Constructivism (Learning Theory)
Constructivism is a learning approach where learners construct their own meaning of knowledge through experience. That meaning is influenced through prior knowledge and new knowledge. Basic principles of constructivism include learning as an active process, knowledge is constructed and built upon, and knowledge is socially constructed. Problem-based learning and case- and scenario-based learning are just two of many models that have been developed during the constructivism movement. -
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The Internet, Mobile Devices, and Social Media Revolution (Instructional Media)
With advances in computers and the Internet, there is an increasing interest in using these media for instructional purposes in the classroom and for other training purposes. Not only are students in the classroom taking more online courses, business and industry online training has increased as well. Mobile devices (tablets, cell phones) are also a common tool today for learning on a quick, frequent basis. Social media has allowed us to share and learn information faster than ever before. -
Connectivism (Learning Theory)
Connectivism is a theory that connects learning to newer technologies. Learning occurs within and across networks and can reside outside of an individual. It is also a process of connecting specialized nodes or information sources. Connectivism allows an individual to see connections between concepts, fields, and ideas and continue to connect new information to the networks. -
Most Recent AECT Definition of Educational Technology (Definition)
In 2008, AECT published a book that had a new definition of educational technology. AECT Definition and Terminology Committee (2008) states that "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). This is the most current definition from the AECT. -
AECT Code of Ethics (Definition)
The AECT Code of Ethics was published in 2008 and includes three sections: commitment to the individual, to society, and to profession. This code outlines the behaviors and standards that should be followed when working in the instructional design and technology field. Not only should individuals hold others accountable, they should hold themselves to the same standards. -
The SAM Model (Instructional Design)
The SAM Model was created in 2012 by Micheal Allen. This model has started to rival the ADDIE Model because it is not linear like ADDIE, it has multiple steps happening at the same time. Product evaluations and changes occur during the multiple steps which allows more collaboration between customers and instructional designers. The end product is very refined and the customers helped with the creation of it.