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During this time period, thousands of silent films were produced, which showed educators the power of the moving image.
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With the growth of the motion picture industry, educators soon became interested in how to use visual media in their classrooms. Visual Education was the first guide to media that could be used in instructional settings.
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Don Juan is released by Warner Brothers films, forever changing the world of entertainment and of education.
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While educational technology experienced very little growth during this period, radio saw a great deal of attention, although it had very little impact on instructional practices.
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Tyler is considered the father of the behavioral objectives movement. Beginning in 1934, he conducted an 8 year study that looked at how objectives can be described using behavioral terms in order to assess the effectiveness of instruction.
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During World War II, video was used extensively as a training tool for the military. The experience gained from creating these films informed many of the advances in thinking in the 50s and 60s.
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This period saw explosive growth in the field of Instructional Technology as psychologists explored theories of behavior and learning that impact the field even today.
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Robert Miller was an early pioneer in the instructional design field and his work in developing task analysis methodology which stemmed from his experience in the military helped to advance the field to view training as a system of analysis, design, and evaluation procedures.
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In his book, B.F. Skinner presented his revolutionary ideas on learning for what is required for increasing human learning and the desired characteristics of effective instructional materials. These materials, called programmed instructional materials, should present instruction in small steps, require overt responses to frequent questions, provide immediate feedback and allow for learner self-pacing.
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Bloom revolutionized the field of behaviorism with publication of "Taxonomy of Educational Objectives". In this book he and others described that learning objectives could be classified according to the type of learning behavior described therein and that there was an inherent hierarchical relationship among the various outcomes. He believed that tests could be designed to measure each of these types of outcomes. His impact is still felt by the standard use of “Bloom’s Taxonomy” in many schools.
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Mager's work provided three characteristics that educators needed to use to write objectives that could be met in the classroom. The characteristics that he suggested were that objectives should include a description of desired learner behaviors, the conditions under which the behaviors are to be performed and the standards (criteria) by which the behaviors are to be judged. His research showed that if educators designed activities based on these objectives, their instruction was more effecti
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In "the Conditions of Learning," Gagne made a major impact on the Instructional Design field. His description of the 5 domains of learning outcomes, the nine events of instruction and the hierarchical or learning task analysis process remain key features of many instructional design models today.
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Scriven was a proponent of the formative evaluation process of tryout and revision after his experience with summative evaluation deemed it to be not very effective. Scriven believed that going through drafts of insturctional materials would allow educators to evaluate their materials and revise them before the final product.
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Berners-Lee Invented the World Wide Web while working at CERN. He also wrote the first web client and server in 1990. He is credited with the creation of the concepts of http and html which provided the foundation for the web of today and all of the ways of communicating that we now take for granted.
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From the middle of the 1990s through today, the Internet and associated technologies have impacted the world in ways few expected. With near instantaneous communications around the world, educators can collaborate in real-time with colleagues across the globe, allowing the rapid sharing of ideas and discoveries as never before.
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Gustafson and others introduced the idea of rapid prototyping to produce quality instructional materials. Rapid prototyping involves quickly developing a prototype product in the very early stages of an instructional design project and then going through a series of rapid tryout and revision cycles until an acceptable version of the product is produced.
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Dr. Robert A. Reiser’s contributed to IT by providing the latest definition for the field in Chapter 1 of the textbook “Trends and Issues in Instructional Design and Technology”. The definition offered by Reiser and his colleagues provides for the inclusion of performance technology as well as explicitly listing the five domains essential to the field that the single definition presented by the AECT in 2006 did not.
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