-
Period: to
School Museums
The use of visual materials like slides and films in school museums marked the beginning of visual instruction. -
Period: to
Audiovisual Instruction
The rise of sound in media transformed the visual instruction movement into the audiovisual instruction movement, despite limited impact on the broader educational community -
Military Training and Research
World War II required rapid training solutions, leading psychologists and educators to develop systematic approaches to instructional design. -
Task Analysis and Early Systematic Design
The post-war period saw the development of task analysis methodologies and an emphasis on systematic design to solve instructional problems -
Period: to
Emergence of Programmed Instruction and Behavioral Objectives (1950s - 1960s)
In the 1950s-1960s, programmed instruction emerged, focusing on step-by-step learning and immediate feedback. Influenced by behaviorism, it aimed to structure content into manageable units for self-paced learning. The period also saw the rise of behavioral objectives, emphasizing measurable learning outcomes. Key figures like B.F. Skinner promoted reinforcement-based instruction. These developments formed the foundation of systematic instructional design practices. -
Influence of Cognitive Theory
While earlier models were grounded in behaviorist theory, cognitive and constructivist theories began influencing instructional design practices. -
Period: to
The Shift to Instructional Design as a Process
The shift to instructional design as a process in the 1960s-1970s emphasized systematic analysis, design, development, and evaluation of instruction. It moved beyond media to focus on designing effective learning experiences based on learners' needs and objectives. -
Systems Approach and Instructional Systems Design (ISD)
The 1970s saw a shift from media to the process of instructional design, emphasizing systematic analysis, design, development, implementation, and evaluation. -
Growth and Redirection of Instructional Design
The 1980s marked the expansion of ISD models, including formative evaluation and criterion-referenced testing. -
Integration of Performance Improvement
IDT extended to include performance improvement, broadening beyond instructional interventions to non-instructional solutions in workplace learning