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School Museums
The use of visual materials like slides and films in school museums marked the beginning of visual instruction. -
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Behaviorism
Focused on observable behavior and the use of reinforcement to shape learning. B.F. Skinner's work on operant conditioning was particularly influential. -
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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 -
Critical Theory
Critical Theory focuses on examining power structures, privilege, and access within various contexts, such as education and training. It critiques how systems can favor certain groups, and in the case of instructional strategies like constructivism, questions whether they benefit all learners equally or perpetuate privilege for specific demographics. -
Ralph Tyler's influence on objectives
Ralph Tyler, considered the father of the behavioral objectives movement, influenced the development of educational objectives starting in 1934. His approach emphasized defining course objectives in terms of the behaviors they were intended to develop and served as a foundation for evaluating instructional effectiveness. -
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World War II
World War II played a significant role in the development of audiovisual training and instructional design. During this period, audiovisual devices were extensively used in military services and industry. For instance, the U.S. Army Air Force produced over 400 training films and 600 filmstrips. From 1941 to 1945, the Division of Visual Aids for War Training oversaw the production of 457 training films to prepare civilians for industry roles. -
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 -
Maslow's Hierarchy of Needs
Maslow's Hierarchy of Needs is a psychological theory that organizes human needs into a five-tier pyramid. The levels include physiological needs, safety, love and belonging, esteem, and self-actualization, with each level representing a different priority in human motivation. The theory suggests that individuals must satisfy lower-level needs before addressing higher-level psychological needs. -
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Cognitivism
Emphasized internal processes and the mind's role in learning. Key figures include Jean Piaget and Jerome Bruner. -
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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. -
Bloom's Taxonomy
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Influence of Cognitive Theory
While earlier models were grounded in behaviorist theory, cognitive and constructivist theories began influencing instructional design practices. -
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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. -
Gagné’s Nine Events of Instruction
Robert Gagné proposed a sequence of instructional events that align with and support cognitive processes for learning. -
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. -
Instructional Systems Design
A systematic approach to designing instructional materials, leading to models like ADDIE (Analyze, Design, Develop, Implement, Evaluate). -
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Constructivism
Built on the idea that learners construct their own understanding. Lev Vygotsky and Jean Piaget were pivotal in developing this theory. -
Growth and Redirection of Instructional Design
The 1980s marked the expansion of ISD models, including formative evaluation and criterion-referenced testing. -
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Situated Learning Theory
Proposed by Jean Lave and Etienne Wenger, it emphasizes learning through social context and authentic activities. -
John Keller's ARCS model
John Keller's ARCS model is a framework for enhancing student motivation in learning. It focuses on four key components: Attention, Relevance, Confidence, and Satisfaction, which are designed to engage learners, ensure content applicability, build self-assurance, and provide a sense of achievement. The model aims to create a motivating learning environment by systematically addressing these factors. -
Integration of Performance Improvement
IDT extended to include performance improvement, broadening beyond instructional interventions to non-instructional solutions in workplace learning -
Constructivist Learning Environments
Focused on open-ended, student-centered learning environments that promote exploration and problem-solving. -
E-learning
E-learning is broadly defined as any learning that involves the use of technology. The term encompasses a range of approaches, including hybrid, blended, and distance learning, which have become more integrated due to advances in technology. E-learning focuses on creating functional architectures with collaborative or interactive elements and using technology to support learning outcomes -
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Emphasis on Online Learning and Performance Support
The focus shifted towards online education, performance support tools, and leveraging technology for personalized learning experiences -
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Technology and Informal Learning
The rise of computers, multimedia, social media, and mobile devices transformed how instruction was delivered and accessed. -
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Beyond Traditional Models
Concerns about traditional instructional design models (like ADDIE) led to the exploration of more flexible, agile approaches to design.