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Argues for and develops the proper use of clearly stated objectives, especially behavioral objectives
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Psychologists and educators (including Gagne, Briggs, Flanagan and others) use expertise to assist military and support effective training programs.
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Development of innovative analysis, design, and evaluation procedures by various researchers
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Robert B. Miller develops detailed task analysis methodology
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Benjamin Bloom and his colleagues publish Taxonomy of Educational Objectives
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The first to describe models were Gagné (1962b), Glaser (1962, 1965), and Silvern(1964). Terms such as instructional design, system development, systematic instruction, and instructional system to describe the models they created. Other instructional design models by Banathy(1968), Barson (1967), and Hamerus (1968).
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Work of early pioneers in ID summarized and edited.
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Mager, Bobbitt, Charters and Burk pioneer use of objectives. They build on the work of Taylor.
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Robert Glaser establishes the understanding of using criterion-referenced measures to assess entry-level and acquisition
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Establishes the 5 domains of learning outcomes and provides descriptions
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Scriven establishes the contrast between the forms of evaluation
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Markle establishes how to evaluate during and after the design process
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New models for systematically designing instruction (Dick & Carey,
1978; Gagné & Briggs, 1974; Gerlach & Ely, 1971;
Kemp, 1971). By the end of the decade,more than 40 such models were identified. -
During the 1980s ID is not a potent influence in education. Military and business continue to thrive, major developments in psychology
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Emergence of computers for instruction
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Constructivism, non-learning solutions, electronic performacnce support systems, rapid prototyping, knowledge management, and the emergence of distance learning,