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Ralph Tyler considered father of behavioral objectives movement
Argues for and develops the proper use of clearly stated objectives, especially behavioral objectives -
Period: to
World War II
Psychologists and educators (including Gagne, Briggs, Flanagan and others) use expertise to assist military and support effective training programs. -
Period: to
Training as a System
Development of innovative analysis, design, and evaluation procedures by various researchers -
Task analysis
Robert B. Miller develops detailed task analysis methodology -
Bloom's Taxonomy
Benjamin Bloom and his colleagues publish Taxonomy of Educational Objectives -
Period: to
Emergence of System Models for ID
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). -
Gagne edits Psychological Principles in System Development
Work of early pioneers in ID summarized and edited. -
Development of using objectives
Mager, Bobbitt, Charters and Burk pioneer use of objectives. They build on the work of Taylor. -
Glaser uses "criterion-referenced measures"
Robert Glaser establishes the understanding of using criterion-referenced measures to assess entry-level and acquisition -
Gagne's The Conditions of Learning published
Establishes the 5 domains of learning outcomes and provides descriptions -
Michael Scriven defines normative and summative evaluation
Scriven establishes the contrast between the forms of evaluation -
Susan Markle develops procedures for evaluation of materials
Markle establishes how to evaluate during and after the design process -
Period: to
Systems Approach to ID
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. -
Period: to
Development limited to military and business and psychology
During the 1980s ID is not a potent influence in education. Military and business continue to thrive, major developments in psychology -
Use of Microcomputers in Instruction
Emergence of computers for instruction -
Period: to
Tech & Design Develop
Constructivism, non-learning solutions, electronic performacnce support systems, rapid prototyping, knowledge management, and the emergence of distance learning,