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B.F. Skinner's operant conditioning theory was applied to the design of instructional materials. Instruction should have: 1.Small self-paced steps. 2. Responses receive immediate feedback.
The empirical approach was applied to evaluating instructional materials. Evaluation of materials include: 1. Collecting data on the usefulness. 2. Improvements identified. 3. Materials revised. -
Roger Mager defined the need for clear learning objectives to include: 1. The learning behaviors. 2. The conditions to perform the behaviors. 3. The standards to assess the behaviors.
The mastery of the objectives by the learner is used to evaluate instruction. -
Determining the entry level of how well a learner can perform a learning behavior and then assessing the same behavior after the delivery of instruction as a means to evaluate instruction.
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Robert Gagne described the following domains of learning: verbal, intellectual, psychomotor, attitudes,and cognitive domains and the instructional methods needed for the domains. These domains informed the need for identifying the subordinate skills for an instructional task analysis.
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Instructional design diversified its models to meet the needs of various areas such as business, military, schools, industry, organizations, and emerging graduate programs. Journal published specifically for instructional design practices.
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The integration of computers and technology in instructional design prompted design models highlighting those interactive capabilities.
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Instructional designers identifying performance problems beyond the scope of instruction. Constructivist theory applied to create authentic leaning experiences. Emphasis towards electronic support material rather than training modules.
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Implementation of databases, intranets, and groupware allows for retrievable information for all persons in an organization. Collection, filtering, and dissemination of knowledge improved.
