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Early 1900's
At the turn of the 20th century, the study of education as a science was just beginning. Edward Lee Thorndike of Columbia University believed that instruction should pursue socially useful goals and was an advocate of educational measurement. Thorndike's work was fundamental in establishing the study of education as a science. -
Period: to
The 1920's - 1930's
In the 1920's, educational research emphasized the measurement and evaluation of instructional results and the connection between instruction and learning outcomes. In practice, this led to the development of individualized instruction plans for use in schools and emphasized mastery learning and the definition of clear learning objectives. The Winnetka and Dalton Plans represent early efforts to apply these concepts to practice in school settings. -
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The 1940's - 1950's
Clear behavioral objectives
Small frames of instruction
Self-pacing
Active-learner response to inserted questions
Immediate feedback to correctness of response
Shifted focus to learner outcomes (from teacher behavior)
Affirmed self-paced mastery learning
Demonstrated need for carefully constructed materials -
Period: to
The 1960's - 1970's
Identification of instructional goals
Instructional analysis
Identification of entry behaviors/characteristics
The writing of performance objectives
Development of criterion-referenced assessments
Development of instructional strategies
Development of instruction
Design and perofrmance of formative evaluation
Revision of instruction -
Period: to
The 1980's - into the 21st Century
John Keller developed the ARCS model of instructional design based on expectancy-value theory or the idea that people will be motivated to participate in an activity when their needs are satisfied and they expect positive results. In 1987, Allison Rossett published her book, Training Needs Assessment, introducing a systematic needs assessment procedure in instructional design that is very similar to the ADDIE model, but substitutes “Use” for “Implementation”: