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WORLD WAR II
Instructional design introduced. Psychologists and educators create training materials for the military. Among these psychologists and educators are Robert Gagne, Leslie Briggs, John Flanagan. -
AMERICAN INSTITUTES for RESEARCH
Psychologists start to view training as a system. Instructional problems after the war were continuously worked on by these psychologists. This led to the creation of organizations like American Institutes for Research. Robert B. Miller develops a detailed task analysis methodology as well. -
PROGRAMMED INSTRUCTION MOVEMENT
B. F. Skinner writes article, “The Science of Learning and the Art of Teaching”. This article leads to the characteristics of effective programmed instruction. His trial and revision process for programmed materials is what we call formative evaluation today. -
BLOOM'S TAXONOMY of EDUCATIONAL OBJECTIVES
He develops learning outcomes within the cognitive domain. He also states that learner behavior is classified by objectives and that the outcomes have a hierarchical relationship. -
Sputnik: The Indirect Launching of Formative Evaluation
Launching of Sputnik results in U.S. pouring money into improving science and math education. The beginning of instructional materials. -
Early Instructional Design Models
Task analysis, objective specification, and criterion-referenced testing are linked together to form models which allow the systematically designing of instructional materials. Among the first individuals to describe such models were Gagné (1962b), Glaser (1962, 1965), and Silvern (1964). -
Behavioral Objectives
Robert Mager teaches educators how to write objectives by writing a book called, Preparing Objectives for Programmed Instruction (1962). The book discusses how to write objectives that include “a description of desired learner behaviors, the conditions under which the behaviors are to be performed, and the standards (criteria) by which the behaviors are to be judged”(). -
Robert Glaser coins term Criterion-Referenced Measures
A criterion-referenced test is intended to measure how well an individual can perform a particular behavior or set of behaviors, irrespective of how well others perform. Glaser discusses that the test could be used to assess student entry-level behavior and to determine the extent to which students had acquired the behaviors an instructional program was designed to teach. -
Robert M. Gagné-1965
Gagne writes “The Conditions of Learning”. The book outlines the five domains or types of learning outcomes and the nine events of instruction. -
Systems Approach
Instructional design models increase. Several of which became “standards” in the field. -
Personal Computers for Instructional Purposes
Computers began to be used as tools to automate some instructional design tasks (Merrill & Li, 1989). -
Constructivist Views of Teaching and Learning
The constructivist view focuses on designing “authentic” learning tasks. These tasks reflect real-world environments. Computers become instructional tool that aids in on-the-job performance. -
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Into the Twenty-First Century: e-Learning and Informal Learning
Increased use of the Internet, is used as a means of presenting instruction to learners. Informal methods, as opposed to formal training, as a means of improving learning and performance in the workplace. Social media usage has increased as way to share knowledge and skills.
