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History of Instructional Design - Coggle Diagram
History of Instructional Design
1980
1983
David Merrill - Component Display Theory (CDT)
Focuses on the methods of presenting instructional materials.
PLATO (Programmed Logic for Automatic Teaching Operation)
One of the the first commercialized computer assisted instructional system
It allows computers to be integrated into instruction.
Rising of interest in the principles of cognitive psychology (or cognitivism).
1940
World War II
create training materials for soldiers
involves psychologists and education specialists such as Robert Gagne, Leslie Briggs and John Flanagan
Methods and evaluation to determine those that may benefit the most from one particular program to another.
Television and film were used by military to create training that could be used once and conducted several times regardless of location
Robert Miller
Development of detailed task analysis methodology
2010
Smart phones and tablets are infused into corporations and homes.
Mobile and social learning begin to penetrate the industry.
"Blended learning" (a combination of in-person training + online learning)
Commonly used both in education and industry to deliver training experiences.
1960
Robert Gagne (1965)
three domains of learning outcomes :
psychomotor
cognitive
affective
five learning outcomes :
Intellectual Skills
Cognitive Strategy
Verbal Information
Attitude
Motor Skills
Nine events of instruction in research
“The Conditions of Learning”
PLATO (1960) - Programmed Logic for Automatic Teaching Operations
the first generalized computer assisted instruction system
Housed at University of Illinois
Accommodate higher demand in academic instruction
Robert Mager (1962)
Development of Objectives Based Learning
Robert Glaser (1963)
Development of Criterion-Referenced Measures
Michael Scriven (1967)
Formative and Summative Evaluations
1950
1956
Benjamin Bloom - the “Taxonomy of Educational Objectives”
identify principal domains of learning
Leads to today's "Bloom's Taxonomy"
1954
B.F. Skinner - An article titled “The Science of Learning and the Art of Teaching”
Based on "operant conditioning" theory
programmed instructional materials should include :
immediate feedback
frequent questions
allow self-pacing
small steps
1990
Constructivists mentioned :
produce real-world learning experiences
learning should be "authentic"
Performance improvement and performance support
Rapid prototyping
Training materials :
Prototyped quickly
revised through rapid testing and iterations
Computer Based Training (CBT)
delivered via CD-ROM
a common method to deliver interactive training.
1970
Growth of Instructional Design Models
Over 40 different instructional design models were developed
Due to the no small part to the US military and their adoption of instructional design models
The approach was used in military, academia and organizations.
The advent of computerized networks
Led to a combination of classroom teaching and online forums to create computer mediated communication
2000
Improved internet penetration online leads to :
The prevalence of online learning (or "eLearning") in the corporate sector.
The usage of online learning for companies' on-boarding new employees and developing new skills
As internet bandwidth improved, rich instructional media including video and simulations became possible.
Online learning is delivered via Learning Management Systems (LMS)
Allowed a single one stop shop to manage, deliver, and track online learning courses and assessments.
MOOCs (Massive open online courses)
Developed as a way for universities to expand their reach and ability to educate a distance
2015 and Beyond
"Big Data" and analytics
Instructional materials are more personalized and targeted
Focus is not only on learning outcomes
Overall user experience of the learner
Rise of Learner Experience (LX) Design
Focuses on the process of creating learner experiences.
enable the learner to achieve the desired learning outcome
Human centered, goal oriented way.