Began in St. Louis and spread to other cities. Later developed into district media centers
Publication of teachers' guide to instructional media
Emergence of radio and "talkies" led to increased interest in instructional media. Department of Visual Instruction (now AECT) formed.
Ralph Tyler's "Eight Year Study" found that behavioral objectives were useful for educational evaluation and assessment.
The U.S. military requires mass training materials for thousands of recruits. This popularizes instructional technology like filmstrips. It also gives influential researchers like Gagne a fertile field for testing and experimenting with instructional theories. "Training" grew to be seen as a legitimate field that required analysis, design, and evaluation.
Overhead projectors, training films, slide projectors, and simulation equipment were all widely deployed to train military personnel. These technologies spread into the civilian world soon after.
Television in homes becomes more prevalent, and the idea of television as educational medium becomes influential. In 1952, the FCC marks 242 channels for educational purposes.
B.F. Skinner's work in operant conditioning, published in "The Science of Learning and the Art of Teaching," emphasizes small steps and immediate feedback.
Bloom et al publish "Bloom's Taxonomy" of three domains of learning: cognitive, psychomotor, and affective.
Mager publishes "Preparing Objectives for Programmed Instruction," bringing attention to the importance of objectives.
Glaser introduces idea of criterion-referencing assessment, measuring students' progress against objective criteria instead of "norm" (rest of learning cohort).
Gagne builds on prior constructivist theory with "The Conditions of Learning," introducing nine events of instruction and five categories of learning objectives. The central message is that learners must master prerequisite materials before continuing to more complex material.
Researchers like Markle and Scriven suggest the need for specific types of assessment, both during and after the learning experience.
In the 1970s, the emergence of computing paralleled a popular view of learning as a system. Many instructional designers used information-processing as a design base.
Throughout the 1980s, personal computers became more common in educational arenas. ID experts began to create new curricula that used the personal computer, generally in game settings or "skill and drill" sessions.
Instructional designers begin to integrate cognitive psychology findings.
The Internet developed in military/government/business settings and evolved into a widespread medium.
The constructivist movement of the 1960s experiences a resurgence after the recent cognitive approach becomes less popular.
Building on earlier cognitive psychology approaches, researchers emphasize that learners can only access finite amounts of working memory at a time. Instructional designers work to find ways to reduce extraneous details and focus on germane information.
Businesses become interested in human performance, which spurs the growth of Human Performance Technology subfield
Web 2.0 allowed "common people" to contribute more easily to the online conversation.
Internet access and personal computing become ubiquitous and high-powered enough to use as a primary site of education. Online education at all levels, especially higher education, become more common and even expected.
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