The first school museum was opened in St. Louis. School museums served as central administrative units for visual instruction that included portable exhibits, stenographs, slides, films, study prints, charts and other instructional materials.
The first catalogue of instructional films was published in 1910 and the Rochester New York public school system adopted them for regular use. Over the next decade visual instruction became increasingly popular.
During the 1920s and 1930s the addition of audio to visual instruction lead to a movement called the audiovisual instruction movement.
Ralph Tyler was considered the father of the behavioral objectives movement and conducted an 8 year study that proved that clarifying objectives by static them in behavioral terms allowed the effectiveness of instruction to be evaluated. It was popularized In the early 1960s, Robert Mager acknowledged the need to teach educators how to write objectives that include a description of desired learner behaviors, the conditions which the behaviors are to be performed and the standards for the behaviors to be judged by.
During World War II audiovisual instruction in the schools idled, but the United States Army Air Force produced over 400 training films and 600 film strips. Estimates show that there were about 400 million training showings for military personnel from 1943-1945, which does not include the films produced to prepare civilians.
1944 development in military vehicles.
In the years following WWII, several intensive audio research programs began to identify how specific features of audiovisual instruction affected learning in order to distinguish the most advantageous features.
Computer instruction in education became popular in the early 1950s. IBM designed the first Computer-assisted instruction (CAI) to be used in public schools.
Instructional Television boomed in the 1950s due to the 242 education channels set aside by the Federal Communications Commission, and the Ford Foundation Funding.
There were 17 educational television stations in the United States by 1955, and it grew to more than 50 by 1960. The goal of these stations was presentation of instructional programs because it was quick, efficient, and an inexpensive way to satisfy the public's instructional needs.
The programmed instruction movement ran from the mid 1950s until the mid 1960s, and has been credited by some for introducing the systems approach to education.
The Soviet Union's 1957 launch of Sputnik pushed the United States government to fund efforts to improve math an science education, and in turn the instructional materials to facilitate learning.
Bloom and his colleagues published the "Taxonomy of Educational Objectives" in 1956. These authors recognized that there are different learning outcomes that objectives can be classified by and stated that tests could measure different types of outcomes.
Criterion Referenced testing developed in the early 1060s. It intended to measure how well an individual can perform a particular behavior or set of behaviors, irrespective of how well other perform them.
In the Mid 1960s, pioneers such as Gegné, Glaser, and Silvern developed models for designing instructional media, using the terms instructional design, system development, systematic instruction, and instructional system.
Robert Gagné published "The Conditions of Learning" in 1965. In his book he described the five domains of learning outcomes (verbal information, intellectual skills, psychomotor skills, attitude, and cognitive strategies) which all required a different set of conditions to encourage learning.
Robert Gagné also reported nine events of instruction, or teaching activities that were essential for promoting a learning outcome.
Summative Evaluation is Michael Sciven's coined term for testing the instructional materials after they are in their final form. This is in contrast to Formative Evaluation.
Michael Scriven pushed for the need to try drafts of instructional materials with learners during early formative stages so that they could be revised before their final form. Scriven coined the term Formative Evaluation but the ideas were evident in the 1940s and 50s.
In the 1980s, interest grew in the principals of cognitive psychology and how they could be applied in the instructional design process.
Constructivism gained a lot of interest in the 1990s. It was a collection of similar views of learning and instruction requiring learners to solve complex and realistic problems through partnering, taking multiple perspectives, taking ownership, and becoming aware of the learner's role in the process.
Katherine Maloney was born Nov. 28, 1994.
Ever since the Internet was designed for instructional purposes because it can inexpensively provide instruction and information to widely dispersed learners.
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