The first use of media for instructional purposes in the United States was when school museums came into existence.These "served as the central administrative units for visual instruction by their distribution of portable museum exhibits, stereographs (three dimensional photographs), slides, films, study prints, charts, and other instructional materials
E.L. Thorndike was known for his shift to educational measurement which was significant in establishing education as a science. Thorndike, a professor of education psychology at Columbia University, was one of the most influential contributors to the shift of an empirical knowledge base for education.
The United States published the first catalog of instructional films in 1910. Later that year, the public school system in Rochester, NY was the first to implement the usage of films for instruction.
Thomas Edison quoted "It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed in the next ten years.”"
This organization evolved into the Association for Educational Communications and Technology (AECT). It has maintained a leadership role in the field of instructional design and technology.
During the war a large number of psychologist and educators who had training and experience in conducting research were called on to develop training materials for the military service.
During this period, Behaviorism florished. Skinner's research into operant conditioning and animal learning led him to suggest that human learning could be maximized by the careful control of reinforcement for desired behaviors.
During this time frame, ideas regarding the requirements for increasing human learning and the desired characteristics of effective instructional materials were titled "Programmed Instructional Materials" this term begun a minor revolution in the field of education.
Benjamin Bloom publishes Taxonomy of Educational Objectives, which includes classifying learning objectives by the type of learner behavior.
The launch of Sputnik prompts the United States to invest millions of dollars into improving math and science education, greatly impacting the instructional design process.
Robert Mager publishes Preparing Objectives for Programmed Instruction, which describes how to write learning objectives that include descriptions of desired learner behavior, the learning conditions, and the criteria by which the behavior is evaluated.
In the early 1960s, the concept of criterion-referenced testing emerges as an important factor in the instructional design process. The 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.
Robert Gagne published The Conditions of Learning in which he describes his five domains of learning and the nine events of instruction.
In the 1970s interest in the instructional design process flourished in a variety of different sectors. Those including the U.S. military, academia, and graduate programs were created. In the near the end of the 1970s The Association for Educational Communication Technology Division for Instructional Development founded the Journal of Instructional Development.
During the 1980s, there was a growing interest in how cognitive psychology principles could be applied to the instructional design process. These principles were applied to the business, industry, military and international arenas.
During the 90's cognitive learning theories continued to evolve and new movements emerge such as human performance technology. During this time the constructivist approach emerged and focused more on the learner and real-world applications.
As new innovations in technology emerge and instructional design strategies are refined, the future of the field will become more sophisticated and robust
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