History[edit]
History of the System Approach to Instructional Design[edit]
1940’s - The Origins of Instructional Design, World War II[edit]
- During the war a considerable amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior. Tests for assessing a learner’s abilities were used to screen candidates for the training programs. After the success of military training, psychologists began to view training as a system, and developed various analysis, design, and evaluation procedures.[5]
1946 – Edgar Dale’s Cone of Experience[edit]
- In 1946, Dale outlined a hierarchy of instructional methods and their effectiveness.[6]
Editorial Note: The graphic associated with this section has been discredited, and the figures shown in it have no basis in research, and Dale's original model made no such claims. Further information on this can be found here: http://www.brainfriendlytrainer.com/theory/dale%E2%80%99s-cone-of-learning-figures-debunked
Mid-1950s through mid-1960s - The Programmed Instruction Movement[edit]
- In B. F. Skinner’s 1954 article “The Science of Learning and the Art of Teaching”, he stated that effective instructional materials, called programmed instructional materials, should include small steps, frequent questions, immediate feedback, and allow self-pacing.[5]
- The Popularization of Behavioral Objectives - Robert Mager popularized the use of learning objectives with his 1962 article “Preparing Objectives for Programmed Instruction”. In the article, he describes how to write objectives including desired behavior, learning condition, and assessment.[5]
- In 1956, a committee led by Benjamin Bloom published an influential taxonomy of what he termed the three domains of learning: Cognitive (what one knows or thinks), Psychomotor (what one does, physically) and Affective (what one feels, or what attitudes one has). These taxonomies still influence the design of instruction.[6][7]
Early 1960s - The Criterion-Referenced Testing Movement
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