The History of Instructional Technology
WWII
During WW2 the audiovisual movement decline in the school setting but not in the military
services and in industry.
Program Instruction Movement, Behavior Objectives and Criterion-Reference Testing
World War 2
Program Instructions
Behavior objectives
The criterion-reference testing
Gagne: The conditions of learning
The launching of Formative Evaluation
World War 2
Program Instructions
Behavior objectives
The criterion-reference testing
Gagne: The conditions of learning
The launching of Formative Evaluation
The U.S. Army Air Forces had over 400 training films and 600 filmstrips that they showed to U.S. military personnel from mid-1943 to mid-1945. During the late 1940s -1950s, psychologists started viewing training as a system, and developed analysis, design, and evaluation procedures.
The programmed instruction movement, mid-1950s -mid-1960s, gave birth to the development of the systems approach by 1954, B. F. I
n the 1960's Robert Mager wrote "Preparing Objectives for Programmed Instruction" which gave way to the behavior objectives movement.
In the early 1960's the criterion testing movement took place. It measured how well someone can do a behavior or sets of behaviors, despite of how others do
Gagne: The conditions of learning
The Conditions of Learning, written by Robert Gagné (1965b), where he describes five types, of learning outcomes—verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. He said that these skills are connected higher skills. He developed a process for identifying subordinate skills, he called it hierarchical analysis process and it a main feature still used today in instructional design
The launching of Formative Evaluation
Michael Scriven (1967) coined the term, Formative evaluation which simply means running a trial run of the instructional materials with learners, before finalizing it.