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Visual Instruction Movement: The use of films, slides, and photographs to aid instruction begins. John Dewey emphasizes experiential learning, connecting education with real-world experience. Thorndike’s Laws of Learning → systematic teaching Ch. 1 – Definitions: Early IDT definitions tied to media and tools (Reiser Dempsey, 2018, p. 3).
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Thorndike publishes The Elements of Psychology and articulates the Law of Effect and Law of Exercise, which lay the foundations for behaviorist instructional approaches.
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With the rise of radio and educational films, optimism grew that the media would revolutionize education. However, this era also introduced the “media versus method" debate, questioning whether technology itself was effective. -
Film projectors and slides are promoted for classroom use. The first National Education Association's Division of Visual Instruction was established in 1923. Early optimism that technology itself could revolutionize education.
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Radio and Film are increasingly used for education, sparking debates about technology’s role in learning. Thorndike’s Laws of Learning (law of effect, law of exercise) influence later instructional practices. Ch. 2 – History: Media vs. method debates (Reiser, 2018, p. 10–12).
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Large-scale U.S. military training with films manuals.
Skinner’s behaviorism applied to training. Ch. 2 – History: WWII training sparked systematic instructional design (Reiser, 2018, p. 12–14). -
The U.S. military produces over 400 training films and 100 training manuals. More than 11 million soldiers have been trained, demonstrating the success of systematic instructional design.
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Skinner → programmed instruction, teaching machines.
Rise of systematic design methods. Ch. 3 – ID Models: Early design models were linear and behaviorist (Branch Merrill, 2018, p. 21–24). -
B.F. Skinner demonstrates his first teaching machine and principles of programmed instruction.
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Robert Gagné publishes Conditions of Learning (1965).
Information-processing theory challenges behaviorism. Ch. 7 – Psychological Foundations: Cognitivism reframes instructional design (Ertmer Newby, 2018, pp. 50–52). -
Robert Gagné publishes his book outlining five domains of learning outcomes and nine events of instruction. This book shifts the field toward cognitive psychology and systematic instructional planning.
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Michael Scriven introduces formative vs. summative evaluation. He emphasized their differences in both the goals of the information they seek and how the data is utilized.
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IDT shifts focus from media to process.
Evaluation models (Scriven, Bloom).
AECT formalizes field definitions. Ch. 2 – History: AECT definitions refine the field (Reiser, 2018, pp. 15–18).
Ch. 8 – Constructivism: Constructivist perspectives begin influencing design (Jonassen, 2018, pp. 62–63). -
The Association for Educational Communications and Technology (AECT) issues a widely accepted definition of the field. Instructional design is recognized as a professional discipline.
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Cognitive revolution in learning.
Constructivist sociocultural theories (Vygotsky, Lave).
Widespread personal computer use. Ch. 6 – Values: IDT incorporates ethics, equity, and learner needs (Kenny, Zhang, Schwier, Campbell, 2018, p. 95–96).
Ch. 7 8 – Psychology/Constructivism (Ertmer Newby, 2018, pp. 53–55; Jonassen, 2018, p. 64–65). -
Apple II computers were introduced into schools across the U.S., marking the beginning of computer-assisted instruction and the movement away from purely behaviorist models.
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John Keller developed the ARCS model (Attention, Relevance, Confidence, Satisfaction). Provides a systematic framework for sustaining learner motivation in instructional design.
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Multimedia/hypermedia learning.
Situated learning, authentic tasks (Lave Wenger).
IDT expands to include performance improvement. Ch. 9 – Motivation: ARCS model widely applied (Keller, 2018, p. 79–81).
Ch. 6 – Values: Focus on inclusivity and accessibility (Kenny et al., 2018, p. 98–100). -
Jean Lave and Etienne Wenger published Situated Learning: Legitimate Peripheral Participation.
Promotes the idea of learning as participation in communities of practice, influencing the development of constructivist instructional design. -
The World Wide Web enables e-learning and the first online courses. -
Internet-based instruction, e-learning, rapid prototyping, agile design.
Mobile learning and LMSs expand. Ch. 3 – Models: Iterative and rapid prototyping approaches gain traction (Branch Merrill, 2018, p. 26–28).
Ch. 9 – Motivation: Intrinsic/extrinsic motivation emphasized (Keller, 2018, p. 82–83). -
Standardize online course delivery through Learning Management Systems (LMSs). Online learning is becoming mainstream in schools and universities.
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Learning analytics and adaptive learning platforms personalize instruction based on learner data. Ethical values around data use, equity, and accessibility become central concerns.
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Smartphones and tablets allow for anytime, anywhere learning, expanding access to education. -
Learning analytics, adaptive systems, VR/AI in learning.
Ethical design values accessibility, inclusion, and equity.
Motivation theories integrated into digital learning. Ch. 6 – Values: Ethical and cultural responsiveness emphasized (Kenny et al., 2018, p. 100–102).
Ch. 9 – Motivation: Self-determination and engagement central (Keller, 2018, p. 83–85). -
Personalized instruction based on learning analytics, integrating psychological insights and learner motivation. -
Expands immersive learning experiences for simulations, training, and interactive environments.
(Oculus Rift/Google Cardboard) -
The COVID-19 pandemic has prompted schools and universities worldwide to adopt online and hybrid learning. IDT professionals rapidly develop technology-rich solutions for remote teaching and engagement.