A History of Instructional Design and Technology: Part 1 - A History of Instructional Media

A History of Instructional Design and Technology: Part 1 - A History of Instructional Media

Introduction

  • The presentation is the first of a two-part article exploring the history of instructional design and technology in the United States.

    • A definition of the field is provided.

    • Major features of the definition are identified.

    • A rationale for using the term instructional design and technology is discussed.

    • Key historical events in instructional media from the early 1900s to present day are described.

    • Topics include:

    • The birth of school museums.

    • The visual and audiovisual instruction movements.

    • The use of media during World War II.

    • The evolution of instructional television, computers, and the Internet.

    • Concludes with:

    • Effects media have had on instructional practices.

    • Predictions regarding future impacts of computers and digital media.

Definition of the Field

  • The field of instructional design and technology encompasses:

    • Analysis of learning and performance problems.

    • Design, development, implementation, evaluation, and management of instructional and non-instructional processes and resources.

    • Primary focus on enhancing learning and performance in educational institutions and workplaces.

  • Key aspects:

    • Systematic instructional design procedures.

    • Utilization of various instructional media.

    • Increased attention to non-instructional solutions for performance problems.

    • Importance of research and theory related to learning processes.

Major Features of Definition

  • Similarities to AECT (1994) definition include:

    • Five categories of practices:

    • Design

    • Development

    • Utilization or Implementation

    • Management

    • Evaluation

    • The current definition adds a sixth category: Analysis.

  • Distinctions from AECT definition:

    • Reference to performance technology concepts.

    • Highlights of core practices:

    • Use of media for instructional purposes.

    • Systematic instructional design procedures.

  • Importance of practitioners spending significant time with media and instructional design tasks.

Terminology in the Field

  • Preference for the term instructional design and technology (IDT) over instructional technology due to:

    • Confusion surrounding the term instructional technology, often equated with hardware and software, such as:

    • Computers

    • Videos

    • CD-ROMs

    • Emergence of a broader field that includes performance technology as well.

Structure of Article

  • The article is divided into two parts:

    1. History of instructional media (this article).

    2. History of instructional design (next article).

  • Focus on U.S. events, while acknowledging global historical developments.

History of Instructional Media

Definition of Instructional Media

  • Instructional media defined as:

    • The physical means through which instruction is presented to learners (Reiser & Gagne, 1983).

  • Categorized as:

    • Live instructor

    • Textbooks

    • Computers

    • Excludes traditional instruction means from discussions of new media.

Early Uses of Media: School Museums

  • Earliest instructional use of media traced to the early 1900s:

    • School museums opened, acting as administrative units for visual instruction.

    • Early examples include:

    • Portable exhibits

    • Stereographs

    • Slides

    • Films

    • Charts

  • First school museum opened in St. Louis in 1905.

  • Functions of school museums:

    • Distribution of supplemental instructional materials.

    • Not intended to replace teachers or textbooks.

Visual Instruction Movement

  • Early 20th century characterized by a focus on visual media:

    • Films, slides, and photographs dominated supply in schools.

  • Visual education developed as a formal movement in education:

    • Key events included:

    • Establishment of national organizations for visual instruction.

    • Publishing of guides like Visual Education in 1908.

    • Thomas Edison predicted impactful educational change through motion pictures.

  • Growth of the visual instruction movement observed from 1914-1923:

    • Rise of professional organizations and journals.

Audiovisual Instruction Movement and Radio

  • Growth of audiovisual media due to radio and sound technology in the 1920s and 1930s:

    • Development of the audiovisual instruction movement:

    • Merging of organizations leading to institutional support.

  • Impact of radio as an expected instructional tool:

    • Failed to fulfill educational potential despite enthusiasm.

Influence of World War II on Instructional Media

  • Notable slowdown of instructional media growth in schools due to the war, but increased use in military training:

    • Production of training films and extensive use in training programs identified as efficient.

Post-World War II Developments

  • Renewed interest in instructional media development:

    • Significant research programs aimed at understanding effective media attributes began (e.g., Lumsdaine, 1963).

    • Common conclusions indicated little impact on educational practices.

Theories of Communication

  • Emergence of communication theories in the 1950s emphasized:

    • Importance of sender, receiver, and medium in educational contexts.

  • Shift expanded focus among practitioners away from strictly media concerns.

Rise of Instructional Television

  • Dramatic growth of instructional television during the 1950s:

    • Federal Communications Commission initiatives and foundation funding facilitated this growth.

    • Early instructional projects generally faced challenges related to quality and sustainability.

  • By mid-1960s, interest waned due to the mixture of effectiveness and practical limitations:

    • Instructional television's role diminished.

Terminology Evolution

  • Transition from audiovisual instruction to educational technology and instructional technology by the 1970s:

    • Rebranding reflected broadening perspectives in media use for instruction.

Computers' Impact on Instructional Media

  • Computers emerged as a significant instructional tool starting from the 1950s:

    • Initial developments in computer-assisted instruction (CAI).

    • By 1980s, increased interest and integration of computers into instructional settings occurred.

Recent Developments (Post-1995)

  • Rapid advancement in technology since 1995:

    • Emphasis on computers, Internet, CD-ROM technology, and distance education.

  • Notable statistics include:

    • Increased training delivery via new technologies from 1996 to 2000.

    • Rise in distance learning enrollments in higher education institutions.

Conclusion

  • Lessons from history highlight misalignment between expectations and reality regarding impact on practice:

    • Historically, enthusiasm often led to minimal changes in instructional practice.

    • Predictions regarding future technological revolutions in education should be tempered with historical context, acknowledging complexity and potential slow adoption rates.