A History of Instructional Design and Its Impact on Educational Psychology

Dick, Walter

doi:10.1007/978-1-4899-3620-2_10

Cited by 36 publications

(38 citation statements)

References 15 publications

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“…An instructional designer is a professional who analyzes the knowledge and skills needed to be acquired by the learners and systematically applies instructional theory and empirical findings to design, develop, implement, and evaluate an instructional process or product (Dick, 1987). The instructional designer in this study evaluated the objectives and tasks for the learners to ensure that they were appropriately aligned with the instructional delivery, materials, strategies, and assessment items.…”

Section: Tpdimentioning

confidence: 99%

Examining the factors of a technology professional development intervention

Unger¹,

Tracey

2013

J Comput High Educ

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Section: Tpdimentioning

confidence: 99%

Examining the factors of a technology professional development intervention

Unger¹,

Tracey

2013

J Comput High Educ

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“…Organizations such as the American Institutes for Research were established for this purpose. During the late 1940s and throughout the 1950s, psychologists working for such organizations started viewing training as a system, and developed a number of innovative analysis, design, and evaluation procedures (Dick, 1987). For example, during this period, a detailed task analysis methodology was developed by Robert B. Miller while he worked on projects for the military (Miller,1953(Miller, , 1962.…”

Section: History Of Instructional Designmentioning

confidence: 99%

“…During the war, a large number of psychologists and educators who had training and experience in conducting experimental research were called on to conduct research and develop training materials for the military services. These individuals, including Robert Gagné, Leslie Briggs, John Flanagan, and many others, exerted considerable influence on the characteristics of the training materials that were developed, basing much of their work on instructional principles derived from research and theory on instruction, learning, and human behavior (Baker, 1973;Dick, 1987;Saettler, 1990).…”

Section: History Of Instructional Designmentioning

confidence: 99%

“…The Origins of Instructional Design: World War II The origins of instructional design procedures have been traced to World War II (Dick, 1987). During the war, a large number of psychologists and educators who had training and experience in conducting experimental research were called on to conduct research and develop training materials for the military services.…”

Section: History Of Instructional Designmentioning

confidence: 99%

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A history of instructional design and technology: Part II: A history of instructional design

Reiser

2001

ETR&D

293

140

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This is the second of a two-part article that discusses the history of the field of instructional design and technology in theIn Part I of this article, I presented the following definition of the field of instructional design and technology:The field of instructional design and technology encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and noninstructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ a variety of instructional media to accomplish their goals. Moreover, in recent years, they have paid increasing attention to noninstructional solutions to some performance problems. Research and theory related to each of the aforementioned areas is also an important part of the field. (Reiser, in press) As was pointed out in Part I, the major features of this definition include (a) its listing of six categories of activities or practices (analysis, design, development, implementation, evaluation, and management) often associated with the field; (b) its identification of research and theory, as well as practice, as important aspects of the profession; and (c) its recognition of the influence the performance technology movement has had on professional practices. Moreover, the definition highlights two practices that have, over the years, formed the core of the field. These two practices are (a) the use of media for instructional purposes and (b) the use of systematic instructional design procedures (often simply called instructional design). As was mentioned in Part I, although many have argued about the value of employing these practices, they remain as the key defining elements of the field of

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“…During the 1960s, several such changes took place. For example, several systems of instruction, such as Individually Prescribed Instruction and Individually Guided Education, were produced (Reiser, 1987), various systematic approaches to the design of instruction were put forth (Dick, 1987) and there was an increasing interest in using a wide range of learning resources both within and outside of the school setting (Ely, 1972).…”

Section: The 1972 Davi/aect Definitionmentioning

confidence: 99%

The field of educational technology as reflected through its definitions

Reiser

Ely

1997

ETR&D

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... Definitions, however, are arbitrary conveniences--neither true or false--it is the privilege of any theorist to establish his own definitions hopeful that his readers will find them not discordant with their own thinking and of equal convenience.-- Berrien, 1976 [] Definitions are required to give a consistent meaning to a word or term. This consistency provides a common referent that permits a universe of discourse among users and would-be users. A well-defined term facilitates communication. It is shorthand for individuals who share a common meaning.When a field is defined, practitioners gain the benefits of a precise statement about their dayto-day operations. Such definitions help to indicate who is "in" and who is "out." The purpose of such a distinction in a broad field such as education is an aid to relating one area to another. Definitions do not create a field but, rather, help to explain its purposes, functions and roles to those within and those outside the field. This article reviews the major definitions of the field of educational technology from the early 1900s to 1994. It begins with a brief exploration of the field's earliest audiovisual roots and extends to prospects for future definitions. The basic theme is how, over time, the definitions of the field have reflected changes in the field itself.The term, educational technology, is used as a generic descriptor and is intended to include other terms such as instructional technology, educational media, learning technology and other such variants. It is not the purpose of this article to argue for one term over another, as important as such a term might be to establish identity. However, we believe that of the terms

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A History of Instructional Design and Its Impact on Educational Psychology

Cited by 36 publications

References 15 publications

Examining the factors of a technology professional development intervention

Examining the factors of a technology professional development intervention

A history of instructional design and technology: Part II: A history of instructional design

The field of educational technology as reflected through its definitions

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