Key Events and Contributors to Instructional Design

Below is a timeline of the historical events and key contributors to Instructional Design.

1940s - 1950s

According to the Instructional Design Central (2024), “Instructional design commenced during World War II when several psychologists and education specialists were asked to create training materials in mass for several thousand soldiers. Tests were also administered during this time to assess learner's abilities.” “In the years following the war, new efforts to identify the underpinnings of how people learn and use such insights to create effective learning frameworks emerged” (Evans, 2024). “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” (Reiser, 2001). 

Two key contributors to the instructional design field were B. F. Skinner and Benjamin Bloom. In 1954, “B. F. Skinner's published an article titled “The Science of Learning and the Art of Teaching” suggested that programmed instructional materials, should include small steps, frequent questions, and immediate feedback; and should allow self-pacing. This type of instruction is based on theories of "operant conditioning”.” Then in 1956, “Benjamin Bloom develops the “Taxonomy of Educational Objectives” identifying principal domains of learning. Today, the output of this work is referred to as "Bloom's Taxonomy”.” (Instructional Design Central, 2024) 

1960s - 1970s

According to Instructional Design Central (2024), “In 1965, Robert Gagne described three domains of learning outcomes (cognitive, affective, psychomotor), five learning outcomes (Verbal Information, Intellectual Skills, Cognitive Strategy, Attitude, Motor Skills), and nine events of instruction in research called “The Conditions of Learning”. This work sits at the very core of instructional design practices today.”Various models about information processing have been developed across the military, educational institutions, and organizations. 

1980s - 1990s

Below is a list of key events that have taken place in the 80s and 90s. The information is provided by the Instructional Design Central learning institute:

• “1983 – David Merrill developed Component Display Theory (CDT), which concentrates on the methods of presenting instructional materials.

• PLATO (Programmed Logic for Automatic Teaching Operation), was one of the the first commercialized computer assisted instructional system allows computers to be integrated into instruction.

• Risings interest in the principles of cognitive psychology (or cognitivism).

• The influence of constructivist theory within the field of instructional design became more active in the 1990s. Constructivists state that learning should be "authentic" and produce real-world learning experiences that allow the learner to form, and construct their own knowledge.

• Performance Improvement and performance support was a fast growing trend in the 90's. 

• Rapid prototyping was also first seen during the 1990s. In this process, training materials are prototyped quickly and then revised through rapid testing and iterations.

• Computer Based Training (CBT) delivered via CD-ROM became a common vehicle to deliver interactive training.”

2000s - 2010s

“With improved internet penetration online learning (or "eLearning") becomes much more prevalent in the corporate sector. Companies start to use online learning for on-boarding new employees and developing new skills. Rich instructional media including video and simulations became possible as internet bandwidth improved. Initially online learning is delivered via Learning Management Systems (LMS), which allowed for a single one stop shop to manage, deliver, and track online learning courses and assessments.” (Instructional Design Central, 2024) 

2010's

Smart phones and tablets 

Blended learning

2015

"Big Data" and analytics 

Learner Experience (LX) Design 

​Current 

“Instructional design continues to evolve with advancements in technology, such as artificial intelligence (AI), virtual reality, and gamification. These technologies offer new possibilities for creating immersive and adaptive learning environments” (Instructional Design Central, 2024). “Today, instructional design is at the heart of a vitally important trend in education and training. Formalized instructional design processes are being utilized across higher education, the corporate world and government to help people learn essential information and skills quickly, effectively and at scale. These processes are increasingly found in technology-enhanced virtual environments, in addition to more traditional face-to-face instruction” (Evans, 2024).

References

Evans, L. (2024, April 11). 18 influential Instructional Design Models & Theories. University of San Diego Online Degrees. https://onlinedegrees.sandiego.edu/instructional-design-models/

Instructional design timeline and history. Instructional Design Central. (2024). https://www.instructionaldesigncentral.com/instructional-design-history

Reiser, R. A. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. Educational Technology Research and Development, 49(2), 57–67. http://www.jstor.org/stable/30220311