The 1950s: Programmed Instruction Takes a Front Seat
IMPORTANT
IDEAS:
- Programmed instruction
developed
- The analytical process
grew more sophisticated
REALIZED INNOVATIONS:
- Programmed Instruction
Movement:
- Clearly stated behavioral
objective
- Small frames of instruction
- Self-pacing
- Active learner response
- Immediate feedback
- Education focus shifted
away from concerns with process to outcome behavior of learner
- Reaffirmed importance
of self-pacing and mastery learning
- Underlined importance
of carefully constructed materials
- Term "task-analysis" was
coined
INFLUENTIAL PEOPLE:
B.F. Skinner
- Should apply theory of
reinforcement to learning
- Human learning could be
maximized by the careful control of reinforcement of desired behaviors
John Flanagan and Robert Miller
- Developed critical incident
techniques and task analysis procedures for educational purposes
Benjamin Bloom
- Published Taxonomy
of Educational Objectives, which helped guide the specification and analysis
of instructional outcomes and instructional designs
t i m e l
i n e
Pre-20s | 20s | 30s
| 40s | 50s | 60s | 70s
| 80s | 90s and beyond