The History of Instructional Design

In today's rapidly evolving digital landscape, integrating innovative technology solutions in education has become more crucial. As we strive to enhance the learning experience and cater to diverse learning styles, the role of instructional technology, past and present, in education cannot be understated.

The history of instructional design is extensive, and my reflection only briefly summarizes the many decades since its inception and its ever-changing evolution.  So, let’s dive into some advancements and innovators that left their mark on this field.

The 1940s, a pivotal period in history, saw the emergence of a significant need for concise and efficient soldier training due to World War II. This necessity sparked a considerable change in how instruction was designed and provided to learners. It led to several psychologists forming various instructional design models in the following decades, further marking a shift toward learner-directed instruction.

The 1950s witnessed the profound impact of B. F. Skinner instructional design. His development of the concept of learning objectives, a simple yet effective idea, became a cornerstone of classrooms worldwide, demonstrating the power of his work. Additionally, Benjamin Bloom’s taxonomy of learning, aimed at fostering critical thought, also left a lasting impact on instructional design.

In the 1960s, Robert Gagne outlined learning outcomes for verbal, intellectual, cognitive, attitude, and motor skills. He focused on crucial instructional processes, such as informing and eliciting learners, scaffolding for recall, providing stimulus, feedback, and guidance, enhancing retention, and eliciting and assessing learner performance (Peck, 2024).

In the 1970s, “the National Science Foundation with Dr. David Merrill and a group of scientists developed Two-Way Interactive Computer Controlled Television (TICCIT); additionally, Merrill conceived the Component Display Theory emphasizing the importance of how instructors presented instructional materials” (Peck, 2024, sec. 1970s).

The 1980s saw the University of Illinois demonstrating its pioneering spirit by developing PLATO. This system, which integrated computers into instruction and provided coursework materials on a wide range of subjects for their students, was a significant step in the evolution of instructional design.

In the 1990s, learning and development teams integrated Piaget’s constructivist theory, which made the learning process active for learners and focused on creating engaging instruction (Peck, 2024).  Meanwhile, CD-ROMs were becoming commonplace for computer-based training.

In the 2000s, tremendous technological advancements in learning tools occurred due to the ever-increasing use of the Internet and platforms for online learning and the combination of gamification techniques with technologies. These advancements blazed the path for where instructional design is today. So, I have created a timeline for a more specific breakdown of each year's successful and unsuccessful advancements. As you know, just like fashion, some of the less successful ones have had a rebirth due to new innovative ideas and better technology. 

As instructional technology and its advancements evolve, learner-directed theories will be critical today and tomorrow. One thing is sure: designers will continue to use tried-and-true, proven methods in their designs, coupled with new technological advancements. As Charlotte Hubbard stated, "Technology can change the world; with great power comes great responsibility" (Foertsch & Ragin Williams, 2024, p.2). Therefore, we must consider our learners and ethics to produce instructional designs that can reach not just some but all of our learners.

References

Foertsch, J., & Ragin Williams, C. (2024, November 26). 15 quotes FROM game changers, FOR game Changers . . . and a parting thought. Roundup Reads. https://roundupreads.jsc.nasa.gov/roundup/1312

Peck, D. (2024, June 29). The full history of instructional design. https://www.devlinpeck.com/content/history-of-instructional-design 

Weller, M. (2018). Twenty Years of EdTech. Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. https://edtechbooks.org/lidtfoundations/twenty_years_of_edtech