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Period: 1100 to 1200
Abelard / Scholastic Method
Pierre Abelard, in his work Sic et Non, developed a method of intellectual and spiritual inquiry in which theology students were encouraged to research scripture through questioning and research to authenticate texts or place them within a historical or theological context. Students were to learn how to provide proof, through research to their solutions or answers to theological questions. -
Publication of Orbus Pictus
Comenius argued for universal education based on aptitude, sequenced instruction, and the use of textbooks and illustrated materials. His theories regarding education were used in Orbus pictus, an illustrated book meant to instruct children in Latin and the sciences.The labeled pictures were meant to teach children to link pictures (objective reality) to words (abstract symbols). -
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Johann Heinrich Pestalozzi
Pestalozzi contended that instruction should follow human development and the learner's psychological development. He also believed that people learn best through the engagement of the senses. Because personal experience was paramount for the learner, Pestalozzi and his followers employed physical objects in instruction, such as arithmetic boards or items found in the classroom. -
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Oswego Method and Quincey Method
Both the Oswego and Quincey methods have their roots in Pestalozzian thought and focused on the use of objects in instruction. The Oswego method employed a variety of objects primarily items made for instruction; the Quincey method used primarily items found in nature and everyday life. One can see the beginnings of school museums in these two methods. -
First School Museum Opens
The first school museum opens in St. Louis, MO. School museums, which can be seen as precursors to library media centers in schools, provided teachers objects like maps, slides or other objects to supplement their instruction. -
Films Adopted for Public School Instruction
The Rochester NY school system begins using films for regular instructional practice. Thomas Edison states that "[b]ooks will soon be obsolete in the schools" (cited in Saettler, P. 1968. A history of instructional technology. New York: McGraw-Hill. p. 98). -
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Growth of the Audio-Visual Movement
Due to technological advances in radio, film, and sound recording, interest in this educational movement increased; however, the Great Depression adversely affected financial investment into these technologies for instruction. With the advent of WWII and the need for fast and efficient military training, many of the principles as well as technologies would see a wider audience. -
Creation of Division of Visual Instruction
While the Audio-Visual Instruction Movement can be traced back to the early days of radio, the merging of three interest groups into the DVI is of note as this group eventually became the Association for Educational Communications and Technology (AECT). -
Libraries as AV Centers and Selectors
NEW
M. Shane in "The audio-visual library: An acquisition plan" published in the Peabody Journal of Education asserts that libraries should serve as not only places to check out audio-visual materials but also should be directly involved in their selection and purchase.
From Johnson's (2008). [https://doi.org/10.1080/10691310802557815](Educational technology and college librarianship) in College & Undergraduate Libraries. -
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WWII and Post-War Educational Technology
During WWII, variety of technologies and instructional techniques were used to train people in the military. Many of the items used, overhead projectors, slide projectors, film and sound recordings, would be found in classrooms post-war and beyond. -
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Post-War Development of Instruction Design
Psychologists were used extensively to identify and to train soldiers in various high-level skills, such as flying combat missions or predicting weather. Based on these experiences and their observations, psychologists such as Robert Gagné, Leslie Briggs, and John Flanagan, developed systems of instructional design. -
Taxonomy of Educational Objectives
NEW
Benjamin Bloom publishes his foundational work which organizes knowledge and skills into six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each category built upon the previous one and represented a more complex and abstract cognitive domain. -
DIALOG Offered Commercially
NEW
Developed in 1966, DIALOG was the first online system which could search several databases. Its scope of coverage, efficiency, ease of use, and precision made it a favorite research tool for attorneys, researchers, and librarians. Commercially available in 1972, DIALOG made research accessible to the lay person. It paved the way for other online databases as well as Internet search engines, like Google. -
Birth of the (Commercial) Internet
NEW
U.S. Congress passes the Scientific and Advanced-Technology Act; this Act allowed the National Science Foundation to give commercial access to the Internet, instead of only research or educational institutions. While the Interest existed in some form since ARAPNET in the early 70s, the Scientific and Advanced-Technology Act opened up the Internet to users outside of the government and academia. -
Association of College & Resarch Libraries (ACRL) Adopts Information Literacy Competency Standards for Higher Education
NEW
The Standards state that while "[i]nformation literacy (IL) is related to information technology skills, [it] has broader implications." The Standards define IL as the ability to “recognize when information is needed and to locate, evaluate, and use effectively the needed information.” Based in instructional design principles as well as Bloom's cognitive domains, the Standards note that information literacy is a discipline of study and of research. -
Open Educational Resources / Creative Commons License
NEW
While the OER Movement began a year previously with MIT's open source course ware, the movement began in earnest with the creation of Creative Commons licensing, or CC. CC licenses were developed by Larry Lessig and others. Content creators can license their work, allowing others to remix and share the original work, under some or no restrictions. CC licenses put the creation of OER into the users' hands. -
Launch of SpringShare (LibGuides)
NEW: Educational technology entrepreneur Slaven Zivkovic launches SpringShare's LibGuides, an electronic content management system used by library workers to create interactive pathfinders. Unlike static guides, LibGuides allows users to create instructional and interactive content that points patrons to resources and also instructs how to use these resources. Found in 6000+ libraries in 80 countries, LibGuides boasts over 20 million users. -
Connectivism
NEW
Developed by G. Siemens and S. Downes, Connectivism is the "first internet-native learning theory." Related to Constructivism, Connectivism argues that learning derives from "chaos, network, and complexity. Learning is a process that occurs not entirely under the control of the individual." Connectivists contend that technology should not be forced into current practice, but that learners should explore independently. -
ACRL Adopts the Framework for Information Literacy for Higher Education
NEW
ACRL rescinds the former Standards in 2015 and adopts the Framework for Information Literacy. While the Standards were influenced by instructional design principles, the Framework draws heavily from threshold concept theory as well as constructivist pedagogy outlining IL knowledge practices and dispositions. The Framework positions IL as a field of study, practice, and research.
