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    This document provides a timeline of influential learning theories and instructional design models from 1889 to 2006. It lists theories, approaches, and frameworks in chronological order, including behaviorism, cognitivism, constructivism, and communities of practice. Major contributors mentioned are Piaget, Skinner, Bloom, Gagné, Vygotsky, Bruner, Merrill, Wilson, Jonassen, Wenger, and Duffy/Cunningham.

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    This document provides a timeline of influential learning theories and instructional design models from 1889 to 2006. It lists theories, approaches, and frameworks in chronological order, including behaviorism, cognitivism, constructivism, and communities of practice. Major contributors mentioned are Piaget, Skinner, Bloom, Gagné, Vygotsky, Bruner, Merrill, Wilson, Jonassen, Wenger, and Duffy/Cunningham.

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    67 views1 page

    LearningTheories InstructionalDesign2

    Uploaded by

    filipiniana
    This document provides a timeline of influential learning theories and instructional design models from 1889 to 2006. It lists theories, approaches, and frameworks in chronological order, including behaviorism, cognitivism, constructivism, and communities of practice. Major contributors mentioned are Piaget, Skinner, Bloom, Gagné, Vygotsky, Bruner, Merrill, Wilson, Jonassen, Wenger, and Duffy/Cunningham.

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    of 1

    2006 Wenger Communities of Practice

    2005 Sorden Cognitive Approach to ID for


    Multimedia Learning
    2003 Smith Communities of Practice
    Learning Theories and Instructional Design Timeline

    2001 Duffy/Cunningham Problem-based Learning


    2001 Merrill Eclectic Perspective
    2001 Molenda/Reigeluth/Nelson Instructional
    Design
    2000 Moreno/Mayer Learner-Centered Approach
    2000 Bransford et. al. How People Learn
    1999 Jonassen Authentic Tasks/Multimodality
    1998 Wenger Legitimate Peripheral Participation
    1997 Rapid Prototyping
    1995 Internet for Distance Learning
    1995 Wilson Situated ID
    1993 Gardner Multiple Intelligence
    1993 Wilson/Jonassen/Cole Cognitive
    Approach to ID
    1991 Lave/Wenger Situated Learning/
    Legitimate Peripheral Participation
    1990 Performance Technology Movement
    1989 Brown/Collins/Duguid
    Situated Cognition and Cultire of Learning
    1980 Microcomputers in instruction
    1980 Rumelhart Nature of Schema
    1978 Ausubel Assimilation Theory/Schemata/
    Advance Organizer
    1978 RC Anderson Schema Theory

    EDDE 202
    1978 Vygotsky Zone of Proximal Development
    1978 Vygotsky Social Development
    1974 Wittrock Learner-generated instruction
    (social constructivism)
    1974 LaBerge/Samuela Automaticity
    1972 Gagné Learning outcomes
    1972 Craik/Lockhart Thinking Levels
    1972 Tulving Long Term Memory
    1970 40 Models of ID; USAF models (7)
    1968 Atkinson/Shiffrin Information Processing
    1967 Scriven Formative/Summative Evaluation
    1967Marklen Evaluation of materials, before & after
    1967 Barson Instructional Systems Development
    1966 Bruner Discovery Learning
    1965 Ausubel Meaningful Reception Learning
    1965 Gagné Conditions of Learning
    1963 Cronbach Distinction between
    Formative & Summative
    1963 Piaget Developmental Psychology
    1963 Glaser Criterion Reference
    1962 Mager Objectives for Programmed Instruction
    1960 Criterion-Referenced Testing
    1953 Miller Task Analysis Methodology

    Sunday, January 23, 2011


    1950 Bloom Taxonomy of Educ. Objectives
    1938 Skinner Operant Conditioning
    1934 Tyler Father of Behavioral Objectives
    1929 Piaget Genetic Epistomology
    1913 Watson Behaviorism
    1903 Thorndike The Law of Effect
    1889 Pavlov Classic Conditioning

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