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Abstract
Programmed instruction began as a practical application of B. F. Skinner’s theory of radical behaviorism, a reinterpretation of the earlier theories of Pavlov, Watson, and Thorndike. He invented a mechanical device that allowed individual users to read brief informational passages, respond to questions about the information and receive a reinforcement in the form of knowledge of correct response. Later developments, such as branching programs, the Sullivan Reading Program, Programmed Tutoring, Precision Teaching, Direct Instruction, and Personalized System of Instruction attempted to improve upon and expand the application of Skinner’s original notion. All relied upon rigorous testing of results to enhance effectiveness. These innovative technologies provided the template for later individualized instruction formats, such as computer-assisted instruction and Web-based distance learning. They also generated many of the conventions associated with systematic instructional design, such as performance objectives, task analysis, and formative and summative evaluation.
In:
AECT at 100
Abstract
This chapter is a conversation amongst key leaders who brought AECT through the existential crisis around the turn of the 21st century. The group discussion shared below brings together the perspectives of the two Presidents who served immediately prior to Marcy, Robert Harrell (1998–1999) and Kyle Peck (1999–2000) and that of the recently retired Executive Director, Phil Harris (1999–2021).
In:
AECT at 100
Abstract
The second half-century began with DAVI establishing a new identity as the Association for Educational Communications and Technology (AECT), staking claim to a broad range of concepts, tools, and techniques beyond audiovisual instruction. The new technologies of programmed instruction and instructional systems development shifted the focus from hardware to the underlying processes of teaching and learning. In the 1980s and 1990s, the proliferation of computers and then their connection through the Internet opened new horizons for expanding the reach of education. These developments led to a smaller and more diversified membership for AECT, providing a new platform for its second century.
In:
AECT at 100
A Legacy of Leadership
Volume Editors:
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The purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.
A Legacy of Leadership
Volume Editors:
, , , , and
The purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.
This book explores the generative power of vulnerabilities facing individuals who inhabit educational spaces. We argue that vulnerability can be an asset in developing understandings of others, and in interrogating the self. Explorations of vulnerability offer a path to building empathy and creating engaged generosity within a community of dissensus. This kind of self-examination is essential in a selfie society in which democratic participation often devolves into neoliberal silos of discourse and marginalization of others who look, think, and believe differently.
By vulnerability we mean the experiences that have the potential to compromise our livelihood, beliefs, values, emotional and mental states, sense of self-worth, and positioning within the Habermasian system/lifeworld as teachers and learners. We can refer to this as microvulnerability—that is, those things humans encounter in daily life that make us aware of the illusion of control. The selfie becomes an analogy for the posturing of a particular self that reinforces how one hopes to be understood by others.
What are the vulnerabilities teachers and learners face? And how can we joker, as Norris calls it, the various vulnerabilities that we inherently bring into teaching and learning spaces? In light of the divisive discourses around the politics of Ferguson, Charlie Hebdo, ISIS, Ebola, Surveillance, and Immigration; vulnerability offers an entry way into exhuming the humanity necessary for a participatory democracy that is often hijacked by a selfie mentality.
By vulnerability we mean the experiences that have the potential to compromise our livelihood, beliefs, values, emotional and mental states, sense of self-worth, and positioning within the Habermasian system/lifeworld as teachers and learners. We can refer to this as microvulnerability—that is, those things humans encounter in daily life that make us aware of the illusion of control. The selfie becomes an analogy for the posturing of a particular self that reinforces how one hopes to be understood by others.
What are the vulnerabilities teachers and learners face? And how can we joker, as Norris calls it, the various vulnerabilities that we inherently bring into teaching and learning spaces? In light of the divisive discourses around the politics of Ferguson, Charlie Hebdo, ISIS, Ebola, Surveillance, and Immigration; vulnerability offers an entry way into exhuming the humanity necessary for a participatory democracy that is often hijacked by a selfie mentality.
This book explores the generative power of vulnerabilities facing individuals who inhabit educational spaces. We argue that vulnerability can be an asset in developing understandings of others, and in interrogating the self. Explorations of vulnerability offer a path to building empathy and creating engaged generosity within a community of dissensus. This kind of self-examination is essential in a selfie society in which democratic participation often devolves into neoliberal silos of discourse and marginalization of others who look, think, and believe differently.
By vulnerability we mean the experiences that have the potential to compromise our livelihood, beliefs, values, emotional and mental states, sense of self-worth, and positioning within the Habermasian system/lifeworld as teachers and learners. We can refer to this as microvulnerability—that is, those things humans encounter in daily life that make us aware of the illusion of control. The selfie becomes an analogy for the posturing of a particular self that reinforces how one hopes to be understood by others.
What are the vulnerabilities teachers and learners face? And how can we joker, as Norris calls it, the various vulnerabilities that we inherently bring into teaching and learning spaces? In light of the divisive discourses around the politics of Ferguson, Charlie Hebdo, ISIS, Ebola, Surveillance, and Immigration; vulnerability offers an entry way into exhuming the humanity necessary for a participatory democracy that is often hijacked by a selfie mentality.
By vulnerability we mean the experiences that have the potential to compromise our livelihood, beliefs, values, emotional and mental states, sense of self-worth, and positioning within the Habermasian system/lifeworld as teachers and learners. We can refer to this as microvulnerability—that is, those things humans encounter in daily life that make us aware of the illusion of control. The selfie becomes an analogy for the posturing of a particular self that reinforces how one hopes to be understood by others.
What are the vulnerabilities teachers and learners face? And how can we joker, as Norris calls it, the various vulnerabilities that we inherently bring into teaching and learning spaces? In light of the divisive discourses around the politics of Ferguson, Charlie Hebdo, ISIS, Ebola, Surveillance, and Immigration; vulnerability offers an entry way into exhuming the humanity necessary for a participatory democracy that is often hijacked by a selfie mentality.