Editing Instructional design (section)

===1950s===
[[File:BloomsTaxonomy.png|thumb|The original version of [[Bloom's taxonomy]] (published in 1956) defined a [[Bloom's taxonomy#The cognitive domain (knowledge-based)|cognitive domain]] in terms of six objectives.]]

In 1954, [[B. F. Skinner]] suggested<ref>{{Citation |last=Skinner |first=B. F. |title=The Science of Learning and the Art of Teaching |date=1961 |work=Cumulative Record |pages=145–157 |url=https://content.apa.org/books/11324-010 |access-date=2025-04-11 |place=East Norwalk |publisher=Appleton-Century-Crofts |language=en |doi=10.1037/11324-010}}</ref> that effective instructional materials, called programmed instructional materials, should include small steps, frequent questions, and immediate feedback; and should allow self-pacing.<ref name="TrendsIssues" /> [[Robert F. Mager]] popularized the use of learning objectives.<ref>{{Cite book |last=Mager |first=Robert F. |title=Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction |date=1997 |publisher=Center for Effective Performance |isbn=978-1-879618-03-9 |edition=3rd |location=Atlanta}}</ref> The article describes how to write objectives including desired behavior, learning condition, and assessment.<ref name="TrendsIssues" />

In 1956, a committee led by [[Benjamin Bloom]] published an influential [[Taxonomy of Educational Objectives|taxonomy]] with three domains of learning: cognitive (what one knows or thinks), psychomotor (what one does, physically) and [[affective]] (what one feels, or what [[Attitude (psychology)|attitudes]] one has). These taxonomies still influence the design of instruction.<ref name="slides" /><ref>Bloom's Taxonomy. Retrieved from Wikipedia on April 18, 2012 at [[Bloom's Taxonomy]]</ref>