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Robert Gagné's work has been the foundation of instructional design since the beginning of the 1960s when he conducted research and developed training materials for the military. Among the first to coin the term "instructional design", Gagné developed some of the earliest instructional design models and ideas.
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of ...
The theory has been applied to the design of instruction in all domains (Gagné & Driscoll, 1988). In its original formulation (Gagné, 1 962), special attention was given to military training settings. Gagné (1987) addresses the role of instructional technology in learning.
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." [ 1 ] It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. [ 2 ]
American psychologist Robert M. Gagne first introduced the concept of cumulative learning in 1968 on the basis that intellectual skills can be broken down into simpler ones. [6] His model proposed that new learning builds upon prior learning and is dependent on the combination of previously acquired knowledge. [ 4 ]
Richey developed an interest in instructional design theory and research methods even before the field was fully conceptualized. She published her first book, Theoretical and Conceptual Bases of Instructional Design [3] in 1986 because she could not find any suitable textbooks to use with her students. [4]
This theory was developed by Merrill along with Li and Jones and it was regarded as a second generation Instructional Design Theory. [9] This theory was designed in an attempt to extend Gagne’s condition of learning and Merrill’s component display theory to form a design which had the capacity for automated instruction. [9]
Gagne, Robert; Briggs, Leslie (1974), Principles of instructional design (1st ed.), New York : Holt, Rinehart and Winston , hdl : 2027/mdp.39015004151000 , ISBN 978-0-03-008171-2 Mccrea, Peps (2015), Lean Lesson Planning: A practical approach to doing less and achieving more in the classroom , Brighton: Teacherly.co