ABSTRACT
During the 1960s and 1970s, leading educational researchers were charting divergent paths with their changing views on instruction, learning, and design. One path led to today’s field of educational technology; another led to the learning sciences. Neither of these can be termed a discipline in the traditional academic sense. Rather, they represent gravitational centers typical of modern applied fields such as computer science, medicine, business, and law, which share a body of questions and methodologies that unite them more than divide them.
