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prescriptions, also sparked a study of design. The establishment of
programmatic and learning materials design centres, such as the "Learning

Resource and Development Centre," in 1960 further strengthened design
study. In the 1960s and 1970s, as Director of the Learning Resource and
Development Centre, Robert Glaser wrote and spoke about learning design

as the core of Educational Technology. The application of systems theory
in learning completes the basis of the psychology of learning. Through

James Finn and Leonard Silvern, the learning systems approach gradually
developed into a methodology and began to incorporate ideas from the
psychology of learning. Attention to message design grew during the late

1960s and early 1970s. Robert Gagne's collaboration with Leslie Briggs
has combined his expertise in learning psychology with a talent in systems

design that brings the concept of learning design to life. The Design Area
covers at least four primary areas of theory and practice, namely:
(1) Learning System Design;

namely, an organized procedure, which includes the following
steps: (a) analysis (the process of formulating what will be studied);
(b) design (a process of describing how to study it); (c)

development (the process of writing and producing or producing
study materials); (d) implementation/application (utilization of
materials and strategies) and (e) assessment (the process of

determining learning accuracy). Learning System Design is usually
a linear and interactive procedure that demands accuracy and

stability. In order to function as a tool for mutual control, all these
steps must be completed. In Learning System Design, the process is
as important as the product because trust in the product is based on

the process.
(2) Message Design;

That is, planning to engineer the physical form of the message
so that communication occurs between the sender and receiver,
taking into account the principles of attention, perception, and