Argues that trainers of instructional developers will ensure students' success and enhance their own reputations if their students have had experience in putting theory into practice. Five references are listed. (Author/LLS)

This introductory chapter addresses the question of whether the field of instructional development is a science, an art, or some combination of the two. It is suggested that the field is not merely a collection of flow charts, diagrams, and techniques, but a unified whole, to be understood first in terms of its underlying research foundation,…

This chapter outlines the measurement and interpretation of cognitive style using the conceptual structure of Educational Cognitive Style and the Educational Sciences developed by Dr. Joseph Hill and others. The measurement and interpretation of 36 aspects of cognitive style are discussed, as well as the use of cognitive style mapping (the graphic…

This discussion of the current state of the art in the field of instructional development includes an integration of the points made by the authors of Chapters 1-12 in the book, "Instructional Development: The State of the Art, Volume I," together with additional material. A discussion of professional organizations, journals, and…

This chapter summarizes the state of the art of instructional development and characterizes instructional developers in terms of the chapters in both volumes of "Instructional Development: The State of the Art," other literature in the field, and the personal experiences of the authors. A number of conclusions are drawn, and the nature of the…