Instructional Development in Higher Education Theory and Practice

There is a growing need in Higher Education to (re)develop components in the curriculum in accordance with new views on the instructional tasks, goals and methods. These views concern the stress on problem solving, the interest in students' learning processes and the use of computer assisted instruction. Instructional Development is viewed as the understanding, improving and applying of methods for instructional problem analysis, design, construction, implementation, formative evaluation and summative evaluation. Two positions can be taken: the theoretical position which is concerned with producing theoretically sound and empirically valid prescriptions about procedures for instructional development; and the practical position in which instructional development is actually applied in some situations resulting in an optimal working artifact. This book advocates an integrative approach to instructional development in which on the one hand theory and practice are connected producing valid knowledge about procedures of instructional development and on the other hand activities in theory or practice result in products which have an independent value within the position chosen. Theory and practice of instructional development are goals within a continuum on which different positions are possible. The book discusses examples of some of these positions in the area of higher education.Terlouw, Cees is the author of 'Instructional Development in Higher Education Theory and Practice' with ISBN 9789051702101 and ISBN 9051702108.