FOR THE PAST SEVERAL DECADES instructors in the field of educational technology have focused on training instructional designers. A quick survey of graduate programs in this area indicates that the majority of the classes are geared toward instructional design from the viewpoint of learning psychology or from the viewpoint of using multimedia tools for the latest technological advances. Courses have emphasized a systematic approach to the development of instructional products usually consisting of various approaches to analysis, design, development, implementation, and evaluation. The assumption, especially at the master’s degree level, is that the graduates of these programs will find jobs that require these newly acquired skills in developing instructional products
