This "final" list of 16 core competencies for instructional/training development professionals was developed over a three-year period by a special task force appointed by the Board of Directors of the Division of Instructional Development within the Association for Educational Communications and Technology. (Author)

Examines the need for integrating assumptions about learning processes with the decisions typically made when designing instructional systems. The relationships between learning theory and instructional design are discussed, and suggestions offered for improving the design process. Extensive references are included. (Author/BK)