A new division of the Association for Educational Communications and Technology (AECT), the Division of Instructional Development (DID), invited papers by five leaders in the field to provide a starting place for defining and exploring instructional development (ID). The first paper argues that definitions are restrictive and should be used only as guidelines, and that ID should employ convergent methodologies. The second paper suggests that ID is a process for improving the quality of instruction, but stresses the importance of human factors in the design and management of an instructional system. A different approach is taken in the third paper--it is argued that ID needs to rest on a solid basis of theory rather than on raw empiricism, and that it can be viewed within the context of information processing. The discussion in the fourth paper centers around the idea that ID is data based by its very nature, and for this reason, its basic assumptions and procedures must be constantly re-examined. The final paper argues that ID is a systematic activity designed to ensure that relevant instructional objectives are realized in the context of an effective learning activity. (Author/SH)