This is the nineteenth in a series of profiles documenting the experiences of two dozen colleges and universities with the use of instructional technology. A look at what has been learned at these places may benefit others considering new ways to teach. This report describes instructional development activities conducted through a consortium. Collegiate consortia are certainly not new, nor is instructional development. The combination, however, is unique. In offering this story, we break one of the ground rules established for these profiles: to report on projects that have been in place long enough for the results to be in, so that readers may profit from their successes and failures. The program described herein is a fledging, but it is a concept so potentially useful to small, poor institutions that it merits setting aside that rule. The author of tis profile serves as associate director of the Commission on Instructional Technology, and also has written widely on education and the arts. The reports in this series are supported by a special grant to EFL from The Ford Foundation.
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