Instructional designers' observations about identity, communities of practice and change agency
Bibliographic Data
| ID | 19514181 |
|---|---|
| Authors | Richard A Schwier (University of Saskatchewan), Katy Campbell (University of Alberta), Richard F Kenny (University of British Columbia), Richard Kenny |
| Year | 2004 |
| Volume | 20 |
| Issue | 1 |
| Publication date | 2004-04-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australasian Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 1449-3098 • E-ISSN: 1449-5554 |
| Publisher | Australasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ) |
| DOI | 10.14742/ajet.1368 |
| OpenAlex | W1895420618 |
| Language | EN |
| Citations received | 7 |
| References cited | 7 |
We presume that models and theory in instructional design inform professional practice, but theory has not been consistently built from the professional experiences of instructional designers. This study draws on the observations of five instructional designers who discuss their professional identities, their communities of practice and their roles as agents of social and institutional change. This study is embedded in two theoretical positions: instructional design as a social construct that is expressed in professional communities of practice, and critical pedagogy, in which designers act as agents of social change
Instructional design · Mathematics education · Pedagogy · Professional development · Social practice · Social science · Sociology · Computer Science · Innovative Education and Learning Practices · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 7 |
|---|---|
| Citations per year | 0.33 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |