ERIC Number: EJ792114
Record Type: Journal
Publication Date: 2007
Reference Count: 44
Instructional Design as a Living Practice: Toward a Conscience of Craft
Osguthorpe, Russell T.; Osguthorpe, Richard D.
Educational Technology, v47 n4 p13-23 Jul-Aug 2007
Instructional design scholars have emphasized the development of theories and models more than the study of professional practice. Although both theoretical and practical knowledge are essential in a professional discipline, the field has not yet articulated the relationship between the two types of knowledge and how understanding this relationship can lead to improved professional practice. In this article, the authors describe the roles of theoretical and practical knowledge in the field, offer a framework for examining the foundational assumptions and personal beliefs associated with these types of knowledge, and suggest a way for designers and theorists alike to engage in forms of reasoning that lead to the development of a conscience of craft. They continue by arguing that the more one develops a conscience of craft, the more effective and alive one's practice becomes. The article concludes with implications for educational programs that prepare instructional designers. (Contains 1 figure and 1 table.)
Descriptors: Instructional Design, Theory Practice Relationship, Educational Technology, Educational Philosophy, Beliefs, Educational Theories, Educational Principles, Knowledge Base for Teaching, Evaluative Thinking, Graduate Study, Teaching Methods, Standards
Educational Technology Publications. 700 Palisade Avenue, Englewood Cliffs, NJ 07632-0564. Tel: 800-952-2665; Web site: http://www.bookstoread.com/etp.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A