ERIC Number: EJ852822
Record Type: Journal
Publication Date: 2009-Oct
Abstractor: As Provided
Reference Count: N/A
The Critical, Relational Practice of Instructional Design in Higher Education: An Emerging Model of Change Agency
Campbell, Katy; Schwier, Richard A.; Kenny, Richard F.
Educational Technology Research and Development, v57 n5 p645-663 Oct 2009
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning.
Descriptors: Higher Education, Instructional Design, Models, Change Agents, Educational Innovation, College Faculty, Interprofessional Relationship, Reflection, College Environment, Educational Technology, Technology Integration, Foreign Countries, Influence of Technology, Instructional Development
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada