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The critical, relational practice of instructional design in higher education: an emerging model of change agency
| Content Provider | Semantic Scholar |
|---|---|
| Author | Campbell, Katherine Schwier, Richard A. Kenny, Richard |
| Copyright Year | 2009 |
| Abstract | 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. |
| Starting Page | 645 |
| Ending Page | 663 |
| Page Count | 19 |
| File Format | PDF HTM / HTML |
| DOI | 10.1007/s11423-007-9061-6 |
| Volume Number | 57 |
| Alternate Webpage(s) | https://auspace.athabascau.ca/bitstream/handle/2149/2284/Cambell,%20Schwier%20&%20Kenny%202009%20etrd%20article.pdf;jsessionid=747D991680CE2E8700554615DDDBCA09?sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |