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.
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Notes
A recent discussion of on ITForum centered on the perception of instructional designer credentials reflected in job advertisements, which ranged from low-level technical positions to managerial/professional designations, but in very few cases tenure-stream academic positions.
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This research is supported by a grant from the Social Sciences and Humanities Research Council of Canada.
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Campbell, K., Schwier, R.A. & Kenny, R.F. The critical, relational practice of instructional design in higher education: an emerging model of change agency. Education Tech Research Dev 57, 645–663 (2009). https://doi.org/10.1007/s11423-007-9061-6
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DOI: https://doi.org/10.1007/s11423-007-9061-6