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Instructional designers' observations about identity, communities of practice and change agency
ARTICLE

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Australasian Journal of Educational Technology Volume 20, Number 1, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

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.

Citation

Schwier, R., Campbell, K., Kenny, R. & Kenny, R. (2004). Instructional designers' observations about identity, communities of practice and change agency. Australasian Journal of Educational Technology, 20(1),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved August 15, 2024 from .

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