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

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dc.contributor.authorCampbell, Katherine
dc.contributor.authorSchwier, Richard A.
dc.contributor.authorKenny, Richard
dc.date.accessioned2025-05-01T12:17:48Z
dc.date.available2025-05-01T12:17:48Z
dc.date.issued2004-01-01
dc.descriptionWe 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.
dc.identifier.doihttps://doi.org/10.7939/R3804Z11C
dc.language.isoen
dc.relation.isversionofSchwier, R. A., Campbell, K., & Kenny, R.F. (2004). Instructional designers’ observations about identity, communities of practice and change agency. Australasian Journal of Educational Technology, 20(1), 69-100. https://doi.org/10.14742/ajet.1368
dc.rights© 2004 Australasian Journal of Educational Technology. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
dc.subjectPedagogy
dc.subjectIdentity
dc.subjectInstructional design
dc.titleInstructional designers’ observations about identity, communities of practice and change agency
dc.typehttp://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_970fb48d4fbd8a85
ual.jupiterAccesshttp://terms.library.ualberta.ca/public

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