Schwier, Campbell and Kenny (2004) Instructional designers' observations about identity, communities of practice and change agency

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

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CONTRIBUTORS:

	Author:	Schwier, R.A.
	Author:	Campbell, K
	Author:	Kenny, R

JOURNAL:

Australasian Journal of Educational Technology, 20(1), 69 - 100.

YEAR:

2004

PUB TYPE:

Journal Article

SUBJECT(S):

instructional design, communities of practice, change agency

DISCIPLINE:

Education

HTTP:

http://www.ascilite.org.au/ajet/ajet20/schwier.html

LANGUAGE:

English

PUB ID:

103-406-583 (Last edited on 2004/08/23 04:31:22 GMT-6)

SPONSOR(S):

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.

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