Instructional Designer Disciplinary-Based Formation of Self
American Educational Research Association Annual Meeting,
The purpose of this study is to gain a better understanding of teaching (teacher perspectives) and learning (student perspectives) across the disciplines in ways that can better prepare instructional designers to work with research-teachers in institutions of higher education. The proposed research will build on existing research by Campbell, et al. (2002-2006), Donald (2002), and Shulman (c.f. 1987), as well as the seminal work conducted by Amundsen (Amundsen, Gryspeerdt, & Moxness, 1993; Saroyan & Amundsen, 1995). The overarching goals are to gain further understanding about (1) instructional designers' disciplinary-based development and (2) how instructional designers' disciplinary development is linked to instructional design practices. The outcomes of this study contribute to the understanding of instructional designers' disciplinary-based development.
Kanuka, H., Campbell, K. & Schwier, R.A. (2009). Instructional Designer Disciplinary-Based Formation of Self. Presented at American Educational Research Association Annual Meeting 2009.