Educational Technology Research and Development Volume 57, Number 5, ISSN 1042-1629
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.
Campbell, K., Schwier, R.A. & Kenny, R.F. (2009). The Critical, Relational Practice of Instructional Design in Higher Education: An Emerging Model of Change Agency. Educational Technology Research and Development, 57(5), 645-663. Retrieved December 16, 2018 from https://www.learntechlib.org/p/67615/.
Swapna Kumar & Albert Ritzhaupt, University of Florida, United States
International Journal on E-Learning Vol. 16, No. 4 (October 2017) pp. 371–393
Ining Chao, Tami Saj & Doug Hamilton, Royal Roads University
The International Review of Research in Open and Distributed Learning Vol. 11, No. 3 (Oct 13, 2010) pp. 106–126
Mitchell Parkes & Christine Reading, University of New England; Sarah Stein, University of Otago
Australasian Journal of Educational Technology Vol. 29, No. 6 (Dec 23, 2013)
Adrienne Salentiny, University of North Dakota, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1567–1573
Chung-Kai Huang, Yu-Hui Chen, Justin Olmanson, Woon Hee Sung & Yun Soon Kim, University of Texas at Austin, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 3747–3752
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