The critical, relational practice of instructional design in higher education: an emerging model of change agency |
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| Authors: | Katy Campbell Richard A Schwier and Richard F Kenny |
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| Institution: | (1) Faculty of Extension, University of Alberta, Edmonton, Canada;(2) Educational Communications and Technology, University of Saskatchewan, Saskatoon, Canada;(3) Centre for Distance Education, Athabasca University, Athabasca, Canada |
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| Abstract: | 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.
Katy Campbell
is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada.
Richard A. Schwier
is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon,
SK, Canada.
Richard F. Kenny
is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada. |
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| Keywords: | Instructional designers Instructional design practice Narrative inquiry Moral agency Instructional design theory |
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