This decommissioned ERA site remains active temporarily to support our final migration steps to https://ualberta.scholaris.ca, ERA's new home. All new collections and items, including Spring 2025 theses, are at that site. For assistance, please contact erahelp@ualberta.ca.
- 272 views
- 233 downloads
Agency of the instructional designer: Moral coherence and transformative social practice
-
- Author(s) / Creator(s)
-
In this paper we propose a view of instructional design practice in which the instructional designer is an agent of social change at the personal, relational, and institutional levels. In this view designers are not journeymen workers directed by management, but act in purposeful, value based ways with ethical knowledge, in social relationships and contexts that have consequences in and for action. The paper is drawn from the data set of a three-year study of the personal meaning that instructional designers make of their work, in a world where identities rely less on institutionally "ascribed status or place" than on the spaces that we make as actors in the social world. Through the voices of two instructional designers in this study, we begin to make the case for instructional design practice as ethical knowledge in action, and for how agency emerges from the designer's validated sense of identity in institutions of higher learning.
-
- Date created
- 2005-01-01
-
- Subjects / Keywords
-
- Type of Item
- Article (Published)
-
- License
- © 2005 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.