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Instructional designers’ observations about identity, communities of practice and change agency
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- Author(s) / Creator(s)
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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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- Date created
- 2004-01-01
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- Type of Item
- Article (Published)
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- License
- © 2004 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.