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The critical, relational practice of instructional design in higher education: An emerging model of change agency

  • Author(s) / Creator(s)
  • 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.

  • Date created
    2007-12-05
  • Subjects / Keywords
  • Type of Item
    Article (Published)
  • DOI
    https://doi.org/10.7939/R3P55DZ1P
  • License
    © 2009 Educational Technology Research and Development. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
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  • Citation for previous publication
    • 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, 645-661. DOI 10.1007/s11423-007-9061-6