AJET 20(1) Schwier, Campbell and Kenny (2004) - instructional designers' communities of practice
K. Richard. Australasian Journal of Educational Technology, 20 (1):
69--100(2004)
Abstract
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.
%0 Journal Article
%1 citeulike:180571
%A Richard, K. C.
%D 2004
%J Australasian Journal of Educational Technology
%K CoPs Education Learning community teaching training
%N 1
%P 69--100
%T AJET 20(1) Schwier, Campbell and Kenny (2004) - instructional designers' communities of practice
%U http://www.ascilite.org.au/ajet/ajet20/schwier.html
%V 20
%X 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.
@article{citeulike:180571,
abstract = {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.},
added-at = {2007-07-25T04:33:24.000+0200},
author = {Richard, K. C.},
biburl = {https://www.bibsonomy.org/bibtex/2e6bb714c95d5a1ab841ea21c23b51205/xckuk},
citeulike-article-id = {180571},
interhash = {02dec49f23e96270af5eeaaf24aa2bc9},
intrahash = {e6bb714c95d5a1ab841ea21c23b51205},
journal = {Australasian Journal of Educational Technology},
keywords = {CoPs Education Learning community teaching training},
number = 1,
pages = {69--100},
priority = {2},
timestamp = {2007-08-21T16:35:37.000+0200},
title = {AJET 20(1) Schwier, Campbell and Kenny (2004) - instructional designers' communities of practice},
url = {http://www.ascilite.org.au/ajet/ajet20/schwier.html},
volume = 20,
year = 2004
}