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dc.contributor.authorSchwier, Richard A.
dc.contributor.authorCampbell, Katy
dc.contributor.authorKenny, Richard F.
dc.description.abstractWe 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.en
dc.format.extent153683 bytes
dc.publisherAustralasian Journal of Educational Technologyen
dc.subjectinstructional designers' observationsen
dc.titleInstructional Designers' Observations about Identity, Communities of Practice and Change Agencyen

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