Articles About Instructional Design

Australasian Journal of Educational Technology
2005, 21(2), 242-262.

AJET 21 <http://www.ascilite.org.au/ajet/ajet21/ajet21.html>


Agency of the instructional designer: Moral coherence and transformative
social practice


Katy Campbell
University of Alberta <http://www.ualberta.ca/>
Richard A. Schwier
University of Saskatchewan <http://www.usask.ca/>
Richard F. Kenny
Athabasca University <http://www.athabascau.ca/> 

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.

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