Conversation as Inquiry: A Conversation with Instructional Designers

Autor/inn/en	Campbell, Katy; Schwier, Richard A.; Kenny, Richard F.
Titel	Conversation as Inquiry: A Conversation with Instructional Designers
Quelle	In: Journal of Learning Design, 1 (2006) 3, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-8342
Schlagwörter	Instructional Design; Inquiry; Educational Technology; Personal Narratives; Higher Education; Foreign Countries; Blended Learning; Electronic Learning; Reflective Teaching; Empowerment; Professional Identity; Activism; Trust (Psychology); Canada + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Erlebniserzählung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Aktivismus; Politischer Protest; Kanada
Abstract	Instructional designers regularly engage in a process of professional and personal transformation that has the potential to transform the culture of institutions through faculty-client relationships. Instructional designers promote new ideas and understandings in social contexts that include other designers and clients, among others. This research program attempts to understand this process, using narrative inquiry and instructional designers' stories of practice to explore two interconnected theoretical frames. One frame is methodological and offers a case for narrative inquiry as an alternative approach to research in educational technology. The second frame is practice-based, and uses narrative inquiry to explore the themes of reflexivity, voice, strong subjectivity and power/authority through the stories of three instructional designers. (As Provided).
Anmerkungen	Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01