Authenticity in the Process of Learning about Instructional Design

Autor/inn/en	Wilson, Jay R.; Schwier, Richard A.
Titel	Authenticity in the Process of Learning about Instructional Design
Quelle	In: Canadian Journal of Learning and Technology, 35 (2009) 2, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Instructional Design; Problem Based Learning; Service Learning; Social Change; Learning Processes; Teaching Methods; Scaffolding (Teaching Technique); Universities; Courses; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Problem-based learning; Problemorientiertes Lernen; Service-Learning; Sozialer Wandel; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Kursangebot; Ausland; Kanada
Abstract	Authentic learning is touted as a powerful learning approach, particularly in the context of problem-based learning (Savery, 2006). Teaching and learning in the area of instructional design appears to offer a strong fit between the tenets of authentic learning and the practice of instructional design. This paper details the efforts to broaden and deepen the understanding of instructional design through a service learning approach to teaching, emphasizing authentic learning and assessment. Students are teamed and assigned to an actual contract with an external client under the supervision of the instructor who acts as project manager for the group. Contracts are negotiated to deliberately offer instructional design services to clients who would not otherwise be able to afford them, such as community-based non-profit groups. The reasons are two fold: first, we want to avoid competing for contracts that would interfere with the business of commercial instructional design groups and contractors; second, we want to impress on our students the idea that instructional design has social importance beyond the profit/loss and cost/effectiveness orientation of many instructional design businesses. In this way, we promote the idea that instructional designers are agents of social change, and their influence crosses interpersonal, professional, institutional and societal dimensions of change (Schwier, Campbell and Kenny, 2007). (Contains 3 figures.) (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10