Instructional Design and Professional Informal Learning: Practices, Tensions, and Ironies

Autor/inn/en	Yanchar, Stephen C.; Hawkley, Melissa N.
Titel	Instructional Design and Professional Informal Learning: Practices, Tensions, and Ironies
Quelle	In: Educational Technology & Society, 18 (2015) 4, S.424-434 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Instructional Design; Informal Education; Educational Practices; Qualitative Research; Hermeneutics; Data Analysis; Universities; Semi Structured Interviews; Satisfaction; Professional Development + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Informelle Bildung; Nichtformale Bildung; Bildungspraxis; Qualitative Forschung; Hermeneutik; Auswertung; University; Universität; Zufriedenheit
Abstract	This qualitative study explored the nature of informal learning in professional instructional designers' everyday work activities. Based on intensive interviews with six full-time practitioners, and using a hermeneutic form of data analysis, this study produced seven themes concerning the practices, tensions, and ironies associated with this largely unexplored aspect of instructional design. Specific themes concerned the resources, significance, and outcomes of informal learning, in addition to professional tensions and ironies (e.g., the observation that informal learning simultaneously fosters professional survival and professional vulnerability). Implications are discussed, such as how informal learning among professionals can be facilitated via organizational support and more practically-oriented scholarly work, as well as designers' own efforts to pursue informal learning in the midst of practice. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01