Document Type
Article (Restricted)
Publication Date
1-1-2011
Abstract
This paper argues that an emphasis on training-for-the-job approaches has distracted designers from thinking about the meaning of their profession and the grand purpose of practising instructional design. Drawing from literature in the fields of sociology and educational technology, this paper synthesises discourses on civic professionalism in instructional design and technology, and proposes a conceptual framework that highlights the roles and qualities of a civic-minded instructional designer. It is claimed that a critical discussion on civic professionalism in the field of educational technology can offer an alternative perspective on educating instructional designers, and have practical implications on instructional design and technology curricula in higher education.
Keywords
Training-for-the-job approaches, practising instructional design.
Divisions
Education
Publication Title
British Journal of Educational Technology
Volume
43
Issue
2
Publisher
Blackwell Publishing