The critical, relational practice of instructional design in higher education: an emerging model of change agency

Campbell, Katherine; Schwier, Richard A.; Kenny, Richard F.

doi:10.1007/s11423-007-9061-6

Cited by 90 publications

(76 citation statements)

References 11 publications

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“…Learning design provided or mediated by specialist learning designers is one possible means by which staff might be apprenticed into a teaching culture of social constructivism. According to Campbell, Schwier, and Kenny (2009), learning design has the potential to transform institutional teaching practice. The very kind of learning that universities aim to provide studentsauthentic, real life, cognitively demanding and embedded in social experience -in other words, in accordance with social constructivist principles, exists when learning designers work collaboratively with their clients (Campbell et al, 2009).…”

Section: Phase Two: Importance Ratings Of the E-learning Competenciesmentioning

confidence: 99%

“…According to Campbell, Schwier, and Kenny (2009), learning design has the potential to transform institutional teaching practice. The very kind of learning that universities aim to provide studentsauthentic, real life, cognitively demanding and embedded in social experience -in other words, in accordance with social constructivist principles, exists when learning designers work collaboratively with their clients (Campbell et al, 2009). In the university context, with learning designers working with lecturers, effective e-learning environments could be created and through this process, lecturers could experience learning built upon social constructivist principles.…”

Section: Phase Two: Importance Ratings Of the E-learning Competenciesmentioning

confidence: 99%

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The competencies required for effective performance in a university e-learning environment

Parkes¹,

Reading²,

Stein

2013

AJET

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The aim of this study was to identify and rate the importance of the competencies required by students for effective performance in a university e-learning environment mediated by a learning management system. Two expert panels identified 58 e-learning competencies considered to be essential for e-learning. Of these competencies, 22 were related to the use of technology. The remaining 36 competencies encapsulated a range of practices considered to be essential for learning within a social constructivist framework. Six of the competencies identified were either new or substantially different from what had been previously identified in the literature. A survey of e-learning stakeholders rating the importance of the e-learning competencies indicated that the competencies were not of equal importance. Critically, a number of key competencies from a social constructivist perspective that dealt with interacting and working with others were rated as being unimportant. This suggests that there is a disconnect between what the literature says about the importance of social constructivism to e-learning environments in theory and what elearning stakeholders perceive its importance to be in practice.

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Section: Phase Two: Importance Ratings Of the E-learning Competenciesmentioning

confidence: 99%

Section: Phase Two: Importance Ratings Of the E-learning Competenciesmentioning

confidence: 99%

The competencies required for effective performance in a university e-learning environment

Parkes¹,

Reading²,

Stein

2013

AJET

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“…In recognizing the role that we play in (re)focusing educational discussions on the pedagogical considerations and human agency that can inform technological affordances, I am also reminded of Campbell, Schwier, and Kenny's (2009) for investigating anew such complex relationships among and between age groups, and within various educational contexts. Investigating these issues anew within adult and continuing education situations appears to be an area that needs particular attention.…”

Section: Relationship To Practicementioning

confidence: 99%

Are Adult Educators and Learners ‘Digital Immigrants’? Examining the Evidence and Impacts for Continuing Education

Smith

2013

CJUCE

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Over the past decade, Prensky's distinctions between "digital immigrants" and "digital natives" have been oft-referenced. Much has been written about digital native students as a part of the Net generation or as Millennials. However, little work fully considers the impact of digital immigrant discourse within the fields of adult learning and continuing education. It is promising that rather than being digitally challenged immigrants for whom new learning technologies are completely foreign, adults of different ages can bring valuable knowledge and skills to e-learning environments that enable them to achieve academic success. These are important findings, since e-learning is increasingly recognized as an important part of learning across the life-course. With the growing body of research evidence countering common digital native and immigrant distinctions and critiquing an underlying technological determinism informing such arguments, how might practitioners respond to these discourses in their own educational contexts? With a focus on digital immigrants, the purpose of this article is to provide critical Résumé Au cours de la dernière décennie, on a souvent fait référence aux distinctions que fait Prensky entre les « immigrants numériques » et les « natifs numériques ». Beaucoup de choses ont été écrites au sujet des étudiants de la généra-tion Y en tant que génération Internet ou du millénaire. Toutefois, peu de travaux considèrent dans leur ensemble les répercussions du discours des immigrants numériques dans les domaines de l'apprentissage des adultes et de la formation continue. Il est prometteur de savoir que, plutôt que d'être des immigrants numériques pour qui les nouvelles technologies pédagogiques représentent un défi, les adultes de tous âges peuvent migrer leurs précieuses connaissances et compétences vers des environnements d'apprentissage en ligne qui leur permettent d'atteindre la réussite scolaire. Il s'agit là de découvertes importantes, puisque l'apprentissage en ligne est de plus en plus reconnu comme une partie importante de l'apprentissage en cours de vie. Avec la croissance du nombre de données factuelles issues de la recherche qui contrecarrent les distinctions communes entre les natifs et les immigrants

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“…(Week 1), "I felt bad for the students" (Week 9), and "I feel my relationship with these particular students is very amiable" (Week 13,14,15). This theme persisted strongly throughout the semester.…”

Section: Experience Driven By Student Perception and Reactionmentioning

confidence: 97%

“…These authors noted how rarely the topic of pedagogical reform has been paired with the topic of professional identity 14 . Previous studies focused on instructor agency, addressing the ability of the instructor to enact personally-motivated changes within a given pedagogical environment without ever explicitly characterizing the personal and professional identities which act to drive these changes 15 .…”

Section: Adoption and Implementation Literaturementioning

confidence: 99%

Transforming a Dynamics Course to an Active, Blended, and Collaborative Format: Focus on the Faculty

DeBoer¹,

Gerschutz²,

Evenhouse³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The critical, relational practice of instructional design in higher education: an emerging model of change agency

Cited by 90 publications

References 11 publications

The competencies required for effective performance in a university e-learning environment

The competencies required for effective performance in a university e-learning environment

Are Adult Educators and Learners ‘Digital Immigrants’? Examining the Evidence and Impacts for Continuing Education

Transforming a Dynamics Course to an Active, Blended, and Collaborative Format: Focus on the Faculty

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