The changing role of an instructional designer in the implementation of blended learning at an Australian university

Edited book (chapter)


McDonald, Jacqueline and Mayes, Terry. 2007. "The changing role of an instructional designer in the implementation of blended learning at an Australian university." Keppell, Michael J. (ed.) Instructional design: case studies in communities of practice. Hershey, PA. United States. IGI Global. pp. 170-192
Chapter Title

The changing role of an instructional designer in the implementation of blended learning at an Australian university

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2177
Book TitleInstructional design: case studies in communities of practice
AuthorsMcDonald, Jacqueline (Author) and Mayes, Terry (Author)
EditorsKeppell, Michael J.
Page Range170-192
Chapter Number9
Number of Pages23
Year2007
PublisherIGI Global
Place of PublicationHershey, PA. United States
ISBN9781599043227
9781599043241
Digital Object Identifier (DOI)https://doi.org/10.4018/978-1-59904-322-7.ch009
Web Address (URL)http://www.igi-global.com/gateway/chapter/full-text-pdf/23952
Abstract

This chapter presents a case study that reflects on the changing approach of an instructional designer at an Australian university. The designer moved from one-to-one interactions with subject matter experts in the design of traditional print-based distance learning courses to adopting a pedagogical framework that guides the use of technology in hybrid course design and encourages the subject matter experts to design their courses in a way that emphasises what Wenger (2005) has called the 'horizontalisation' of learning. The subject experts were encouraged to experience some of the benefits of a community of practice (CoP) approach for themselves. The study contrasts the traditional approach to design with the framework used here, in which social constructivist principles of learning were offered to the subject matter experts in a way that was immediately engaging and usable for them. The chapter presents the subject experts' evaluation of the effectiveness of the approach described.

ANZSRC Field of Research 2020390405. Educational technology and computing
390307. Teacher education and professional development of educators
390303. Higher education
Public Notes

© 2007, IGI Global. Copying or distributing in print or electronic forms without written permission of
IGI Global is prohibited.

Byline AffiliationsFaculty of Education
Glasgow Caledonian University, United Kingdom
Institution of OriginUniversity of Southern Queensland
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