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 Category | Edited book (chapter) |
| ERA Publisher ID | 2177 |
| Book Title | Instructional design: case studies in communities of practice |
| Authors | McDonald, Jacqueline (Author) and Mayes, Terry (Author) |
| Editors | Keppell, Michael J. |
| Page Range | 170-192 |
| Chapter Number | 9 |
| Number of Pages | 23 |
| Year | 2007 |
| Publisher | IGI Global |
| Place of Publication | Hershey, PA. United States |
| ISBN | 9781599043227 |
| 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 2020 | 390405. 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 |
| Byline Affiliations | Faculty of Education |
| Glasgow Caledonian University, United Kingdom | |
| Institution of Origin | University of Southern Queensland |
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