ID as Social Process

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Information about ID as Social Process
Education

Published on November 7, 2008

Author: schwier

Source: slideshare.net

Description

Paper presented at AECT 2008. Describes constructs around social processes that influence instructional design theory and practice.

Instructional Design as Social Process AECT Orlando, Florida, November 7, 2008 Richard Schwier, University of Saskatchewan Luis Pérez

AECT

Orlando, Florida, November 7, 2008

Richard Schwier, University of Saskatchewan

Instructional Design as Social Process Acknowledgement Katy Campbell, University of Alberta Richard Kenny, Athabasca University Luis Pérez

Acknowledgement

Katy Campbell, University of Alberta

Richard Kenny, Athabasca University

ID as Social Process ID is complex social practice, not rote application of instructional models, processes, techniques.

ID is complex social practice, not rote application of instructional models, processes, techniques.

ID as Social Process ID involves agency active passive

ID involves agency

active

passive

ID as Social Process ID involves moral relationships Actions are not value-neutral

ID involves moral relationships

Actions are not value-neutral

The Multivariate Nature of Agency

Intentional Dimension of Agency Deciding which things are important & those things we mean to do Personal judgments about what is significant, valuable, moral or ethical Risk of making design decisions inconsistent with underlying intentions of the work

Deciding which things are important & those things we mean to do

Personal judgments about what is significant, valuable, moral or ethical

Risk of making design decisions inconsistent with underlying intentions of the work

Operational Dimension of Agency Practical implications or expression of particular intentions, principles or values Several operational expressions can be consistent with single intentional dimension

Practical implications or expression of particular intentions, principles or values

Several operational expressions can be consistent with single intentional dimension

Advice to Grad Programs Avoid exclusive focus on mastery of tools. Engage student designers in early identity work via: storying experience autobiographical writing deconstruction of situated experiences via group conversations

Avoid exclusive focus on mastery of tools.

Engage student designers in early identity work via:

storying experience

autobiographical writing

deconstruction of situated experiences via group conversations

Advice to Grad Programs learning how to interview and listen actively/intentionally ...and by David Shankbone

learning how to interview and listen actively/intentionally

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