Instructional design as a way of acting in relationship with learners

Authors

Jason K. McDonald, Brigham Young UniversityFollow

Keywords

Instructional design

Abstract

My audience in this chapter is designers who have experienced this kind of ten- sion. While they want to see themselves as important contributors to the form that educational experiences take, they struggle to articulate a view of instructional design that does not place ultimate responsibility for learning in the instructional strategies or technological forces that are under their (the designers’) control.

Original Publication Citation

McDonald, J. K. (2021). Instructional design as a way of acting in relationship with learners. In B. Hokanson, M. Exter, A. Grincewicz, M. Schmidt, & A. A. Tawfik (Eds.), Learning: Design, engagement, and definition (pp. 41–55). Springer Nature Switzerland AG. https://doi.org/https://doi.org/10.1007/978-3-030-85078-4_4

BYU ScholarsArchive Citation

McDonald, Jason K., "Instructional design as a way of acting in relationship with learners" (2021). Faculty Publications. 5593.
https://scholarsarchive.byu.edu/facpub/5593

Document Type

Book Chapter

Publication Date

2021

Permanent URL

http://hdl.lib.byu.edu/1877/8325

Publisher

Springer

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Associate Professor

Copyright Status

© 2021 Springer. All rights reserved

Copyright Use Information

https://lib.byu.edu/about/copyright/