Instructional design as a way of acting in relationship with learners
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.
David O. McKay School of Education
Instructional Psychology and Technology
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