Resisting the Deprofessionalization of Instructional Design

View Sample PDF

Author(s): Matthew M. Acevedo (University of Miami, USA)and Gustavo Roque (Florida International University, USA)
Copyright: 2019
Pages: 18
Source title: Optimizing Instructional Design Methods in Higher Education
Source Author(s)/Editor(s): Yianna Vovides (Georgetown University, USA)and Linda Rafaela Lemus (Georgetown University, USA)
DOI: 10.4018/978-1-5225-4975-8.ch002

Keywords: Education / Higher Education / Information Science Reference / Instructional Design

Purchase

View Resisting the Deprofessionalization of Instructional Design on the publisher's website for pricing and purchasing information.

Abstract

In this chapter, the authors present the argument that instructional design as a professional field in higher education spaces is at risk of deprofessionalization, resulting from their common utilization as technical or production personnel, coupled with the fact that development of and within online and technology-enabled learning environments is increasingly accessible to faculty members and non-experts. As learning management systems and multimedia production platforms continue to become increasingly easy to use and normalized, the technical expertise of technically oriented, development-focused instructional designers risks becoming obsolete, irrelevant, or redundant. This chapter charts the trajectory of this deprofessionalization and presents strategies for how instructional designers—and the field as a whole—should assert its value through a scholar-practitioner approach that privileges the specialized faculties of instructional design (e.g., learning theory, design process models, pedagogy, design thinking) over production or development skills.

The IRMA Community

Research IRM

Resisting the Deprofessionalization of Instructional Design

Purchase

Abstract

Related Content

IRMA Sponsors