Instructional design learners make sense of theory

• In Event: RTD- Learning Design & Issues (v)

Short Description

While theory is essential to instructional design (ID) research and practice, many learners struggle to make sense of theory. The purpose of this study is to illuminate how six instructional design learners made sense of theory within an advanced ID theory course. Using collaborative autoethnographic methodology, this study highlights common sensemaking approaches used by learners to move beyond an initial, basic theoretical understanding while engaged in a continual struggle with theory.

Authors

• Presenter: Holly Fiock, Purdue University

• Contributor: Sally Meech, Graduate Student

• Presenter: Mohan Yang, Purdue University

• Presenter: Yishi Long, Purdue University

• Contributor: Tadd S Farmer, Purdue University

• Presenter: Adrie Koehler, Purdue University

• Presenter: Zui Cheng, Shenzhen University