Dissenyadors instruccionals del segle XXI: creuant les bretxes perceptuals entre identitat, pràctica, impacte i desenvolupament professional

Afsaneh Sharif, Sunah Cho

Resum


El propòsit d'aquest article és debatre sobre l'estatus dels dissenyadors instruccionals a través d'un breu comentari sobre la història del disseny instruccional, la comparació dels models de disseny instruccional i una presentació sobre la perspectiva de com els dissenyadors instruccionals afronten la seva identitat actual i la seva professió, mentre busquen el seu desenvolupament professional. En aquest article hem identificat diverses raons per determinar per què l'esforç de desenvolupament professional no és ideal per als dissenyadors instruccionals. Aquestes raons inclouen una falta de prioritat que es dóna al desenvolupament professional des d’un punt de vista de l’organització, el pressupost i el finançament, la càrrega de treball individual i visions i prioritats departamentals. Per tal d’afrontar i superar aquests factors, recomanem una comunitat de pràctica de dissenyadors instruccionals dins de les institucions. Com que el panorama d'educació està canviant constantment, l'àrea de dissenyadors no es pot quedar estàtica. Per a poder respondre a tots els canvis, els dissenyadors instruccionals no solament necessiten esforçar-se en el seu aprenentatge continu, també necessiten adoptar una pràctica de més col·laboració, mitjançant la qual poden compartir i intercanviar idees i millorar pràctiques.

Paraules clau


disseny instruccional; desenvolupament professional; millora de l'ensenyament; innovació de l'ensenyament

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DOI: http://dx.doi.org/10.7238/rusc.v12i3.2176

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