Ways of Knowing I: Designers PCK and Design Metaphor Katy Campbell, PhD University of Alberta

Why study instructional designers disciplinary formation? Employment of instructional designers within the postsecondary sector is growing Instructional designers play an important role in shaping the learning experiences Experienced instructional designers develop a tacit understanding of instructional design across the disciplines

Employment of instructional designers within the postsecondary sector is growing

Instructional designers play an important role in shaping the learning experiences

Experienced instructional designers develop a tacit understanding of instructional design across the disciplines

Significance Gaining an understanding of how instructional designers develop their disciplinary understandings: Provide insights on transitioning between disciplines Improve acceptance within the disciplines

Gaining an understanding of how instructional designers develop their disciplinary understandings:

Provide insights on transitioning between disciplines

Improve acceptance within the disciplines

Framing the study This study relies on two theoretical constructs: Disciplinary-based pedagogical content knowledge Agency of the instructional designer (agentic model)

This study relies on two theoretical constructs:

Disciplinary-based pedagogical content knowledge

Agency of the instructional designer (agentic model)

Data collection and analysis Data collection: Open-ended questions Six purposively selected instructional designers Written recording / memo writing Member checks

Data collection:

Open-ended questions

Six purposively selected instructional designers

Written recording / memo writing

Member checks

Emerging ideas Experiences converged around a critical incident Enduring preference to work within their own disciplines Disciplinary understandings contribute to (cultural) identity formation

Experiences converged around a critical incident

Enduring preference to work within their own disciplines

Disciplinary understandings contribute to (cultural) identity formation

Culture defined… Culture finds expression “in learned, shared and inherited values, in the beliefs, norms and life practices of a certain group, guiding their processes of thinking, decision-making and action.” Suominen, Krovasin, and Ketola (1997)

Culture finds expression “in learned, shared and inherited values, in the beliefs, norms and life practices of a certain group, guiding their processes of thinking, decision-making and action.”

Suominen, Krovasin, and Ketola (1997)

Culture and Identity shared language and symbols windows into shared aesthetics fluidity

shared language and symbols

windows into shared aesthetics

fluidity

Ways of knowing and seeing shortcuts to understanding, deep-rootedness of metaphor in culture, sensory-emotional associations new perceptions, creating communities with shared meaning; but excluding others

shortcuts to understanding,

deep-rootedness of metaphor in culture,

sensory-emotional associations

new perceptions,

creating communities with shared meaning;

but excluding others

PCK and Metaphor Schools of thought in social science, those communities of theorists subscribing to relatively coherent perspectives, are based upon the acceptance and use of different kinds of metaphor as a foundation for inquiry. Morgan, 1980

Schools of thought in social science, those communities of theorists subscribing to relatively coherent perspectives, are based upon the acceptance and use of different kinds of metaphor as a foundation for inquiry.

Morgan, 1980

An intimate community A principal ambition in the use of metaphor…is to induce others to feel as we do, and to do this by describing the objects of our feelings in a way which requires a special effort at comprehension on the part of others. When I offer you a metaphor I invite your attempt to join a community with me, an intimate community whose bond is our common feeling about something. Cohen, 1997

A principal ambition in the use of metaphor…is to induce others to feel as we do, and to do this by describing the objects of our feelings in a way which requires a special effort at comprehension on the part of others. When I offer you a metaphor I invite your attempt to join a community with me, an intimate community whose bond is our common feeling about something.

Cohen, 1997

Metaphors shape thought represent cognitive and perceptual features express facets not easily described vivid and memorable images

represent cognitive and perceptual features

express facets not easily described

vivid and memorable images

Examples of metaphor Teaching as improvisational performance Pastor as shepherd (of a flock) Graduate supervision as walking on a rackety bridge a fiduciary relationship Adult educator as adventure guide Nurse as advocate the desktop Designer as blue collar worker

Teaching as improvisational performance

Pastor as shepherd (of a flock)

Graduate supervision as

walking on a rackety bridge

a fiduciary relationship

Adult educator as adventure guide

Nurse as advocate

the desktop

Designer as blue collar worker

Cultural myths and metaphors Far from being a mere rhetorical flourish, floating on the surface of proper argument, metaphor and workings of language are actually responsible for the appearance of truth…in discourse. Potter (1996) How does metaphor relate to myth?

Far from being a mere rhetorical flourish, floating on the surface of proper argument, metaphor and workings of language are actually responsible for the appearance of truth…in discourse.

Potter (1996)

How does metaphor relate to myth?

Grand narratives sacred stories cover stories secret stories

sacred stories

cover stories

secret stories

Metaphors and Myths of ID Design as craft Design as agency Design as connoisseurship

Design as craft

Design as agency

Design as connoisseurship

From designers’ narratives Designers as provocateurs Designers as gardeners Designers as social entrepreneurs Designers as project managers Designers as cooks (short-order, gourmet) Design as subversive activity

Designers as provocateurs

Designers as gardeners

Designers as social entrepreneurs

Designers as project managers

Designers as cooks (short-order, gourmet)

Design as subversive activity

Selected references Cohen, T. (1997). Metaphor, feeling, and narrative. Philosophy and Literature, 21 (2), 223-244. Clandinin, D.J. & Connelly, F.M. (1995). Teachers’ professional knowledge landscape. New York: Teachers College Press. Ereaut, G. (2002). Analyzing and interpretation in qualitative market research . London: Sage, Fenwick, T.J. (2000). Adventure guides, outfitters, firestarters and caregivers: Continuing Educators’ images of identity. Canadian Journal of University Continuing Education, 26 (1), 53-77. MacKinnon, J. (2004). Academic supervision: seeking metaphors and models for quality. Journal of Further and Higher Education, 28(4), 395-405 .

Cohen, T. (1997). Metaphor, feeling, and narrative. Philosophy and Literature, 21 (2), 223-244.

Clandinin, D.J. & Connelly, F.M. (1995). Teachers’ professional knowledge landscape. New York: Teachers College Press.

Ereaut, G. (2002). Analyzing and interpretation in qualitative market research . London: Sage,

Fenwick, T.J. (2000). Adventure guides, outfitters, firestarters and caregivers: Continuing Educators’ images of identity. Canadian Journal of University Continuing Education, 26 (1), 53-77.

MacKinnon, J. (2004). Academic supervision: seeking metaphors and models for quality. Journal of Further and Higher Education, 28(4), 395-405 .

Morgan, G. (1980). Paradigms, metaphors and puzzle solving in organization theory. Administrative Science Quarterly, 25 , 605-622 . Suominen, T., Krovasin, M., & Ketola, O. (1997). Nursing culture: Some viewpoints. Journal of Advanced Nursing , 25 , 186-190.

Morgan, G. (1980). Paradigms, metaphors and puzzle solving in organization theory. Administrative Science Quarterly, 25 , 605-622 .

Suominen, T., Krovasin, M., & Ketola, O. (1997). Nursing culture: Some viewpoints. Journal of Advanced Nursing , 25 , 186-190.

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