The document discusses instructional design (ID) as a complex social process that involves active and passive agency, emphasizing the moral relationships and value judgments involved in design decisions. It critiques exclusive focus on technical mastery in graduate programs and suggests engaging student designers in identity work through storytelling and reflective practices. The importance of understanding both the intentional and operational dimensions of agency in instructional design is highlighted.

1. Instructional Design as Social Process AECT Orlando, Florida, November 7, 2008 Richard Schwier, University of Saskatchewan Luis Pérez

2. Instructional Design as Social Process Acknowledgement Katy Campbell, University of Alberta Richard Kenny, Athabasca University Luis Pérez

3. ID as Social Process ID is complex social practice, not rote application of instructional models, processes, techniques.

4. ID as Social Process ID involves agency active passive

5. ID as Social Process ID involves moral relationships Actions are not value-neutral

6. The Multivariate Nature of Agency

7. Intentional Dimension of Agency Deciding which things are important & those things we mean to do Personal judgments about what is significant, valuable, moral or ethical Risk of making design decisions inconsistent with underlying intentions of the work

8. Operational Dimension of Agency Practical implications or expression of particular intentions, principles or values Several operational expressions can be consistent with single intentional dimension

9. Advice to Grad Programs Avoid exclusive focus on mastery of tools. Engage student designers in early identity work via: storying experience autobiographical writing deconstruction of situated experiences via group conversations

10. Advice to Grad Programs learning how to interview and listen actively/intentionally ...and by David Shankbone