Richard F. Kenny

TL;DR: Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion.

TL;DR: Recommendations are made for designers and instructors of online courses to raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues.

TL;DR: In this article, a literature review was conducted to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion.

TL;DR: In this paper, a 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels.

TL;DR: In this paper, the authors draw on the observations of five instructional designers who discuss their professional identities, their communities of practice and their roles as agents of social and institutional change, embedded in two theoretical positions.