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Instructional Design at the Front Line: A Reflection on Epistemology and Meaning Making

Instructional Design at the Front Line: A Reflection on Epistemology and Meaning Making

Catherine Hayes
Copyright: © 2024 |Pages: 25
ISBN13: 9798369310786|ISBN13 Softcover: 9798369346891|EISBN13: 9798369310793
DOI: 10.4018/979-8-3693-1078-6.ch004
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MLA

Hayes, Catherine. "Instructional Design at the Front Line: A Reflection on Epistemology and Meaning Making." Inquiries of Pedagogical Shifts and Critical Mindsets Among Educators, edited by Aaron R. Gierhart, IGI Global, 2024, pp. 78-102. https://doi.org/10.4018/979-8-3693-1078-6.ch004

APA

Hayes, C. (2024). Instructional Design at the Front Line: A Reflection on Epistemology and Meaning Making. In A. Gierhart (Ed.), Inquiries of Pedagogical Shifts and Critical Mindsets Among Educators (pp. 78-102). IGI Global. https://doi.org/10.4018/979-8-3693-1078-6.ch004

Chicago

Hayes, Catherine. "Instructional Design at the Front Line: A Reflection on Epistemology and Meaning Making." In Inquiries of Pedagogical Shifts and Critical Mindsets Among Educators, edited by Aaron R. Gierhart, 78-102. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-1078-6.ch004

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Abstract

The purpose of this chapter is to provide an illustrative pedagogical case study that demonstrates that the whole notion of epistemic transformation can be regarded as a means of defining and consequently constructing the goals of scholarship, its place in the construction of knowledge, and perhaps more significantly in the framing of applied researcher epistemic positionality. Contemporary society and the shaping of epistemic context of meaning making and the situational specificity of its practice mean that both professional identity and professionalism are contextualized and framed within metacognition and the capacity of individuals to make sense of both their own sense of self concept and their wider collective contribution to communities of practice.

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