The Journal of Applied Instructional Design
Instructional designers (IDs) need to maintain an understanding of the current trends and issues within the field. Pursuing professional learning informally supports IDs’ effort to keep up with current trends and issues because it is not restricted by curriculum and time. Professional development (PD) offered by Professional Development for Instructional Designers (PD4IDs) learning group can address issues related to geographical and funding limitations. This application paper presents the coordination of PD based on the conceptual framework (e.g., Community of Practice and Social Network Knowledge Construction) and reflections of several PD4IDs members with various roles. The reflections indicate the benefits of participating in PD for shaping IDs’ professional learning and practices. Discussion and implications for IDs intending to pursue non-traditional PD are also presented.
Original Publication Citation
Muljana, P. S., Austion, K., Jutzi, K., Pezzell, L. B., & Pytel, M. G. (2021). Free asynchronous professional development by, from, and for instructional designers: How informal learning opportunities shape our professional learning and design practices. The Journal of Applied Instructional Design, 10(3), 1-13. https://doi.org/10.51869/103
Muljana, Pauline S.; Austion, Kristen; Jutzi, Kayla; Pezzell, Lora B.; and Pytel, Malgorzata (Gosia), "Free Asynchronous Professional Development By, From, and For Instructional Designers: How Informal Learning Opportunities Shape Our Professional Learning and Design Practices" (2021). STEMPS Faculty Publications. 210.