Role-based learning: Considering identity and practice in instructional design

Abstract

Research in the learning sciences has moved toward a focus on the conditions in which knowledge is learned and applied (e.g. Bransford, Brown, & Cocking, 2000; CTGV, 1997). However, instructional designs still tend to focus primarily on the material or physical conditions for applying knowledge, not the social or personal context of that knowledge (Lave & Wenger, 1991; Hay & Barab, 2001). This study takes as its premise that learning to perform a professional role in a domain involves more than the acquisition of knowledge propositions in that domain; learning a role transforms identity and practice (Wenger, 1998). For this dissertation, a learning experience is designed and evaluated with an explicit focus on learning a role for new employees at a health care corporation. The designed intervention used intentional language and multimedia stories to guide the new employees’ adoption of their role. The design had the effect of facilitating understanding of the role as measured by pre- and post-writing measures and interviews. Based on the study, trajectories of role change are described and design principles for role-based learning are proposed.