Instructional Design at the Front Line

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.