Author(s)

K. Campbell

Abstract

Workplaces are potential learning communities that invite critical reflection on practice that can be shared with others. Higher Education (HE) may be described as a workplace in which instructional development activity may be a form of inquiry in which faculty see \“the taken-for-granted with new eyes” [33, p.3], prompting them to critically reflect upon their experiences and practice and leading to a foundational reframing of their core beliefs, assumptions, and values and subsequent actions [31]. Instructional innovation in HE can be personally risky, yet this is the level at which transformational thinking and action occurs and is sustained. The incorporation of instructional technology into teaching practice extends an already complex environment, introducing an unfamiliar realm of expertise. This complexity may be inc

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