Abstract
Instructional development, a service activity in which a faculty member and an instructional designer work in close cooperation to redesign an existing course or to design a new one. represents the typically elusive subject of educational research: a human process. This article examines the application of naturalistic inquiry to such a research topic and suggests that such inquiry needs to be informed by research traditions in sociology and anthropology that have long used these methods. Drawing on social-movement theory, an example is presented of analogical theorizing, illustrating how socialmovement theory developed in other areas can be applied to the exploration of instructional development.
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