Philosophical stances and design frameworks, such as value-sensitive design, manifest in design praxis through enacting specific design approaches and employing a variety of methods by the designers. Although it could overlap with other frameworks and approaches in the Instructional Design and Technology (IDT) field, value-sensitive design remains a largely unexplored topic in the praxis of instructional design for several reasons. As it focuses on different stakeholders and their values, and by recognizing the contested issue of universal values, we report in this paper on our empirical work that sought to describe the values that instructional designers hold/express in relation to their instructional design work for online courses. In this study, instructional designers communicated their values while discussing their design philosophies and how they manifested in designing human-computer interactions to promote online authentic learning. Through the theoretical lens of value-sensitive design, we provide a detailed account of instructional designers' values as well as describe and showcase how their values manifested in specific design artefacts. Through this investigation of instructional designers' values, we contribute to the ongoing discussion on value-sensitive design and generate implications for instructional design research and education. These implications contribute to the evolution of the instructional design field.