디지털 스토리텔링 기반 수업을 위한 교수·학습모형 개발
Developing a Teaching and Learning Model for Digital Storytelling-based Instruction
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초록
이 연구는 수업 현장에서 효과적으로 디지털 스토리텔링을 활용할 수 있도록 도울 수 있는 교수·학습모형을 개발하는 데 목적이 있다. 이를 위하여 문헌 분석을 통해 디지털 스토리텔링의 개념과 특징을 규정하였으며, 디지털 스토리텔링이 학습에 긍정적인 영향을 미칠 수 있음을 확인하였다. 또한, 디지털 스토리텔링을 활용한 수업 설계 원리 및 수업모형을 탐색하고, 디지털 스토리텔링의 주요 요소를 도출하여 교수설계모형 및 교수·학습모형을 개발하였다. 개발된 교수설계모형과 교수·학습모형에 대해서는 2차례의 전문가 검토와 모형 타당화 과정을 거쳐 수정․보완 후 최종안을 확정하였다. 교수설계모형의 최종안은 수업 전 활동 단계, 수업 실행 활동 단계, 수업 후 활동 단계를 포함하였으며, 교수·학습모형의 최종안은 DST 활동 워크숍, DST 학습활동, DST 공유 및 정리의 단계를 포함하였다. 교수·학습모형의 세부 단계로 DST 활동 미니레슨, DST 활동 시범보이기를 DST 활동 워크숍에, DST 초안 제작, DST 동료 및 교사 피드백 활동, DST 정교화 활동을 DST 학습활동에 포함하였다. 또한, DST 공유 및 정리 단계에는 DST 발표 및 공유, DST 활동 정리의 세부 단계를 포함하였다. 이 연구에서 제안한 디지털 스토리텔링 교수·학습모형은 범교과적으로 활용될 수 있다는 점, DST 기반 수업을 지원하다는 점, 학생들의 교과 내용 학습의 이해, 글쓰기 능력 및 디지털 리터러시 역량, 협력적 의사소통 능력의 함양을 도울 수 있다는 점 등이 특징이다.
Abstract
The purpose of this study was to develop a teaching and learning model for digital storytelling (DST)-based instruction effectively. For this purpose, this study analyzed the concepts and characteristics of DST and investigated whether there were the positive effects of DST on process and outcomes of student learning through literature review. In addition, this study established essential elements of DST and one instructional design model and one teaching and learning model for DST-based instruction by exploring principles of instructional design utilizing DST. This study employed two round of expert panel meeting for elaborating the two models for DST-based instruction. Also, this study conducted the process of model validation by employing three experienced teachers, and then established the final version of the two models for DST-based instruction. The instructional design model for DST-based instruction includes three main phases: pre-instructional activities, instructional activities, and post-instructional activities. In addition, the teaching and learning model is composed of three main steps: workshop for DST activities, DST learning activities, DST sharing and summary activities. The three main steps include differentiated and specific activities as follows; 1) workshop for DST activities: mini-lesson for DST activities and demonstration for DST activities, 2) DST learning activities: making drafts of DST work, teacher- and peer feedback for DST work, and elaborating activities for DST work, and 3) DST sharing and summary activities: presentation and sharing activities of DST work and warp-up activities of DST work. These models which were developed in this study are applicable to diverse subject matters and support DST-based instruction effectively. In addition, they can help students improve their understanding of learning contents, academic writing competency, digital literacy competency, and collaborative communication competency.
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