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학습관리시스템의 대시보드 설계를 위한 학습자 중심 요구분석: 분석과 설계 도구로서 활동이론의 적용

Need Analysis for Learning Analytics Dashboard in LMS: Applying Activity Theory as an Analytic and design Tool

조일현|박연정
한국교육공학회 (Korean Society Of Educational Technology)|2014.06|교육공학연구 (Journal of Educational Technology)|제30권 제2호|pp. 221-258

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키워드

활동이론Activity theory대시보드학습관리시스템Learning Management System (LMS)DashboardLearning analytics학습 분석학
주제분류교육학

초록

학습관리시스템은 교수자가 각종 학습 자료를 제공하고, 학습자와 교수자, 그리고 학습자간 확장된 커뮤니케이션, 토론 학습, 그리고 팀 프로젝트 등이 이루어지도록 지원한다. 시스템에 남겨진 로그파일들은 학습자의 온라인 학습 패턴을 규명해주는 것에서 나아가 학습 처방의 도구로도 활용 가능하다. 이렇게 시스템 내 거대 데이터를 교육적으로 마이닝하고, 학습 처방에 활용하는 학습 분석학은 학습자에게 보다 맞춤화된 교육 서비스를 제공할 수 있다는 측면에서 스마트 러닝의 한 방향으로 기대가 되고 있다. 본 연구에서는 학습자들의 온라인 학습 패턴과 학습 가이드를 시각적으로 제공하는 대시보드를 설계하는 과정에서, 국내 서울 소재 A대학의 학생 8명을 대상으로 가상 캠퍼스의 활용 현황과 대시보드 제공에 대한 필요성 인식 및 요구 사항을 조사하였다. 본 연구는 학습자의 온라인 학습 활동 경험과 인식을 조사하는 질적 연구로서 현상의 분석 및 도구의 설계를 위하여 활동이론을 적용하였다. 본 연구의 핵심은 활동이론의 주 구성요소인 주체(학습자)와 객체(교육과정), 커뮤니티(대학)의 특성 외에, 매개 요소에 해당하는 도구(학습관리시스템), 규범, 분업체계를 시스템적 유기성 관점에서 살펴봄으로써, 대학 교육에서 가상 캠퍼스의 활용이 가지는 의미와 인식을 파악하는 데 있다. 나아가 이러한 활동 시스템의 시간에 따른 변화에 대해 생각해보고, 활동 시스템 내의 모순에 기초하여 향후 학습 분석학에 기초한 대시보드를 설계하는데 시사점을 도출하였다.

Abstract

Learning Management System (LMS) supports instructors’ teaching, extended communication among students, students’ collaborative learning and project based learning. The log files that students leave in LMS not only explain their online learning patterns but also enable to provide a useful treatment and learning guidance to students. Use of big data such as the log files, technic of educational data mining (EDM) and provision of appropriate treatment in the learning analytics approach have been attractively recognized among researchers and practitioners who connect them with smart learning. In this study, in order to design and develop a visualized dashboard based on the learning analytics, we investigated how students in a large university use LMS in their cyber campus and how they perceive the needs of learning analytics dashboard. We selected eight students who are enrolled in a university and conducted individual interviews with them. In analyzing their interview results, we utilized the framework of activity theory. The gist of this study is to view students (subjects)’ perceptions regarding the use of cyber campus, specifically Moodle LMS (tool) and their needs regarding learning analytics dashboard throughout the lens of activity theory. Activity theory contributed to this study by allowing us to understand the relations among main components (subject, objects, community) and their mediated components (tools, rules, and division of labor). Final discussion includes how the analysis of contradictions occurred between or within components of activity system suggest the design implications of learning analytics dashboard.

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