본문 바로가기
KERD
논문KCI 등재

웹기반 학습환경설계를 위한 ‘학습자주도설계(Learner Initiated Design)’에 대한 이론적 탐색

Theoretical Inquiry on ‘Learner Initiated Design’ in Web-based Learning Environment Design

박성익|임완철
한국교육공학회 (Korean Society Of Educational Technology)|2010.06|교육공학연구 (Journal of Educational Technology)|제26권 제2호|pp. 125-147

2

조회

0

다운로드

3

인용

0

참고문헌

키워드

User-Centered Design사용자중심설계설계모형학습자주도설계웹기반 학습환경설계Learner Initiated DesignWeb-based Learning Environment Design
주제분류교육학

초록

학습자의 요구에 기반한 설계를 통해서 교수학습의 효과성과 효율성을 높이고자 하는 사용자중심설계(User-Centered Design)는 1980년대부터 교수설계분야에서 중요하게 다루어져왔다. 효과적인 교수설계에서 고려해야 하는 가장 중요한 요인은 ‘학습자의 요구’이다. 그러나 사용자중심설계는 지속적으로 변화하는 학습자의 요구를 분석단계에서 정확하게 파악하기 어려울 뿐만 아니라 분석된 학습자의 요구를 설계 및 개발단계에서도 효과적으로 적용하기가 어렵다는 문제점이 있다. 본 연구의 목적은 웹기반 학습환경 설계에 있어 사용자중심설계의 문제점을 해결하기 위해서 학습자가 자신의 요구와 능력에 기초하여 직접 자신의 웹기반 학습환경을 설계할 수 있는 ‘학습자주도설계(Learner Initiated Design)’의 원리 및 절차를 구안하고 기술적 조건을 탐색하려는데 있다. 연구목적의 성취를 위해서 사용자가 중심이 되는 네 가지 설계모형들의 특징과 장단점을 비교 분석하였으며, 그 결과에 기초하여 ‘학습자주도설계’의 원리와 절차를 도출하고 기술적 조건을 탐색하였다. 본 연구를 통해 도출된 학습자주도설계의 원리들은 ① 학습자를 분석대상이 아닌 설계 주체로서 인식하고, ② 학습환경을 통해 자신의 역량을 신장시켜야 하는 학습자의 고유한 특징에 기초하여 설계하고, ③ 분석과 설계 단계에서 순환적으로 수행하고, ④ 설계단계에서만 설계해야 하는 사용자중심설계의 약점을 극복하고자 학습자주도설계는 설계단계와 사용단계에서도 누구든지 설계가 가능해야하고, ⑤ 학습자중심적인 학습을 위한 아티팩트의 생성이 가능한 기술적 환경을 제공하고, ⑥ 학습자가 지식을 갖춘 후 참여해야 한다는 것 등이다. 또한 학습자주도설계의 적용을 위해 필요한 기술적 조건들로서 다양한 교수-학습 자원의 공유 및 상호 운용을 가능하게 하는 공유된 기술표준을 따르는 플랫폼, 학습기술 표준에 제한되지 않는 개방적 기술표준, 컨텐츠에 결합되어 있는 기술적 배경의 공유 및 상호운용을 지원하는 기술표준 등을 지적하였다.

Abstract

The major concern of Learning Environments Design(LED) is to create and improve artifacts that facilitate human learning. To achieve more effective and efficient learning, User-Centered Design (UCD) strategy that focused on understanding the needs of the user as a way to inform design, has been a major step forward in instructional design to transcend professional dominated design which ignored real user needs and capabilities. However, researchers stressed that UCD have some critical problems, e.g., learners may don`t know their needs in analysis phase, even though they know their needs, their needs may be successively changed through whole phases in design process. The main purpose of this study is to inquire the principles and procedures of learner Initiated Design (LID) to solve the problems of UCD in web-based LED. LID refer to design strategy to create learning environments that can be modified and designed by learners themselves in using phase as well as design phase when the learner`s needs arise. For the purposes of this study, four design strategies that aim to solve the problems of UCD are analyzed. As results, six principles of LID are identified; learners should be considered as subjects to design not objects to be analyzed; it should be focused on learners` characteristics that should be learned and enhanced in learning environments; iteratively processing in analysis phase and design phase; it should be allowed learners to design in using phases as well as design phases when the learner`s needs arise; it should be provided technological conditions to be designed cognitive artifacts for learner-centered e-learning; learners should be involved in whole design process as informed participants. LID needs open standards specification for the contents, tools, and systems to support share, reuse, interoperate learning resources; to use of external tools in whole internet communities; to interoperate content with integrated specific technical contexts between other different web-based learning environments.

참고문헌 (45)

  1. 박성익, "자기조절학습의 구성요인과 학습효과에 관한 고찰", 아시아교육연구, 5(2), pp.137~158 (2004), 교육연구소
  2. Arias, E. G., "Beyond Access: Informed Participation and Empowerment", Proceedings of the Computer Supported Collaborative Learning (CSCL '99) Conference, pp.20~32 (1999)
  3. Baek, E.O., "User-Centered Design and Development. in: Handbook of research on educational communications and technology", pp.659~670 (2008), Lawrence Erlbaum Associates
  4. Bannon, L., "From human factors to human actors: the role of psychology and human–computer interaction studies in systems design. in: Design at Work: Cooperative Design of Computer Systems", pp.25~44 (1991), Lawrence Erlbaum Associates
  5. Brown, J. S., "Toward Informed Participation: Six Scenarios in Search of Democracy in the Information Age", The Aspen Institute Quarterly, 6(4), pp.49~73 (1994)
  6. Carr, A. A., "User-Design in the creation of human learning systems", ETR&D, 45(3), pp.5~22 (1997)
  7. Carr-Chellman, A., "User-design research. in: Handbook of research on educational communication and technology : A project of the association for educational communications and technology", pp.701~716 (2004), Lawrence Erlbaum Associates
  8. Carr-Chellman, A. A., "User Design" (2007), Lawrence Erlbaum Associates
  9. Carroll, J. M., "The development of cooperation: five years of participatory design in the virtual school", Proc. of the Conference on Designing Interactive Systems: Processes, Practices, Methods, and Techniques, pp.239~251 (2000), ACM Press
  10. Dagger, D., "Service-Oriented E-Learning Platforms: From Monolithic Systems to Flexible Services", IEEE Internet Computing, 11(3) (2007)
  11. dePaula, R., "Courses as Seeds: Expectations and Realities", Proceedings of the Second European Conference on Computer-Supported Collaborative Learning (Euro-CSCL' 2001), pp.494~501 (2001)
  12. Ehn, P., "Scandinavian design: On participation and skill. in: Participatory Design: Principles and Practices" (1993), Lawrence Erlbaum Associates, Publishers
  13. Fischer, G., "Meta-Design: A Framework for the Future of End User Development. in: User Development: Empowering People to Flexibly Employ Advanced Information and Communication Technology", pp.427~547 (2006), Kluwer Academic Publishers
  14. Fischer, G., "Meta-Design: Beyond User-Centered and Participatory Design", Proceedings of HCI International 2003, pp.88~92 (2003)
  15. Fischer, G., "Designing Socio-Technical Environments in Support of Meta-Design and Social Creativity", Proceedings of the Conference on Computer Supported Collaborative Learning (CSCL '2007), pp.1~10 (2007), Rutgers University
  16. Fischer, G., "End-User Development and Meta-Design Foundations for Cultures of Participation", End-User Development, 5435, pp.3~14 (2009)
  17. Fischer, G., "Knowledge Communication in Design Communities. in: Barriers and Biases in Computer-Mediated Knowledge Communication", pp.213~242 (2005), Springer
  18. Fischer, G., "Meta-Design: A Manifesto for End-User Development", Communications of the ACM, 47(9), pp.33~37 (2004)
  19. Gonzalez-Barbone, V., "From SCORM to Common Cartridge: A step forward", Computers & Education, 54(1), pp.88~102 (2010)
  20. Gordon, V. S., "Rapid prototyping: Lessons learned", IEEE Software, 12(1), pp.85~95 (1995)
  21. Gustafson, K., "Survey of Instructional Design Models" (2002), ERIC Clearinghouse on Information Technology
  22. "Learning tools interoperability v2.0 working group. IMS global learning consortium"[URL]
  23. "The e-Framework for Education and Research A briefing paper"[URL]
  24. "Rationale for the e-Framework Technical Approach"[URL]
  25. Jones, T. S., "Rapid prototyping methodology in action: A development study", ETR&D, 48(2), pp.63~80 (2000)
  26. "Common cartridge overview. IMS global learning consortium"[URL]
  27. Kim, C., "Foundations for the future. in: Handbook of research for educational communications and technology", pp.2443~2471 (2007), Erlbaum
  28. Kolodner , J. L., "Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design to Practice", Journal of the Learning Sciences, 12(4), pp.495~547 (2003)
  29. Kolodner, J., "Facilitating the learning of design practices: Lessons learned from an inquiry into science education", Journal of Industrial Teacher Education, 39(3), pp.1~31 (2004)
  30. Kolodner, J. L., "Learning by Design from theory to practice", Proceedings of ICLS 98, pp.16~22 (1998), AACE
  31. Krajcik, J. S., "Project-based learning. in: The Cambridge handbook of the learning sciences", pp.317~333 (2006), Cambridge University Press
  32. "The e-Framework for Education and Research: An Overview. Version R1/from"[URL]
  33. Papert, S., "The Children’s Machine: Rethinking School in the Age of the Computer" (1993), Basic Books
  34. 박성익, "A Quest of Design Principles of Cognitive Artifacts through Case Analysis in e-Learning: A Learner-Centered Perspective", Educational Technology International, 10(1), pp.1~23 (2009), 한국교육공학회
  35. Quintana, C., "Learner-Centered Design. in: The Cambridge Handbook of the Learning Sciences", pp.119~134 (2006), Cambridge University Press
  36. Quintana, C., "Issues and approaches for developing learner-centered technology", Advances in computers, 57, pp.272~321 (2003), Academic Press
  37. Reigeluth, C. M., "A new paradigm of ISD?", Educational Technology, 36(3), pp.13~20 (1996)
  38. Reigeluth, C. M., "Instructional design theories and models Vol. Ⅱ" (1999), Lawrence Erlbaum Associates
  39. Reigeluth, C. M., "Trends and issues in P-12 educational change. in: Trends and Issues in Instructional Design and Technology", pp.209~220 (2007), Prentice Hall
  40. Scardamalia, M., "Knowledge building: Theory, pedagogy, and technology. in: The Cambridge Handbook of the Learning Sciences", pp.97~118 (2006), Cambridge University Press
  41. Shin, W., "Wiki-based rapid prototyping for teaching-material design in e-Learning grids", Computer & Education, 51, pp.1037~1057 (2007)
  42. Simon, H. A., "The sciences of the artificial" (1996), The MIT Press
  44. Stubbé, H.E., "Self-directed adult learning in a ubiquitous learning environment: A meta-review", Proceedings of the First Workshop on Technology Support for Self-Organized Learners, pp.5~28 (2008), RWTH Aachen University
  45. Wilson, S., "Service-Oriented Frameworks: Modelling the infrastructure for the next generation of e-Learning Systems" (2004), JISC

관련 논문AI추천

학습자주도설계가 가능한 이러닝 시스템을 활용한 예비교사의 웹기반 수업환경 설계경험에 관한 연구임완철한국교육정보미디어학회 · 교육정보미디어연구2011 · 제17권 제4호학습자 중심 웹 기반 교수-학습체제의 설계전략과 상호작용성김미량한국정보교육학회 · 정보교육학회논문지1999 · 제3권 제1호웹기반교육의 효과성 제고를 위한학습자 평가준거 개발서순식, 안상희, 이명근한국정보교육학회 · 정보교육학회논문지2004 · 제8권 제1호원격교육 이론의 웹 기반 교육 설계에 대한 시사점 종합화를 위한 개념적 틀의 탐색임철일한국교육공학회 · 교육공학연구2004 · 제20권 제2호학습 설계를 지원하는 이러닝 플랫폼 프로토타입 탐색 연구임철일, 정다은, 한형종, 홍정현, Yunus Emre Ozturk한국교육공학회 · 교육공학연구2017 · 제33권 제4호Making Instructional Design Come Alive:Applying Principles and Strategies of User-Centered Design to the ISD Process노석준한국교육정보미디어학회 · 교육정보미디어연구2004 · 제10권 제3호

이 간행물의 다른 논문 (10건)

과제유형과 화면설계방식이 인지부하요인의 과제난이도 지각과 정신적 노력에 미치는 영향류지헌pp. 1-23교수역량 증진을 위한 변화필요도분석양은하, 정재삼pp. 25-52사이버교육에서 학습동기, 프로그램, 조직의 지원과 상호작용, 몰입 및 학습성과의 구조적 관계 규명김나영, 주영주pp. 53-82수업설계자의 관계론적 역량모델 개발유영만, 최수진pp. 83-123위키기반 CSCL에서 그라운딩 지원도구의 설계기반연구김동식, 선종삼pp. 149-186
원문 보기