‘IMS Learning Design’ 기반 이러닝 설계원리에 관한 연구
An Study of Design Principles for IMS Learning Design
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초록
Instructional Management Systems Learning Design(IMS LD)은 이러닝 환경에서 학습자의 학습활동을 중심으로 이러닝을 설계, 개발할 수 있도록 안내하는 구조틀이자 언어이다. 학습활동 중심의 이러닝 개발이 보편화되기 위해서는 IMS LD 기반의 구체적인 이러닝 설계원리를 규명할 필요가 있다. 이에 본 연구는 IMS LD 기반의 이러닝 설계원리를 개발하고, 적용 가능성을 탐색하고자 하였다. 이를 위해 개발연구의 방법 및 절차에 따라 관련 문헌 분석을 통하여 설계원리와 이론적 구성 요소를 도출하고, 해당 설계원리를 적용한 이러닝 프로그램을 개발하였다. 그리고 프로그램에 적용된 설계원리에 대한 연구 참가자의 의견을 분석하였다. 연구 결과, 총 여덟 개의 설계원리가 도출되었으며, 각각의 설계원리는 ‘학습내용 및 학습활동 구성 전략’, ‘학습설계 개발 전략’, 그리고 ‘학습관리 전략’이라는 세 개의 이론적 구성 요소에 포함되었다. 참가자의 의견을 분석한 결과, 본 설계원리의 주요 강점으로 ‘학습내용과 학습활동의 통합적 설계에 따른 학습의 편이’, ‘역할에 따른 학습내용 및 학습활동 설계에 따른 역할 인지 및 적극적인 활동 참여’, 그리고 ‘설계 단계에서의 공지 설계에 따른 이러닝 프로그램의 운영 및 관리의 용이’가 도출되었다. 또한, 약점을 고려한 주요 개선점으로는 ‘학습활동 설계에 대한 가이드라인 제공’, ‘사전지식을 포함한 다양한 학습자의 특성에 대한 고려’, 그리고 ‘이메일 이외의 다양한 방식을 활용한 공지 설계’가 제안되었다.
Abstract
The purpose of this study is to develop design principles for IMS Learning Design (IMS LD). IMS LD is a framework and language to design and develop e-learning program based on learners' learning activities for achieving learning objectives in e-learning environments. The study was conducted by development research methodology: devising design principles and three theoretical components from the relevant literature review; developing e-learning program bv applying these design principles; and finally, gathering and analyzing the participants' responses about the design principles by workshop, survey, and interviews. Eight design principles were developed, and these principes were categorized by three theoretical components: strategy for constructing learning contents and learning activities; strategy for developing learning design; and strategy for learning management. The participants' responses in the survey and interviews were analyzed to investigate the strengths, weaknesses, and improvements of the design principles. The strengths included ‘designing learning contents and learning activities together’, ‘designing learning contents and learning activities which are appropriated to roles’, and ‘designing the expected notification included’. The weaknesses and improvements included ‘providing the guideline for designing learning activities’, ‘considering learners’ characteristics including prerequisites’, and ‘designing notification media variously’. These findings can be reflected on the new design principles and the optimal principles can be developed by design-based research in the future.
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