Integrating ICTs into Education: Lessons Learned. A Collective Case Study of Six Asian Countries: Indonesia, Malaysia, Philippines, Singapore, South Korea, Thailand

Jaesam Chung APEC국제교육협력원 2005 Asia-Pacific Cybereducation Journal Vol.1 No.2

The Internet, as a general utility for carrying information and communication technologies, provides a vehicle for the unprecedented availability of information. The global proliferation of the Internet and the increasing speeds of transmission mean that information is available anywhere in world, at the time and place of one’s choice, and in a manner that encourages individual exploration (Tomlinson-Keasey, 2002). For educators, information and communication technology (ICT), including the Internet, holds the promise of not only greater access but also higher quality learning materials provided to students at a lower cost, coupled with the possibility of a more learnercentered paradigm of instruction. Meanwhile, technological and economic development has placed greater demands on education systems in many countries, calling for people who are more adaptable to change, more innovative and creative, and better able to apply their knowledge to solve complex problems. Are Asian and Pacific countries meeting these challenges? This UNESCO publication, Integrating ICT into Education, clearly supports the claim that ICT has been embraced in education, at least in the six economies examined, and has made an impact on education systems. A wealth of experiences, good practices, and lessons has been generated for the benefit of others in the region. The purpose of this book is (1) to describe lessons learned in integrating ICT programs based on based on the experiences of six Asian countries- Indonesia, Malaysia, Korea, the Philippines, Singapore, and Thailand-and (2) to synthesize and analyze ICT integration experiences in connection with specific lessons learned and highlight best practices and the need for further improvements.

Are Kirkpatrick and Phillips Good Enough for Evaluating Training Programs?

Jaesam Chung 한국교육공학회 2012 한국교육공학회 학술대회발표자료집 Vol.2012 No.1

Why Are First Principles of Instruction?

( Jaesam Chung ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

Dr. M. David Merrill has begun to identify prescriptive principles for learning and instruction such as TICCIT authoring system in 1970s, component display theory in 1980s, instructional transaction theory in 1990s, and publish first principles of instruction since 2002. In this paper, Dr. Merrill``s 5 first principles (Problem-Centered, Activation, Demonstration, Application, Integration) will be discussed. Then, the representative instructional design theories are also discuss how these theories support the 5 principles of instruction. After that, the pebblein- the-pond model for designing effective, efficient, and engaging instruction based on the principles is portrayed. The model consists of a series of expanding activities(problem-progression-component skills-enhance strategiesfinalize design-evaluation) initiated by first casting in a pebble, a whole task or problem of the type that learners will be taught to accomplish by the instruction. A checklist organized around all of the instructional design activities or ripples and an expanded checklist that lists each of the instructional design activities will be provided. Finally, The paper will addresses how the first principles of instruction affect the future of educational technology

Effect of Cognitive Style and Note-Taking Format on Students' Achievement in a Web-Based Learning Environment

Jaesam Chung,Hye-Hee Kim APEC국제교육협력원 2006 Asia-Pacific Cybereducation Journal Vol.2 No.2

This study was to investigate the impact of cognitive style and self-regulated learning strategy such as note-taking methods on learners ' academic performance. Statistical analysis results showed that both cognitive style and note-taking methods did not have a significant effect on an immediate test. However, there was a significant main effect of cognitive style on a delayed test. Students who took notes in a matrix scored higher on the delayed test than did students who took notes free form. There were no interaction effects between note-taking format and cognitive style in both post-test and delayed test.

전이거리 모형기반의 전이촉진전략 탐구

정재삼 ( Jaesam Chung ) 한국교육공학회 2011 교육공학연구 Vol.27 No.1

기업교육의 이론개발을 위한 연구패러다임

정재삼 ( Jaesam Chung ) 한국교육공학회 2003 교육공학연구 Vol.19 No.4

교수-학습과정과 학습평가과정에서의 ICT활용모형에 관한 연구

정재삼 ( Jaesam Chung ),김명 ( Myung Kim ),조미헌 ( Miheon Jo ),최욱 ( Wook Choi ) 한국교육공학회 2002 교육공학연구 Vol.18 No.1

CoP에서 공동체의식, 몰입과 지식경영활동과의 관련성 연구

정재삼 ( Jaesam Chung ),이은숙 ( Eun Suk Lee ) 한국교육공학회 2008 교육공학연구 Vol.24 No.4

e-Learning의 평가연구 : 문헌조사를 중심으로 Literature Review

정재삼,주영주 이화여자대학교 사범대학 교육과학연구소 2003 교육과학연구 Vol.34 No.1

최근에 학교교육, 기업교육 공공교육, 평생교육 등 교육의 전 부문에서 e-Leaning이 도입 되어왔고, 빠른 속도로 그 영역이 확장되고 있다. 이러한 e-Leaning의 증가는 정보통신 인프라 구축으로 인한 조직 및 개인의 접근성 향상, 웹 기반 교육을 통한 상호작용 등의 교육 효과에의 기대, 조직의 최신 이미지 유지 전략으로서의 웹 기반 환경 구축, 그리고 비용수익성이 있을 것이라는 기대 때문으로 보인다. 이 논문에서는 먼저 e-Leaning 측정과 평가의 필요성을 논의하면서 e-Leaning 측정과 평가의 준거를 탐구한다. 이 평가준거에 따른 지금까지의 e-Leaning의 비용수익분석 또는 투자회수효과를 포함하는 평가연구의 면면을 확인하고 분석한다 마지막으로 e-Leaning과 평가의 미래를 논의해보고자 한다. 이 논문은 최근 국내외의 e-Leaning 측정과 평가에 대한 문헌과 연구를 정리하여 시사점을 도출함으로써 e-Leaning을 담당하는 실천가들과 평가 담당자들에게 이 분야의 이론적이고 실무적인 지식기반을 제공하는데 의의가 있다. Recently e-Learning systems has been introduced the whole educational sectors including school education, college and university, corporate education, public sectors, and life-long education. The increase of e-Learning results from the organizational and individual accessibility improvement based on information communication and technology infrastructure, the expectation to educational effect of interactive web-based learning, the strategies to maintain the position of leading edge organization, and the expectation to be cost-effective. In this article, we discuss the needs of measuring and evaluating e-Learning programs and investigate the evaluation criteria for e-Learning. Then, we analyze the evaluation studies of e-Learning, internet-based learning, web-based learning, on-line education, cyber education, and network learning on the basis of four evaluation criteria(cost, quality, service, speed) suggested by Michael Hammer and Marc Rosenberg. After that, we discuss the future of e-Learning and evaluation. The goal of this article is to create the practical knowledge base for practitioners and evaluation specialists in the e-Learning field.

최신 교수설계이론의 탐구

정재삼 이화여자대학교 사범대학 교육과학연구소 1997 교육과학연구 Vol.26 No.-

정보기술과 학습이론의 진보와 더불어, 21세기의 길목에 접어들면서 사람들의 학습을 촉진하는데 대한 새로운 접근이 시도되고 있다. 이 글에서는 이러한 교수이론 또는 교수설계이론의 새로운 패러다임을 다룬다. 먼저 교수설계이론이 무엇인지 확인하고 우리가 추구하는 목적과 그 목적을 달성하는 방법의 기초가 되는 측면에서 가치가 교수설계이론에서 어떤 역할을 하는지를 파악한다. 교수이론 또는 교수설계 이론이 학습이론, 교육과정이론, 그리고 교수체제개발(ISD) 모형과는 각각 어떻게 다르고 관련이 있는지 확인한다. 교수설계이론에 새로운 패러다임이 등장하는 이유를 수업의 상위체제의 급격한 변화와 연계하여 교육훈련체제에 대한 시사점을 찾는다. 학생분류보다는 학습에 초점을 둔, 즉 창의성, 팀웍, 사고기능과 다양성을 개발하는 교수설계 이론이 필요하다. 이런 최신 교수설계이론으로 우리는 이글에서 Merrill의 교수교류이론(ITT)과 Bransford의 문제기반학습(PBL)을 중심으로 논의한다. 우리 교육자들은 새로운 패러다임의 교수설계이론을 통하여 옛 패러다임에서 나온 지식기반을 거부하는 것이 아니라 새로운 요구에 부합하는 상당히 다른 모습에 통합되도록 재구조화해야 한다. Along with advances in information technologies and learning theories, new approaches in demands have created both the need and the tools to help people to learn in the corner of the 21th centry. This paper addresses what the new paradigm of instructional design theory is like. What is an instructional design theory? An instructional design theory is design-oriented and offers guidelines about what methods to use under what situations. Therefore, the instructional methods or strategies are situational, componential, and probabilistic. Values play an important role in instructional design theories in that they underlie both the goals they pursue and the methods they offer to attain those goals. An instructional design theory is not a learning theory, an instructional design process model (an ISD model), and a curriculum theory, but those theories are quite closely related. The need for a new paradigm of instructional design theory comes from the dramatic change of instruction's supersystem (that is, education) and education's supersystem (that is, society). The implications of the change of supersystems includes a paradigm of training and education based on learning instead of sorting students and also relates to develop initiative, teamwork, thinking skills, and diversity. Here, we discussed Merrill's Instructional Transaction Theory(ITT) and Bransford's Problem-Based Learning(PBL) as the representative theories in this paradigm (that is, learning-focused instructional design theory). Although we need a new paradigm of instructional design theory, educators and practioners don't have to reject and discard the old paradigm. We had better restructure the old knowledge and incorporate it into the different configurations to meet the new needs.