스마트교육을 위한 교원역량 진단 도구 개발

허희옥 ( Hee Ok Heo ),임규연 ( Kyu Yon Lim ),김현진 ( Hyeon Jin Kim ),이현우 ( Hyeon Woo Lee ) 한국교육정보미디어학회 2013 교육정보미디어연구 Vol.19 No.2

The purpose of this study is to develop an assessment tool for teacher competencies for 21st century classroom innovation and SMART education implementation. To accomplish the purpose, literature reviews, expert panel reviews and interviews, factor analysis from teacher surveys were conducted for the design and validation of teacher competency assessment instrument. As a result, by conceptualizing SMART education and teacher competency, two domains, 13 competencies, and 61 performance indicators were identified as teacher competencies for SMART education. More specifically, the teacher competencies for SMART education consist of a foundations domain and a practice domain. The competencies in the foundations domain are personal attributes which is the foundations for SMART education implementation, consisting of six competencies including creative problem-solving, social ability, flexibility, technology literacy, ethics, and passion. The competencies in the practice domain are specific educational tasks and activities intended to implement SMART education, consisting of seven competencies including understanding of the future education, contents expertise, building relationship with learners, instructional design and development, building learning affordance, evaluation and reflection, and building collaborative relationship with community. Four to five performance indicators for each competency were developed and validated for competency assessment instrument.

교육정보미디어 분야의 연구 동향과 과제

허희옥 ( Hee Ok Heo ) 한국교육정보미디어학회 2006 교육정보미디어연구 Vol.12 No.2

The purpose of this study is to review the research trends and to suggest the future directions in the era of educational information and media(EIM) based on the published articles in the Journal of Educational Information and Media from 1995 through 2005. The 90% of EIM research has been focused on media based research and development in educational settings, which means educational media research is considered as a main theme in EIM. More specifically, most educational media research generally adopts microscopic perspectives to analyze and to interpret its findings in EIM, which is focused on the effects of media on learners` characteristics, and subject-matters` features. The main target audience is in k-12 and university levels. It indicates that EIM research takes deep considerations on various research paradigms and target audiences in terms of its aims and new educational demand. For further directions of EIM research, some post-modern conditions on human, knowledge, media are introduced. Current theoretical perspectives start from the denial of such dualism as self-world, subject-object, body-mind, theory-practice etc., and provide the unified perspectives about them. Informations-hermeneutics also indicates various interpretation about media, human, and world in the macroscopic, holistic approach. Moreover, new media such as ubiquitous computing technology should be considered for further studies in EIM. Finally, several considerations on the future directions on EIM research are suggested in theoretical and practical aspects.

사이버학습환경에서 “교육적 경험”을 지원하는 교수자의 역할 모형 설계

허희옥 ( Hee Ok Heo ) 한국교육정보미디어학회 2007 교육정보미디어연구 Vol.13 No.2

As not all individuals successfully direct their learning by themselves, and not every experience in learning situation leads them into an educationally desirable change in cyberspace, the teacher must support and lead learners to get genuinely educative experience in cyberspace. This study clarifies the roles of teachers and teaching strategies for leading learners into genuinely educational experience in cyberspace. For achieving the goal, this study first discussed learning experience and teaching practices in cyberspace, and then explored the meaning and value of Educative Experience based on Dewey`s educational thoughts. Secondly the teacher`s roles and teaching strategies were identified for supporting learners to get genuine educative experience. Finally, the expert review and field trial were conducted to test the validity of role model for teachers in cyber-learning environment. Generally the results showed the comprehensiveness and clarity of the model. However, more concrete guidelines to apply in a real situation should be provided. For further studies, some recommendations are suggested such as design of teaching strategies related to the advanced technology, development of criteria for tracing learner`s history, etc.

컴퓨터 실습 수업에서 동료교수법과 학습자의 성향이 학업 성취도 및 자기효능감에 미치는 영향

허희옥(Hee Ok Heo),우선자(Sun Ja Woo),강의성(Eui Sung Kang) 한국컴퓨터교육학회 2002 컴퓨터교육학회 논문지 Vol.5 No.4

웹 2.0의 교육적 활용에 대한 연구 동향 분석: 블로그와 위키를 중심으로

허희옥 ( Hee Ok Heo ),강의성 ( Eui Sung Kang ) 한국컴퓨터교육학회 2010 컴퓨터교육학회 논문지 Vol.13 No.2

이 연구는 웹 2.0 도구의 교육적 활용에 대한 연구 동향을 분석하고, 이를 토대로 미래 연구를 위한 방향을 제시하는 데에 그 목적이 있다. 이 연구에서 설정한 웹 2.0 기반 학습환경의 속성과 논문 선정 기준을 토대로, 총 60개의 국내외 연구 논문을 선택하여, 연구대상, 연구주제, 활용된 웹 2.0 도구의 유형, 교육이론, 연구방법의 측면에서 분석하였다. 분석 결과, 웹 2.0 도구를 활용한 교육연구는 주로 대학생을 대상으로, 정보공유와 성찰을 지원하기 위한 협력상황에서 수행되어 왔다. 몇몇 연구들에서 논의된 교육이론은 협력학습. 문제중심학습 등과 같은 구성주의적 관점과 연계되며, 연구방법은 질적연구방법과 통합방법연구가 가장 많이 적용되었다. 후속연구를 위해서 연구대상의 확대, 협력상황에서의 지식구성 지원, 다양한 교육이론의 적용 둥에 다l하여 논의하였다. This study aims to analyze research trend of Web 2.0 use in education and to suggest directions for further studies. Sixty representative studies were selected and analyzed in terms of a developed framework of Web 2.0 based learning environments and an analysis scheme. This scheme is divided into five dimensions: research targets, research themes, types of Web 2.0 tools, learning theories and research methodology. The findings indicate that a majority of the previous studies aimed to share information and reflect thoughts in collaborative contexts through blogs and wikis at universities. Some implications were discussed for further studies.

사이버공간에서의 교육적 경험을 위한 Dewey 교육론 탐구

허희옥 ( Hee Ok Heo ),양은주 ( Eun Joo Yang ) 한국교육공학회 2001 교육공학연구 Vol.17 No.1

The alternative perspectives of educational paradigm mostly emphasize the reconceptualization of learners as active subjects, knowledge as an object to continuously reconstuct, and educational environments as a field to support flexibly and responsively to the needs of diverse students. The use of cyberspace, an invisible space to build into com-puter network systems, promises its potentials to proceed educational reform. Many educa-tors have discussed the positive and negative effects of utilization of cyberspace in teaching -learning processes. So does the human experience in the real life world, that in the cyberspace is not in itself educative, nor mis-educative. Therefore, the urgent issue is to discriminate the genuine educative value of experience in cyberspace rather than to devise ways to utilize extensively web-based activities in education. The purpose of this study is to illuminate the educative value residing in the use of cyberspace in education, and to explicate the conditions to realize it First, we describe the features of cyberspace and their positive and negative effects on the nature of the subject, contents and the field of experience in cyberspace. Secondly, we explicate the meanings of educative experience in Dewey``s thought as one of the theoretical foundations about educa-tive experience in cyberspace. Finally, we discuss the implications for designing learning activities, by integrating the characteristics of cyberspace, Dewey``s principles of educative experience, and the existing research efforts on the web-based education.

The Effect of Self-Regulated Learning Strategies on Learners Perception of Personal Learning Responsibility

허희옥 ( Hee Ok Heo ) 한국교육정보미디어학회 1999 교육정보미디어연구 Vol.5 No.1

온라인 팀 프로젝트에서 팀 리더의 상호작용 패턴 분석

임규연 ( Kyu Yon Lim ),허희옥 ( Hee Ok Heo ),김영수 ( Young Soo Kim ) 한국교육정보미디어학회 2009 교육정보미디어연구 Vol.15 No.4

The purpose of this study is to explore online interaction among the team leader and team members in a project-based learning environment. Participants were forty nine undergraduate students who were randomly assigned as seven teams of seven. Team leaders were also randomly assigned by the instructor. In order to analyze overall interaction patterns of each team as well as interaction patterns of team leaders, social network analysis were employed and provided information regarding group cohesiveness and individual prominence. Content of the messages posted by the team leaders from high-performing teams as well as from low-performing teams were also analyzed to illustrate the role played by the team leaders during the project work. The results of the study include: 1) Low-performing teams tend to pay more attention to the messages posted by the team leaders, while high-performing teams tend to share similar amount of interaction across team members. 2) Team leaders from low-performing teams posted messages mostly related to teaching presence, for example, monitoring schedules, whereas team leaders from high-performing teams posted messages related to cognitive presence, social presence, and teaching presence.

교육공학에 적용된 컴퓨터과학의 영향

전영국 ( Young Ckko Jun ),허희옥 ( Hee Ok Heo ) 한국교육공학회 2000 교육공학연구 Vol.16 No.3

This paper examines various research methods, technological trends, and paradigm shifts that the area of computer science has affectad in the arena of educational technology. According to Koschmann(l996)``s study, educational technology is reviewed in the following areas: CAI, ,Microworlds, ITS and CSCL to trace how computer science gave impacts on educational technology. We also considered various technological issues that multimedia and Internet technology affected the mainstream of educational technologists`` issues that. The automation methodology in instructional design is also reviewed to accelerate easy production and efficient authoring of educational materials. At the end of this paper, we suggest that the area of educational technology needs to consider importing research methods from computer science in the following categories: HCI(Human-Computer Interaction), Logic/Algorithm, System Simulation and Database(Data Warehousing/Mining). For educational applicability, the concept of computing in education is emphasized to care the results of applying the tools and instruments in educational settings, even though either educational technologists or computer scientists eager to design and develop their products with their own methods.

공과대학 교수역량(Teaching Competency)진단도구 개발연구

이현영 ( Hyun Young Lee ),김영수 ( Young Soo Kim ),허희옥 ( Hee Ok Heo ) 한국교육공학회 2012 교육공학연구 Vol.28 No.3

The purpose of this research is to examine teaching competency that can be applied in colleges of engineering. Teaching competency model and self diagnostic tool required in colleges of engineering were developed. When it comes to teaching competency of colleges of engineering, 9 competencies and 30 behavioral indexes were deduced within the basic frame of core competency of colleges of engineering and general lecture competency. In self diagnostic tool of teaching competency, 3 core competencies of colleges of engineering, 10 diagnostic questions that diagnose 3 core competency, 6 general lecture competency and 20 diagnostic questions that diagnose 6 general lecture competency were included. After conducting Confirmatory Factor Analysis for construct validity and construct reliability, it provided a reasonable result to satisfy the criteria. In terms of model fit index provided TLI = .891, CFI = .908, RMSEA = .051.