Principles for Personalized Instruction

( William R. Watson ),( Sunnie Lee Watson ) 한국교육공학회 2017 한국교육공학회 학술대회발표자료집 Vol.2017 No.1

Personalized instruction has taken on an increased importance in modern society that has not yet been reflected in actual substantive changes to our educational systems. Current information-age societies require critical thinkers and life-long learners, educational outcomes less likely to be developed in a time-based system and therefore requiring a system of education focused on student learning and mastery of skills and knowledge (McCombs & Whisler, 1997; Reigeluth & Watson, 2008). Such transformation of education requires personalization of instruction. This paper draws from the literature to define personalization and formulate an instructional theory and principles for the instructional design of personalized learning. The paper covers learning theory that forms the basis for personalized instruction as well as existing models in the literature. It then describes the values behind personalized instruction before identifying universal principles. These principles include personalized instructional goals, personalized task environment, personalized scaffolding of instruction, personalized assessment of performance and learning, and personalized reflection.

학습자 데이터 기반 맞춤형 수업설계에 대한 초등학교 교사의 인식

이현경 ( Hyunkyung Lee ),조영환 ( Young Hoan Cho ),금선영 ( Sunyoung Keum ) 한국교육공학회 2022 교육공학연구 Vol.38 No.1

Advanced technologies enable teachers to collect and analyze learner data, which promotes personalized instructional design, easily. Nevertheless, if teachers ignore the data or fail to use them meaningfully for instructional design, learner data will not guarantee effective personalized instruction. In order to support such by employing learner data, it is essential to understand the perceptions of teachers who are the subjects of instructional design. Accordingly, 17 elementary school teachers who had basic knowledge of data usage and personalized instruction were interviewed. While some elementary school teachers had positive perceptions of learner data being beneficial for understanding students and improving instruction, others demonstrated negative attitudes toward the use of learner data and implementation of personalized instruction. Teachers also shared concerns about the limitations of conducting personalized instruction, including teachers’ lack of knowledge and skills, inadequate school system and infrastructure, and ethical issues in the practice. The teachers also expressed the view that the data, including learners’ characteristics, learning process, and effectiveness of instruction should be provided in an intuitive and adaptable way for personalized instructional design. Finally, the teachers suggested how to design personalized instruction by considering learners’ socio-emotional characteristics and academic achievements, which were derived from learner data. This study provides implications for the development of a personalized instruction support system by analyzing the needs of elementary school teachers systematically in relation to personalized instructional design using learner data.

Designing Personalized Online Learning Environments for Adult Learners

Kyong-Jee Kim,Byeong-Min Yu 서울대학교 교육종합연구원 2003 The SNU Journal of Education Research Vol.12 No.-

Customizing instruction to meet individual needs is one of the foundational cornerstones of today`s learner-centered paradigms. Adult learners have a wide range of differences in their backgrounds, interests, abilities, and learning styles; instruction, therefore, needs to be designed in such a way as to meet the highly diverse needs of adult education settings. The World Wide Web presents enormous potential for providing a technological environment for the optimal delivery of personalized instruction for individual learners. It is argued, however, that existing Web-based instruction fails to effectively customize instructions for individual learners. Therefore, we are in need of an ongoing refinement and creativity in our generation and treatment of theories of instruction geared towards the generation of personalized learning environments. Here, the attempt is made to develop an instructional-design theory for personalized online learning for online adult learners, with a special focus on the question of solving ill-structured problems. Theory, on a general level, is discussed insofar as it has emerged from the goals, preconditions, and underlying values, with an eye to the methods of instruction that are optimal for achieving the goals. The methods of instruction in this instructional-design theory are composed of four major components (goal-setting activities, engaging in the learning task, performing the task, and reviewing and reflecting upon the output of the task), with some corollaries detailing each major component. These methods incorporate the use of such Web technology as the learner management system, the learning objects system, and pedagogical agents to foster personalized learning process in online learning environments.

데이터 기반 맞춤형 수업을 위한 교사 역량 모델 개발

금선영 ( Sun Young Keum ),조영환 ( Young Hoan Cho ) 한국교육정보미디어학회 2024 교육정보미디어연구 Vol.30 No.2

With the advent of the intelligent information society, teacher competency for data-based personalized instruction has become increasingly important. Teachers are responsible for designing, implementing, and reflecting on courses using data. They make pedagogical decisions and provide personalized learning supports based on data. To enhance using data for effective teaching, it is essential to comprehend the connection among the pedagogical knowledge, content knowledge, and data literacy, and to precisely define teacher competencies for data-based personalized instruction. This study aims to develop a teacher competency model for data-based personalized instruction by reviewing literature and conducting behavioral event interview with six elementary and secondary school teachers. The competency model was validated through a Delphi survey of 15 expert panels. This study created 4 competency groups, 12 core competencies, and 46 behavioral indicators. The competency groups include diagnostic, design, implementation, and reflection competencies for data-based personalized instruction, and each group includes three core competencies. This study provides the direction of teacher education in the age of artificial intelligence by clarifying the competencies and specific behavioral indicators necessary for data-based personalized instruction.

데이터 기반 맞춤형 수업을 위한 교사 역량에 대한 교육요구도 분석

금선영 한국교육정보미디어학회 2024 교육정보미디어연구 Vol.30 No.5

학교 현장에서 데이터 기반 맞춤형 수업을 실천하기 위해서는 교육의 주체인 교사의 역량이 중요하다. 교사 역량은 교육의 질을 결정짓는 요소로, 성공적인 디지털 기반 교육 혁신을 위해서는 교사 역량 강화가 필수적이다. 본 연구는 데이터 기반 맞춤형 수업을 위한 교사 역량에 대한 교사들의 교육요구를 밝히고자 하였다. 또한, 데이터에 대한 교사의 인식에 따라 교육 요구에 차이가 있는지 확인하고자 하였다. 이를 위해 초․중등 교사 283명을 대상으로 데이터 기반 맞춤형 수업을 위한 역량에 대한 설문조사를 실시하고, Borich 요구도 산출 공식과 The Locus for Focus Model을 활용하여 역량별 교육요구도를 분석하였다. 연구 결과, 데이터 수집․분석 계획 수립 역량과 맞춤형 수업 설계 역량이 가장교육이 필요한 역량으로 도출되었다. 또한, 데이터 활용에 대한 교사의 인식에 따라 교육 요구에 차이가 있었다. 상위 집단은 맞춤형 수업 설계 역량이 최우선 순위로, 하위 집단은 데이터 수집․분석 계획 수립, 맞춤형 수업 설계가 최우선 순위로 도출되었다. 연구결과에 기반하여 데이터 기반 맞춤형 수업을 위한 교사 역량 강화 지원 방안에 대한 시사점을 제공하였다. Teacher competency is crucial for implementing data based personalized instruction in schools, as it directly influences the quality of education. Strengthening teacher competencies is essential for the successful innovation of digital-based education. This study aims to identify teachers' educational needs regarding competencies for data based personalized instruction. Additionally, it examines whether these needs differ according to teachers' perceptions of data. A survey was conducted with 283 elementary and secondary school teachers to assess their competencies for data based personalized instruction model. The Borich Needs Assessment Model and The Locus for Focus Model were employed to analyze the educational needs for each competency. The findings reveal that competencies in planning for data collection and analysis and designing personalized instruction were identified as the most needed areas of training. Furthermore, differences in educational needs were observed based on teachers' perceptions of data. Teachers in the higher perception group prioritized personalized instruction design, while those in the lower perception group prioritized planning for data collection and analysis and personalized instruction design. Based on the results, this study provides implications for supporting the development of teacher competencies to facilitate data based personalized instruction.

수학 성취도가 낮은 학생의 보충 지도 과정에서 블렌디드 e-러닝과 개별화 교수체제의 효과 비교 분석

송다겸 ( Song Dagyeom ),이봉주 ( Lee Bongju ) 한국수학교육학회 2017 수학교육 Vol.56 No.2

The purpose of this study is to compare and analyze the impact on low-achievers in mathematics who studied mathematics using Blended e-learning and Personalized system of instruction after school. Blended e-learning is defined as the management of e-learning using the e-study run by the education office in local. Personalized system of instruction was proceeded as follows; (1) all students are given a syllabicated learning task and a study guide, (2) students study the material autonomously according to their own pace for a certain period of time, (3) the teacher strengthens the students` motivation through grading and feedback after students study a subject and solve the evaluation problem. The learning materials for Personalized system of instruction are re-edited the offline education contents provided by the blended e-learning to the level of students. The 118 7th grade students from the D middle school participated in this study. The results were verified by achievement tests before and after the study, as well as survey regarding their attitude toward mathematics. The results are as follows. First, Blended e-learning has more positive impacts than Personalized system of instruction in mathematics achievement. Second, there was no difference in mathematics achievement according to their self-directed learning between Blended e-learning and Personalized system of instruction. Third, both types utilizing Blended e-learning and Personalized system of instruction have positive effect on attitude toward mathematics, and there is not their difference between two methods of teaching and learning mathematics.

예비유아교사의 창의·인성 함양을 위한 내러티브 스토리텔링 수업연구

강문숙 대한사고개발학회 2016 사고개발 Vol.12 No.1

The purpose of this study was to develop the narrative storytelling instruction for creativity-personality of pre-service early childhood teachers and to explore the effectiveness of the instruction. The narrative storytelling instruction was developed through analyzing of related literatures and consulting of educational specialists. After the instruction of 8 weeks, data from 28 pre-service early childhood teachers were collected throughout the course of study. The data were quantitative ones, including essays, reflective journals, portfolios, and interviews. Results were as followings: First, their creativity-personality was higher in all factors after the instruction. It showed that the narrative storytelling instruction was positively effective for creativity-personality improvement of pre-service early childhood teachers. Second, it showed that the pre-service early childhood teachers experienced rich imagination, serious communication and creative mind in the instruction of narrative storytelling for creativity-personality. In addition, they solved positively their own problems and learned the importance of creativity-personality throughout the instruction. The result of this study suggested that the narrative storytelling instruction was positively effective for creativity-personality improvement of pre-service early childhood teachers. 이 연구는 예비유아교사의 창의·인성 함양을 위해 내러티브 스토리텔링 수업을 개발하고 적용하여 효과와 수업의 의미를 살펴보는 데 목적을 두었다. 이를 위해 문헌탐색에 기초하여 창의·인성 함양을 위한 내러티브 스토리텔링 수업절차를 전문가 검토를 거쳐 개발하였다. 28명의 예비유아교사에게 적용하고 창의·인성 사전·사후검사를 하였으며, 수업과정에서 얻은 에세이, 성찰일지, 포트폴리오, 인터뷰 등의 자료를 중심으로 분석하였다. 연구 결과, 첫째, 예비유아교사의 창의·인성은 사전에 비해 사후결과 모든 요인에서 평균이 높게 나타나, 전반적으로 향상되었음을 확인할 수 있었다. 둘째, 수업 자료를 분석한 결과, 예비유아교사들은 기존 틀에서 벗어나 호기심을 자극하는 상상수업, 경험 이야기를 통해 창의적 문제해결능력을 길러주는 내러티브수업, 즐거움과 아름다움을 느끼고 서로를 배려하고 인내하는 소통수업, 타고난 예술적 재능이 아니라 이야기적 지식으로 재생산되는 창의성수업을 경험하였다. 또한, 예비유아교사는 최종 마무리단계에서 ‘유아교사되기’의 시연수업 경험을 통해 자신의 문제를 해결하고, 창의·인성교육의 의미와 중요성을 학습하였다. 이러한 결과는 내러티브 스토리텔링 수업이 예비유아교사의 창의·인성 함양에 긍정적인 효과를 줄 수 있음을 시사한다.

미술과 학습자 맞춤형 수업 시나리오 개발 -공감 능력 및 정보 분석·활용 능력에 따른 유형별 감상 수업을 중심으로-

안지연,홍선주 한국미술교육학회 2024 美術敎育論叢 Vol.38 No.1

본 연구는 학습자 맞춤형 교육의 필요성과 중요성에 대한 인식과 요구에 비해 실제 학습자 맞춤형 교육에 관한 논의는 구호와 선언으로 그치고 있다는 문제 제기하에 미술과 맞춤형 수업의 구체적인 모습을 그려보기 위하여 수행되었다. 이를 위하여 맞춤형 수업의 문헌 검토를 통해 이론적 틀을 설정하고 시나리오 방법론을 활용하여 미술과 학습자 맞춤형 수업의 시나리오를 개발하였다. 보다 실제적이고 상세한 시나리오 개발을 위해 범위를 좁혀 수업 장면으로는 미술 감상 수업을, 동인으로는 감상 수업에서 중요한 능력인 공감 능력과 정보의 분석과 활용 능력의 차이를 고려하였다. 공감 능력과 정보의 분석과 활용 능력의 수준을 각각 두 수준으로 나누어 총 네 가지 유형으로 설정하였으며 유형의 특성에 따라 학습 내용, 과정, 결과를 변주한 미술과 맞춤형 수업 시나리오를 개발하였다. 마지막으로 시나리오 실현을 위한 조건을 교실 환경 구축, 학생 특성 측정 도구 개발, 수업 자료 개발 및 축적, 제도 정비의 측면으로 나누어 제시하였다. This study aimed to delineate the specific aspects of personalized art education. To achieve this, a theoretical framework was established through a review of literature on personalized education, and scenarios for art curriculum personalized education were developed using scenario methodology. In order to narrow down the scope for more practical and detailed scenario development, art appreciation was chosen as the education context, considering the differences in empathetic ability and analytical and utilization skills of information, which are important abilities in art appreciation. The levels of empathetic ability and analytical and utilization skills of information were divided into two levels each, resulting in four groups, and personalized art curriculum instruction scenarios were developed by varying the learning content, process, and outcomes according to the characteristics of each group. Finally, conditions for scenario implementation were proposed, including classroom environment setup, development of student characteristic measurement tools, development and accumulation of teaching materials, and institutional improvement.

학교폭력 예방을 위한 인성교육적 접근과 체육교사의 교수적 실천

최덕묵 한국체육정책학회 2012 한국체육정책학회지 Vol.10 No.4

The objective of this study is to search for practical methods for instructional practice for the sake of personality education in order to prevent and deal with school bullying based on personality-education approach. This is to educate potential victims who are indirectly victimized or can also become a communal bully as well as to reduce violence of students who are directly related to school bullying. To this end, literatures related to personality education were analyzed and in-depth interview data of teacher K and researcher E who are doing their best to prevent and deal with school bullying are collected as study materials. Then, the materials were gone through the field analysis and classification analysis which were proposed by Spradley(1979) and instructional practical methods of a physical education teacher were searched for the sake of preventing and solving the school-bullying problem. The result of the study is as follow. In order to prevent and solve the school-bullying problem, first, personality education should be based on the principle of combination. Second, personality education must keep continuity. Third, personality education must regard the relationship as important. Fourth, personality education should aim the principle of autonomy. Fifth, personality education must contain actual experiences. Moreover, as for key virtues of personality-education approach for the sake of preventing and solving the school-bullying problem, consideration of others, sympathy, forgiveness and controlling anger were introduced and categorized. As for personality-education methods that should be correctly recognized and practiced by teachers for the sake of prevention of school bullying, “forming a relationship”, “introducing a method to express one’s emotion”, “proposing an assignment which befits a student’s level”, and “application of a sport personality education program” were introduced.

중등학교 예비교사 인성 평가지표 개발

장은정(Chang, Eun jeong),이대일(Lee, Dale),권재기(Kwon, Jae Ki) 고려대학교 교육문제연구소 2014 敎育問題硏究 Vol.27 No.1

이 연구의 목적은 예비교사의 인성을 평가하기 위해 요구되는 평가지표를 개발하고 실제로 활용될 수 있는 적용 방안을 제안하는데 있다. 이를 위해 먼저 교사인성 평가 영역을 도출하기 위하여 선행연구를 고찰하였으며, 델파이 기법을 활용하여 교사인성 평가영역별 세부 지표를 도출하였다. 델파이 3차 결과에서 도출된 평가지표를 토대로 요구분석을 통하여 평가지표의 우선순위를 살펴보았고, 최우선순위로 도출된 평가지표를 도출하여 사범대 지원 학생을 선발하는데 활용될 수 있는 방안을 모색하였다. 연구결과는 다음과 같다. 첫째, 델파이 조사 결과를 살펴보면, 교사로서의 기본적 자질 영역에는 세부 평가지표가 총 20개 도출되었다. 수업차원에서의 요구되는 교사인성 영역에는 총 16개 평가지표가 도출되었고, 생활지도차원에서의 요구되는 교사 인성에 대한 세부 평가지표는 총 24개가 도출되었다. 둘째, 요구분석 결과, Borich의 요구도 우선순위와 The Locus for Focus 모델을 활용한 우선순위 영역간의 공통된 평가지표가 도출되었다. 교사로서의 기본자질 영역에서는 헌신 하는 자세 1, 감정조절 및 통제, 성실성과 같은 3개의 지표가 최우선적으로 요구되는 평가지표로 도출되었다. 수업차원에서의 요구되는 교사 인성 영역에서는 개별학생에 대한 사랑과 배려1, 공감적 이해2, 자기주도성과 같은 3개 평가지표가 추출되었고, 마지막으로 생활지도 차원에서의 요구되는 교사 인성 영역은 편견없는 공정한 태도 2, 교사로서의 자긍심1과 같은 2개의 평가지표가 도출되었다. The study was conducted to develop the personality index of pre-service teachers and to articulate the ways in which the index would be a part of teachers colleges admissions. The Delphi method was employed with 20 experts to locate the personality index and later to determine the order of importance within. The result showed that there are 20 basic personality indices, 16 instruction-related personality indices, and 24 disciplinary-related personality indices, respectively. Exact agreement method using Kendall's W-test validated an agreement among the experts across each category of the personality index of pre-service teachers. Second, top-ranked in the basic personality were commitment, emotional control, and consistency, in the instruction-related personality, caring for individual students, mutual understanding, and self-directed learning, and lastly, in the disciplinary-related personality, fairness and teacher self-esteem, respectively. In addition, the study suggested the ways in which teachers colleges employ this personality index to evaluate their prospective students.