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

첨단 테크놀로지의 발달로 학습자에 대한 데이터를 손쉽게 수집하고 분석할 수 있게 되면서 맞춤형 수업 설계에 대한 관심도 증가하고 있다. 하지만 데이터가 주어지더라도 교사가 이를 무시하거나 수업설계를 위해 유의미하게 활용하지 못한다면, 맞춤형 수업이 효과적으로 이루어지기 어렵다. 그렇기 때문에 학습자 데이터 기반 맞춤형 수업설계를 효과적으로 지원하기 위해서는 우선 수업설계의 주체인 교사의 관점을 이해하는 것이 중요하다. 본 연구는 학습자 데이터와 맞춤형 수업에 대한 기초적인 이해를 갖춘 초등학교 교사 17명을 면담하였다. 연구 결과, 교사들은 학습자 데이터가 학생을 진단하고 수업을 개선하는 데 유용할 것이라고 긍정적으로 인식하면서도 초등학교 맥락에서 학습자 데이터를 활용하거나 맞춤형 수업을 실시하는 것이 유용하지 않다는 부정적인 태도를 보이기도 하였다. 그리고 학습자 데이터 기반 맞춤형 수업을 실천함에 있어 교사의 지식과 기술 부족, 학교 교육 제도와 인프라 미비, 윤리적 문제와 같은 제한점이 있다고 인식하였다. 또한, 교사들은 맞춤형 수업설계를 위해 교사들에게 학습자의 특성과 학습 과정 및 수업 효과에 대한 데이터를 직관적이고 편집 가능한 형태로 제공하고 데이터에 대한 사용성과 접근성을 높여야 한다고 인식하였다. 마지막으로 교사들은 학습자 데이터를 활용하여 사회정서적 특성과 학업성취 수준을 고려한 맞춤형 수업 설계방안을 제안하였다. 본 연구는 학습자 데이터 기반 맞춤형 수업에 대한 초등학교 교사의 요구를 체계적으로 분석함으로써 향후 맞춤형 수업 지원 시스템을 개발하는 데 필요한 시사점을 제공한다. 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.

데이터 기반 맞춤형 수업을 위한 교사 역량 모델 개발

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

지능정보화사회의 도래와 함께 데이터 기반 맞춤형 수업 역량은 교사에게 요구되는 중요한 역량 중 하나이다. 교사는 데이터를 활용하여 수업을 설계하고, 실행하고, 성찰하는 주체이다. 교사는 데이터를 기반으로 교육적 의사결정을 내리고, 맞춤형 학습 지원을 제공할 필요가 있다. 이를 위해서는 기존에 교사가 가지고 있는 교육학 지식, 내용 지식과 데이터 활용 역량이 어떻게 연결되는지 이해하고, 데이터 기반 맞춤형 수업을 위한 교사 역량의 개념을 명확히 정의할 필요가 있다. 이에 본 연구에서는 문헌 검토와 초·중등 교사 6명을 대상으로 행동사건면담을 실시하여 데이터 기반 맞춤형 수업을 위한 교사 역량 모델을 개발하였다. 그리고 15명의 전문가 패널을 대상으로 델파이 조사를 실시하여 역량 모델을 타당화하였다. 연구 결과, 4개 역량군, 12개 핵심역량, 46개 행동지표가 도출되었다. 이 연구에서 도출한 역량군에는 데이터 기반 맞춤형 수업 진단, 설계, 실행, 성찰이 있으며, 각 역량군별로 3개의 핵심역량을 도출하였다. 본 연구는 데이터 기반 맞춤형 수업에 필요한 역량과 구체적인 행동지표를 도출함으로써 인공지능 시대에 필요한 교사 교육의 방향을 제시하였다는 점에서 의의가 있다. 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.

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.

스포츠교육학 : 무용수업개선을 위한 개별화수업 사례연구

조남용(NamYongCho) 한국체육학회 2005 한국체육학회지 Vol.44 No.5

How can we teach dance better at schools? It was the basic question for this study. In Korea, however, few materials and books are available for teachers. Searching for the alternatives, It was found that the best way of solving this question may be that a teacher should use a instructional model in teaching a class. And then, which model did I have to choose for good physical education class? Finally I made up my mind to select the Personalized System for Instruction because it has a slogan ‘’Being Self-directed learner.’’ It was the one of the primary objectives that I conducted this action research. Thus, the purpose of this research was to develop materials for PSI-DE(Personalized System for Instruction-Dance Education). A high school dance teacher was engaged in this research who wants to improve his practice and was committed to continual interests of dance education. Contents, methods, and step-by-step designs for PSI-DE programs were suggested in his actual teachings for one semester. The results will effectively guide teachers who want to apply dance education in their instruction.

인성 교육을 위한 독서 지도 방안

최숙기 ( Sook Ki Choi ) 청람어문교육학회 2013 청람어문교육 Vol.47 No.-

This study explored to find how to read for improving students` good personality. when reading, reader experience self-reflection, confronting inner conflict and finally self-found solution. Through these reading, reader`s good personality be inspired. And reading help to find one`s self-identity and set up positive self-image. Because defining positive self-image affect good personality development, the relationship between reading instruction and personal education are very significant. In this study, it was discussed teaching methods in reading instruction for realizing personality key competency presented 2009 revised Korean language curriculum. These reading methods emphasizes self-search and self-reflection, respect and consideration for others, social participation and interpersonal competence.