'스마트 러닝'의 개념화와 교수학습전략 탐색 : 대학에서의 활용을 중심으로

강인애,임병노,박정영 한국교육방법학회 2012 교육방법연구 Vol.24 No.2

스마트 시대의 도래에 따라 스마트 폰과 소셜 미디어와 같은 스마트 테크놀러지의 교육적 활용에 대한 관심이 높아지고 있으며 이를 이용한 학습을 ‘스마트 러닝’이라 부르고 있다. 하지만 아직까지 ‘스마트 러닝’이라고 하면 단순히 스마트 기기를 활용하여 이루어지는 학습을 의미하며 연구자들간에 ‘스마트 러닝’에 대한 정의 및 특징에 대한 합의가 이루어지지 않고 있다. 이에 본 연구에서는 소셜 미디어, 스마트 폰 등을 활용한 국내외 대학의 다양한 교육적 실험 및 수업 사례와 더불어 관련된 이론적 논의를 종합하여 ‘스마트 러닝’에 대해 개념적으로 정의하고 학문적 논의를 위한 이론적 틀을 제시하였다. 본 연구에서는 ‘스마트 러닝’을 ‘스마트 기기 및 소셜 미디어를 활용하여 학습에서의 상호작용을 극대화한 학습으로서 형식학습과 비형식학습의 융합, 강화된 실재감, 학습의 외연적 확대, 앱 기반의 다양한 학습활동이 이루어지는 학습환경’으로 정의하고 이론적 틀로는 사회적구성주의, 사회적 실재감, 사회적 관계 자본, 게임화이론을 제시하였다. 이러한 개념화와 이론적 틀에 기초하여 ‘스마트 러닝’의 교수학습전략을 탐색하고 주요 원칙들을 제시하였다. 본 연구는 향후 본격적인 ‘스마트 러닝’의 학문적, 이론적 논의를 위한 토대의 역할을 할 것으로 기대되며 구체적으로 교육현장에서 ‘스마트 러닝’의 수업 모형 개발 및 적용을 위한 기초 연구로서 의의가 있다. The rapid development and implementation of smart technology (eg., smart phones and social media) in every aspect of society lead to the generation of new learning environments applying those technologies in education, called ‘smart learning.’ The definition of smart learning, however, along with diverse cases and researches on it, is still in its actively evolving process, while some attempts to its definition are titled slightly to the technology-oriented over its pedagogy. In this context, this study aimed to identify the theoretical framework and teaching & learning strategies of smart learning according to two directions of research: 1) to analyze the previously conducted case studies of smart learning; 2) to review theoretical frameworks to explain the current activities of diverse smart learning cases. The results were presented with a list of teaching and learning strategies of the smart learning. The results of this study are expected to be used in developing a new learning model called Smart Learning which would embody the integration of both technologies and practices(pedagogy) of web 2.0 in real teaching and learning environments.

스마트러닝에서 모바일 증강현실의 효과적인 활용 방향성 제안

이인숙 ( Lee In-sook ) 한국디자인트렌드학회 2013 한국디자인포럼 Vol.40 No.-

Thanks to the rapid development of IT technology, there has built the digital user environment enabling the learning around real experiences. Meanwhile, as the paradigm of constructionism which the knowledge is constructed in itself emerges, there increases the demands on the next learning environment where the users can enable abundant learning experiences and perform their learning initiatively through various interactions with others. As a way to meet the demand, some tries to build the learning environment based on the augmented reality enabling the experience learning as well as manipulating a virtual object like a real thing. Augmented Reality means the technology giving additional information which is hard to get in the real world by synthesizing virtual objects or information. Recently as high-tech mobile devices like smart phone or tablet PC are dramatically developed and rapidly expanded to the public, the e-learning that the users have used through only a PC is also changing into the `smart learning` emphasizing the advantages of mobility and individuality. Besides, as the `integrity` and the `mobility` of essential elements of smart phone shows the utilization level of augmented reality very reliably, the mobile augmented reality technology newly paid attention gives information with more real sense through 3D images. This technology is paid intensive attention as an educational medium to expand the learner`s range of new learning experiences. As there emerges the creative learning which an individual makes the experience learning and the knowledge around his/her own experiences under this trend, the necessity for the contents suitable for new smart learning is increased. However, most smart learning services currently provided are rarely different from existing e-learning services except the fact that such services are transferred into the smart phone system. In terms that the smart learning emphasizes the interaction with the mobile augmented reality which is the technology enabling more realistic experience learning by reinforcing the simulation learning`s experience effects, and it also focuses on the mobility emphasizing the experience, the contextuality, the situationality, and in terms of that the smart learning and the mobile augmented reality are commonly based on the smart phone technology mainly, it can be said that the interrelation between the smart learning and the mobile augmented reality technology is very high. If the mobile augmented reality technology is suitably utilized in the current smart learning technology based on the both technologies` interrelation, there will be accomplished to provide truly practical smart-learning services. Therefore, it is time to actively find out the ways to develop and utilize the contents for smart learning which utilizes the mobile augmented reality technology. So this study investigated the current status of general smart learning and mobile augmented reality technologies through theoretical review, and researched the possibility for the mobile augmented reality technology to be utilized in the smart learning, and the learning effects to be expected at suitably utilizing the mobile augmented reality technology. And then this study proposed what direction would generate more learning effects at utilizing the mobile augmented reality technology in the smart learning in the future. And this study verified the proposal`s validity and secured the objectivity by analyzing the proposal in using the FGI (Focus Group Interview) expert investigation.

스마트러닝 활용에 대한 유아교사의 인식

이연승 ( Lee Yeonseung ),양다경 ( Yang Dakyoung ) 한국어린이문학교육학회 2016 어린이문학교육연구 Vol.17 No.4

본 연구는 스마트러닝 활용에 대한 유아교사의 인식 연구를 통해 스마트러닝 환경의 어려움과 문제점 및 기대에 대해 알아보고, 미래사회의 유아교육 활성화를 위한 기초자료를 제공하는데 그 목적이 있다. 본 연구의 대상인 유아교사의 인식을 파악하기 위해 부산광역시 16개 구군 내 유치원과 어린이집 교사를 대상으로 무선표집하여 최종 251부를 분석하였다. 설문내용은 스마트러닝 교육환경, 스마트기기를 활용한 학습 경험, 스마트 기기를 활용한 수업 경험, 유아의 스마트 기기 활용, 스마트러닝활용을 위한 어플리케이션 및 자료 보급, 스마트러닝의 학습 효과, 스마트러닝의 필요성에 대한 내용으로 구성되었다. 연구 결과 스마트 TV와 휴대용 태블릿 사용이 높았고, 교사 1명이 다수 유아를 대상으로 일반교실에서 주로 사용하는 것으로 나타났다. 또한 주당 스마트러닝 일수는 매일 또는 일주일에 1∼2회가 가장 높았고, 일일 스마트러닝 수업 시간은 30분미만이 가장 높았다. 스마트러닝 활용이 유아의 호기심과 흥미를 통한 수업집중도를 높이기 위해서 음악, 동영상 시청이 가장 높았고, 쌍방소통의 교육보다는 일방적인 교육이 가장 높았다. 또한 스마트러닝 활용을 위한 자료보급과 같은 기반이 적다고 인식하였고, 스마트러닝 활용을 위해 다양한 학습 자료의 개발과 기기 및 시설의 확충이 필요하다고 인식하였다. The aims of this study were to study the recognition of the use of smart-learning by kindergarten teachers and to learn about the challenges and problems and expectations of the smart-learning community, thereby providing basic data for promoting next generation kindergarten education in the future. To understand kindergarten teachers` recognition of the study subject, random sampling was done by targeting 16 kindergarten and nursery teachers in Busan and 251 final responses were analyzed. The contents of the survey included smart-learning environment, earning experience utilizing smart devices, classroom experience using smart devices, children using smart devices, application and data dissemination, effect on learning in smart-learning, and need for smart-learning. The analysis of the survey results show that the devices mainly used were portable tablets and smart TVs and one teacher used the smart device targeting a group of children. The number of days of smart-learning of everyday or twice a week is the most, and the class hours of daily smart-learning is in under 30 minutes is the most. To increase the curiosity and interest of the children during smart learning lessons, listening to music and watching videos watching constituted a large part of the education. Smart-learning education was one-sided rather than frequent communication between two parties. In addition, there was an inadequate platform for using smart-learning such as data dissemination. To better use smart-learning, various education materials and learning devices and facilities need to be expanded.

데이터 로깅 활용 Smart r-Learning이 학생들의 논리적 사고력에 미치는 효과

이재인,유승한 한국정보교육학회 2014 정보교육학회논문지 Vol.18 No.1

최근 교육용 로봇 하드웨어 발달로 연산 처리 속도 및 확장성이 매우 좋아졌다. 이에 따라 로봇 하드웨어에 MBL용 온도 센서나 자이로 센서도 호환되어 데이터 로깅이 가능해졌다. 데이터 로깅이 가능한 교육용 로봇으로 학생들은 과학적인 탐구 예측, 수집, 데이터 분석이 가능한 실험을 할 수 있게 된 것이다. 이에 본 연구에서는 학급 SNS와 스마트폰을 활용한 ‘Smart r-Learning’에 데이터로깅이 가능한 교육용 로봇을 도입하여 과학 프로젝트 수업을 개발하고 적용했다.데이터 로깅 활용 Smart r-Learning 프로젝트 수업을 초등학교 5학년 학생들에게 적용한 결과 논리적 사고력 6개 영역 중 4개 영역이 유의미하게 향상 된 것으로 나타났다. Due to the recent development of educational robot hardwares, processing speed and scalability have been greatly improved. Thus, the robot hardwares that are compatible with temperature sensor for MBL and gyro sensor made a data logging possible. Students can conduct an experiment on scientific research and prediction, collecting and data analysis with robots that can process data logging. Therefore this research constructed and adopted science project class that introduced a Smart r- Learning that utilizes Class SNS and smartphone. As a result of applying a data logging smart r-Learning to elementary school 5th graders, it has shown that the students' logical thinking ability four of the six areas have been improved in t-test.

An Analysis of Learner Interaction in Smart English Education

( Myeong Gi Jeong ),( Jeo Yeong Lee ),( Jeong Ryeol Kim ) 한국멀티미디어언어교육학회 2013 멀티미디어 언어교육 Vol.16 No.4

The purpose of this study is to explore the goal and the component of Smart learning, analyze the interaction in Smart English education and suggest a Smart learning model based on the results of the analysis. Even though the evolution of Smart learning is expected to improve the English education environment, discussions on Smart learning have just become active in Korea, and the related studies are insufficient. Therefore, it is necessary to analyze Smart learning and interaction in Smart English education. In order to extract implications in implementing Smart learning, an analysis on previous studies about Smart learning was conducted to find the target and components of Smart learning. Also, interactions occurring in Smart learning were analyzed to apply the interactions to Smart English education. These results were applied to a Smart English learning model. The major research findings are as follows: First, thanks to the development of web technology, the individual learning appearing in the learner-content interaction led to the cooperative learning in which learners and teachers interact. Second, Smart learning includes the 21st century skills as a goal, five components as a feature, and activities for interaction with web 2.0 tools.

스마트 교육을 위한 LMS의 특징: LMS 사례분석을 중심으로

강인애 ( In Ae Kang ),진선미 ( Sun Mi Jin ),배희은 ( Hee Eun Bae ) 한국교육정보미디어학회 2016 교육정보미디어연구 Vol.22 No.2

Revolutionary IT development in the current society leads to radical and innovative changes in the educational field, generating a innovative learning environment called ‘Smart Learning,’ which aims to practice individually tailored, context-based, social, and IT mediated learning at school. At the same time, to reinforce the practice of smart learning in the school setting, a learning management system (LMS) for the smart learning (smart LMS, afterward) has started to gain lots of attention from both the academic and practical fields. In this context, this study purposed to examine how the smart LMS can be different from the existing one-way, teacher-focused LMS which simply transmitted and managed learning contents through the web, and what characteristics the smart LMS include in order to support the smart Learning. For this purpose, a total of 18 LMSs currently used in educational fields, and specifically 5 LMSs as representative ones(Blackboard Learn, Moodle, Khanadademy, Edmodo, iTunes U)were selected and closely analyzed to extract the characteristics of LMS in terms of technological and pedagogical aspects, respectively. As for the research method, this study proceeded with literature review from which the characteristics of LMS as the supporting learning management system for smart learning have been retrieved. Next, FGIs composed of 8 experts from the related fields have been conducted twice to review the characteristics of smart LMS and the list of selected LMSs as the research subjects for analysis. The research results showed that smart LMS supports open and personalized learning environments where more active interaction both and among the instructor and the student including people from outside person, are occurring, supported by diverse social media and apps within cloud platform. This study intended to serve as a basic study for the further development of the smart LMS as a foundational supporting system of the smart learning.

학급 SNS와 스마트폰을 활용한 Smart r-Learning 교수학습 모형 개발 및 적용

이재인,유승한 한국정보교육학회 2013 정보교육학회논문지 Vol.17 No.1

스마트 러닝의 확대에 따라 다양한 스마트 교육 방법이 초·중등학교에서 시범· 적용되고 있다. 이에 본 연구 에서는 학급 SNS와 스마트폰을 활용한 Smart r-Learning 교수학습 모형을 개발․적용하였다. 무선 표준인 블 루투스 장비를 스마트폰과 연계하여 학생들이 스마트폰으로 로봇 프로그래밍을 하고 로봇을 제어할 수 있도록 함과 동시에 학급 SNS를 통해 학생들과 교사가 시간의 제약 없이 로봇 교육에 대한 다양한 의견을 서로 교환할 수 있도록 하는 데 주안점을 두었다. 개발된 Smart r-Learning 프로그램을 초등학생들에게 적용한 후 학생들의 창의적 사고력 향상 정도 및 수업 만족도를 조사한 결과 Smart r-Learning 수업에 대한 학생들의 만족도는 96%로 매우 높게 나타났으며 학생들의 창의적 사고력 또한 t-검증에서 유의미하게 향상 된 것으로 확인되었다. Various methods of Smart education were tested on students in Elementary and Middle schools, as Smart learning expands. In this paper, we analyzed a Smart r- Learning-teaching model that utilizes Bluetooth and Class SNS, for students. We focused on all aspects that students found easy to program, on controlling the Bluetooth-connected robot with a smartphone, as well as on a diversity of opinions related to using Class SNS in the robot class without time constraints. Subsequently, we attempted to apply the developed a Smart r-Learning program to the classes of students, We undertook a t-test for students to find out whether it helped them enhance their creative thinking and investigated their satisfaction with the class. As a result, the study showed that students' satisfaction with a Smart r-Learning class is exceptionally high, at 96%, and students’ creative thinking and programming skills in order to control improved markedly.

Smart Learning: Approaches and Materials for Language Learning

( Sung Yeon Kim ) 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.3

With the exponential growth of smartphone users, mobile learning (mlearning) or ubiquitous learning (ulearning) has enjoyed popularity. This fad in recent years has generated another learning trend: smart learning. While smart learning has some commonalities with mlearning or ulearning, it is distinctive and unique, in that it implies something more than the use of mobile devices. The purpose of this paper is to define what smart learning is in the Korean academic context and examine ways to embody smart learning in the college English classroom settings. This paper aims to describe how problem-based learning (PBL) and flipped learning are related to smart learning. Specifically, the paper suggests that smart learning environments are ideal for realizing the features of problem-based learning, and that the PBL implemented in the smart learning environments is similar to flipped learning in many aspects. In addition, it delineates how materials and tasks can be designed and implemented to facilitate smart learning, and introduces mobile applications that can be useful for creating smart classroom contexts. Finally, the paper discusses prospects and challenges of smart learning and pedagogical implications.

Smart Learning: Approaches and Materials for Language Learning

김성연 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.3

With the exponential growth of smartphone users, mobile learning (mlearning) or ubiquitous learning (ulearning) has enjoyed popularity. This fad in recent years has generated another learning trend: smart learning. While smart learning has some commonalities with mlearning or ulearning, it is distinctive and unique, in that it implies something more than the use of mobile devices. The purpose of this paper is to define what smart learning is in the Korean academic context and examine ways to embody smart learning in the college English classroom settings. This paper aims to describe how problem-based learning (PBL) and flipped learning are related to smart learning. Specifically, the paper suggests that smart learning environments are ideal for realizing the features of problem-based learning, and that the PBL implemented in the smart learning environments is similar to flipped learning in many aspects. In addition, it delineates how materials and tasks can be designed and implemented to facilitate smart learning, and introduces mobile applications that can be useful for creating smart classroom contexts. Finally, the paper discusses prospects and challenges of smart learning and pedagogical implications.

스마트 기기를 활용한 블렌디드 러닝에서 기술수용의도가 학습만족도에 미치는 영향 (계층별 조절효과를 반영하여)

박동국,박구만 한국위성정보통신학회 2016 한국위성정보통신학회논문지 Vol.11 No.3

본 연구는 스마트러닝 시스템을 조기 구축하고 임직원 교육을 위해 활용 중인 국내 IT Service 전문기업을 대상으로 스마트기기를 활용한 혼합학습(Blended Learning)이 학습만족도에 미치는 영향을 정량적으로 측정하였다. 구체적으로 기술수용모형을 적용하여 스마트기기를 이용한 학습태도인 자기효능감, 개인혁신성, 인지된 유용성, 인지된 용이성이 혼합학습에서 선행학습인 스마트러닝의 수용과 오프라인 면대면 학습의 만족도에 미치는 영향에 대해 실증적으로 분석하였다. 그 결과, 스마트러닝의 학습태도는 스마트러 닝의 수용에 정의 영향을 주었으며, 스마트러닝의 수용은 오프라인 교육의 학습 만족도에 정의 영향을 주었다. 추가로 스마트러닝의 학습태도는 스마트러닝의 수용뿐만 아니라 오프라이 교육의 학습 만족도에도 정의 영향을 주었다. 이는 스마트러닝 학습태도의 변 인들이 자기 주도적 학습과 긍정적인 학습만족도에 영향을 미치고 있음을 시사한다. This study quantitatively measured the impact of blended learning with smart devices for learning satisfaction. It is targeted in specialized domestic company with IT Service which build smart learning systems and utilize for employee training. Specifically, it empirically analyzed that learning attitude(Self-efficacy, Self-innovativeness, Perceived usefulness, Perceived ease of use) with smart devices affect acceptance of smart learning and offline face-to-face learning satisfaction. As a result, the learning attitude of the smart learning gave a positive effect on the acceptance of the smart learning and then acceptance of the smart learning gave a positive effect on offline face-to-face learning satisfaction. Additionally learning the attitude of the smart learning even gave a positive impact, as well as the acceptance of smart learning experience in offline training. It imply that this variables of smart-learning attitude affect the self-directed learning and positive learning experience.