On Apples and Oranges: Structural Alignment in the Selection of Social Comparison Standards

Thomas Mussweiler,Dedre Gentner 서울대학교 인지과학연구소 2007 Journal of Cognitive Science Vol.8 No.1

The selection of social comparison standards is traditionally assumed to be guided by similarity between the self and the comparison standard. Despite the theoretical and empirical prominence of this similarity hypothesis, however, relatively little is known about the determinants of similarity in standard selection. To remedy this shortcoming we apply recent insights into the role structural alignment-a process of aligning interconnected relational structures of attributes-plays in similarity comparisons to the realm of social comparison. We propose that similarity in relational structures between individual attributes of the target and the standard critically determine which standard is selected for comparison. Consistent with this assumption, Studies 1 and 2 show that inducing a specific relational structure in participants` accessible self-knowledge leads them to select social comparison standards with similar structures. In addition, Study 3 suggests that similarity in relational structures may be a stronger determinant of standard selection than similarity in isolated features. We suggest that a consideration of structural alignment processes may lead to new insights in social comparison theory.

가정과 교수․학습 자료 선정기준 및 활용 연구

이수정(Lee Soo Jeong) 학습자중심교과교육학회 2012 학습자중심교과교육연구 Vol.12 No.2

본 연구의 목적은 중학교 가정과 교사들이 교수․학습 자료를 선정하는 데 지침이 되는 교수․학습 자료의 선정 모형(ISSUE모형)과 선정기준을 고찰하고 2007년 개정 중학교 기술·가정과 교육과정 중 가정생활 영역에 개발된 선정기준을 적용하여 가정 과 교사가 교수․학습 자료를 선정하고 활용하는 사례를 탐구하는 데 있다. 이를 통 해 가정과 교사가 교수․학습 자료의 선정하고 활용과정에서 요구되는 교수․학습 자료로서의 적절성에 대한 감식 능력을 향상시키고 이를 통해 중학교 기술․가정과 의 가정생활 영역의 교실 수업의 내실화에 기여할 수 있을 것으로 기대한다. 이를 위해 교수학습 자료의 선정 절차와 관련된 국내외 선행 연구를 분석하고, L 교사의 수업을 통해 교수․학습 선정기준을 어떻게 적용하는지 일련의 의사결정 과 정을 탐색하였다. 그리고 L교사의 수업 관찰, 심층면접을 통해 수업 과정에서 교수․ 학습 선정기준인 교육과정 요인, 학습자 요인, 학습 환경 요인, 매체 요인, 교수자 요 인 등을 종합적으로 적용하는 것을 확인할 수 있었다. This study aims to develop a well-defined model of procedure and standards for selecting Instructional and Learning Materials(ILM) and to provide guides to help teachers to better understand and to effectively apply the standards when preparing for class. In addition, this study attempts to develop one version of the ILM selection standards which reflect considerably the subject-specific education goals and contents. The selection standards of ILM could vary among different subject matters, and even among teachers by experiences and specialties. In this regard, this study works with two particular middle school subjects, Technology & Home Economics. The major findings and key points this study made are as follows: First, this study identifies 5 stages in the selection procedures of ILM. The 1st stage is to state goals of the subject. The 2nd stage is to select appropriate instructional and learning methods, and the 3rd stage is to select appropriate instructional and learning media and materials. The 2nd and 3rd stage interact with each other. It is important to note that there are five factors which have an influence on the 3rd Stage, that is, the selection of instructional and learning media and materials, which are (1) the education curriculum factor, (2) the learner factor, (3) the instructional and learning environment factor, (4) the instructional and learning media factor, and (5) the teacher factor. The 4th stage is to utilize media and materials, and the 5th stage is to evaluate and revise the selections. At the end of the final stage, some feedback may go to the 3rd stage for better selections of ILM afterwards. Second, this study suggests the selection standards of ILM in the form of a checklist which would be the most simple form not only which teachers are mostly familar with and can easily use, especially for the reflective practice. Thurth, through such processes, this study draws a list of selection standards of ILM, mainly based on the middle school social studies and technology & home economics subjects.

"표준 국어 문법" 용어의 현황과 문제점

한재영 서강대학교 언어정보연구소 2018 언어와 정보 사회 Vol.33 No.-

The purpose of this paper is to report the outcomes of grammar terminology standardization, which has been conducted as a part of ‘The Development of Standard Korean Language Grammar’ project. Focusing on the grammatical terms of <Standard Korean Language Grammar>, one of the projects conducted by the National Institution of Korean Language, we have thoroughly examined the whole procedures and selection criteria of terminology standardization. This paper suggests the detailed list of obtained grammatical terms in <Appendix: the list of modified terminologies>. Building on this list, we examine the differences of grammatical terms between existing grammar books, textbooks, Linguistic Norms, and Standard Korean Language Dictionary. Through the above-mentioned process, we analyze terminologies based on the aspects of phonology, morphology, and syntax. We emphasize that clarifying the concept of each term to fill the gap between <Standard Korean Language Grammar> and existing publications, including grammar books and textbooks. This paper explains why <Standard Korean Language Grammar> describes some terms inevitably in a different way from how existing Linguistic Norms explain them. Since this project relied on Standard Korean Language Dictionary at the initial stage of selecting terminologies, the differences of terms between <Standard Korean Language Grammar> and Standard Korean Language Dictionary are investigated in depth. We thus recognize the fundamental limits of Standard Korean Language Dictionary.

교양과목과 전공과목에 따른 대학생의 수강신청 기준에 관한 연구

이효진,박인우,윤가영 안암교육학회 2017 한국교육학연구 Vol.23 No.4

This study aims at analyzing the course selecting standards of college students including Electives and Major courses. For the purpose of this study, we developed a survey through analyzing previous relatedresearch and conducting interviews and pilot study. Using our survey questions, on and offline survey was conducted for 301 college students from November 1st to December 5th. As a result of the survey, college student’s course selecting standards consist of five factors including ‘convenience in learning’, ‘characteristics of instructors’, ‘practicality of courses’, ‘expectations of and interests in learning’, and ‘external factors.’ With the result of factor analysis, we analyzed course selecting standards of college students divided into Electives and Major courses. For electives, ‘convenience in learning’ was most considered among five factors, followed by ‘expectations of and interests in learning’, ‘external factors’, ‘characteristics of instructors’ and ‘practicality of courses.’ On the other hand, ‘characteristics of instructors’ was the highest consideration of college students when selecting courses in Major subjects, followed by ‘convenience in learning’, ‘expectations of and interests in learning’, ‘external factors’ and ‘practicality of courses.’ This study examined what standards affect college student’s course selection, considering Electives and Major courses respectively. We suggested further study on how college students select their courses and how this affect their satisfaction with college education. 본 연구는 대학생의 수강신청 기준을 탐색하고 교양과목과 전공과목에 따른 수강신청 기준을 살펴보는 것에 목적이 있다. 이를 위해 문헌조사 및 대학생 10명을 대상으로 사전 인터뷰를 실시하여 본 연구를 위한 설문지를 개발하였다. 최종 개발된 설문지를 활용하여 대학생 301명을 대상으로 2016년 11월 1일부터 12월 5일까지 온・오프라인 설문조사를 실시하였으며, 도출된 결과는 다음과 같다. 첫째, 선행연구, 사전 인터뷰 및 전문가 검토를 통해 확정된 대학생의 수강신청 기준은 상세한 강의계획서, 강의명, 과목 커리큘럼, 국어/영어 강의, 팀 프로젝트 여부 등 총 29개였으며, 다양한 수강신청 기준 요인의 구조를 파악하고자 탐색적 요인분석(EFA)을 실시하였다. 연구자가 설정한 대학생의 수강신청 기준은 ‘학습 편의성’, ‘교수자 특성’, ‘강의 실용성’, ‘학습 기대 및 관심’, ‘강의 외적 요소’ 등의 5개 요인으로 구성되었다. 둘째, 대학생들은 교양과목 강의를 선택 시 ‘학습 편의성’이 가장 중요한 요인으로 작용하고 있었으며, ‘학습 기대 및 관심’, ‘강의 외적 요소’, ‘교수자 특성’, ‘강의 실용성’ 순이었던 반면, 전공과목의 경우 ‘교수자 특성’, ‘학습 편의성’, ‘학습 기대 및 관심’, ‘강의 외적 요소’, ‘강의 실용성’ 순으로 중요하게 인식되고 있었다. 본 연구는 대학생의 수강신청 기준을 살펴보고 이를 교양과목과 전공과목으로 나누어 심도 있게 분석하였다는 데 의의가 있으며, 추후 본 연구를 토대로 대학생의 강의 및 교육 만족도와 연계된 수강동기 및 수강신청 기준에 관한 연구의 필요성을 제언하였다.

교육기본권으로서의 학교선택권

이신화(lee shin-hwa) 한국교육법학회 2012 韓國敎育法硏究 Vol.9 No.1

학생이 진학할 고등학교를 선택하여 지원할 기회를 주지 않는 부분은 학생의 적성과 능력에 맞는 학교를 선택할 자유를 정당한 사유도 없이 부정함으로써 본질적으로 침해하고 그에 따른 학부모의 자녀교육권도 침해하는 것이어서 헌법 제31조 제1항 및 제37조 제2항에 위반된다. 학교선택권은 기본적으로 교육수요자인 학생과 학부모가 교육 공급자인 학교를 선택한다는 새로운 시장지향성의 교육관이다. 즉, 시장원리의 수요적 측면에서 본다면 학부모에게 자녀들이 가고 싶어 하는 학교에 대한 선택권을 부여하는 것이고 시장원리의 공급적 측면에서 본다면 학생들에 대한 학교들 간에 경쟁을 초래하는 것을 의미한다. 학교선택권은 지금까지 이루어져 온 교육공급자 중심의 학교 운영을 교육수요자 중심으로 변화시켜 학교교육의 주도권을 분산시키게 하며 학교 간 경쟁을 유발시켜 종국에는 학교교육의 질을 향상시키기 위한 것이다. 고교 평준화제도가 가로막고 있는 교육의 다양화와 학습자의 학교선택권의 보장을 위해 ‘고교평준화’가 ‘상향평준화’가 되도록 학군을 광역화하고 동일 학군 내의 다른 학교로 전학할 수 있는 권한을 학생에게, 학부모에게는 자신의 아이를 전학시킬 수 있는 선택권을 부여하야 한다. 하향평준화는 헌법에 어긋나는 교육정책이기도 하다. 현행 평준화의 틀을 유지하면서 학군을 광역화하여 교육수요자인 학생과 학부모의 학교선택권을 넓히고 학교 및 교사 간 경쟁을 촉진해 교육의 질적 수준을 높여 학생의 학교 만족도 및 공교육의 경쟁력을 높일수 있을 것으로 보며, 점차적으로 평준화제도를 폐지하여 헌법이 보장한 교육기본권을 보장하여야 할 것이다. Currently in most part of areas in S. Korea, a student is not allowed to enter a high school in one’s own selection. It infringes the freedom of selecting school in accordance with his or her aptitude and capability without no reasonable causes, in succession, the education right of parents for their children, so that it breaches Article 31 ① and Article 37 ② of Korean Constitution. To protect the right of school selection has a base on market-preferred values for students and their parents to select schools as educational suppliers. That is, in the view of demand on market theory, it means allowing parents selection rights for schools which their children want to go, in the view of supply, it means a competition among schools for students. The right of selecting a school suggests a change from focusing on education supplier in running school to focusing on education demander and in the end, stir a competition atmosphere to advance the quality of school education. The standardization of high schools is now obstructing diversification of education. We need to prevent it’s harmful effects now. We have to secure the system under which the standardization of high schools could become ‘upward standardization’ by wider school districts and allowing students to transfer to another schools in a semester and yet allowing parents a right of transferring their children to another schools. If wo do not get this system, the standardization must be faltering and fall in downward standardization. This is a education policy to go across the Korean Constitution. Therefore, maintaing the frame of current standardization, we should widen school districts so that the school selection right of students and parents could extend, and promote competitions among schools and teachers so that the standard of education quality could be higher. After all, it surely will be connected to advancing the satisfaction toward schools and the competence of public education, a fulfillment of the constitutional basic right of education.

의복구매동기와 의복구매행동에 대한 연구-여대생을 중심으로

박혜선,권정문,김천유,이한구,최헌수,Park, Hye-Sun,Kwon, Chung-Mun,Kim, Chun-Yo,Lee, Han-Goo,Chol, Hun-soo 배재대학교 자연과학연구소 1997 自然科學論文集 Vol.9 No.1

본 연구는 서울 및 대전에 거주하는 20대 초반 여대생 352명을 대상으로 의복구매동기와 의복구매행동을 연구하였다. 여대생들의 의복구매동기를 요인분석한 결과, 유행 및 개성추구요인, 경제적요인, 지위요인, 광고 및 충동구매요인등 4개요인으로 분류되었으며, 여대생들의 의복구매행동을 요인분석한 결과, 정보원사용요인은 인적요인, 전파요인, 광고 및 관찰정보요인 3개 요인으로, 의복선택기준은 실용성요인, 디자인요인, 마케팅요인, 유행 및 지위요인등 4개요인으로, 점포선택기준은 상품요인, 서비스요인, 2개 요인으로 분류되었다. 또한 의복구매동기와 의복구매행동 상호간에서 상관이 있는 것으로 나타났으며, 용돈과 전공에 따라서도 의복구매동기와 의복구매행동에 차이가 있는 것으로 나타났다. The authors studied clothing buying motive and clothing buying behavior. The date were obtained from 352 women college students living in Seoul and Taejon. As the result of factor analysis. four buying motive factors were found: fashion and individuality, economy, status, advertising and impulsive buying. Three buying behaviors(information using, clothing selection standard, and shop selection standard) were factor analyzed. Three factors were founded in information using: human, electric wave communication, advertising and observation factors. Four factors were found in clothing selection standard: utility, design, marketing, fashion and status. Two factors were found in shop selection standard: merchandise and service. Clothing buying motive and clothing buying behavior were related, and they were different according to the levels of spending money and major in college.

재료 성능설계를 위한 평가지표의 등급설정에 관한 연구

오상근(Oh Sang-Keun),이선규(Lee Sun-Gyu),최성민(Choi Sung-Min),배기선(Bae Kee-Sun),최수경(Choi Soo-Kyung),서치호(Seo Chee-Ho) 대한건축학회 2009 大韓建築學會論文集 : 構造系 Vol.25 No.12

The quality of the material is managed to quantifying the performance requirement of waterproofing materials on Korea standard. The selection system of waterproofing methods is not enough detail standard of grade selection about the test items. Therefore, this study is intended as a proposal of the detail evaluation index that it apply data-base of the test to the standard of grade selection. Specimens is selected four type of its self adhesive waterproofing sheet, and is progressed test items of five type(tensile strength, tearing strength, temperature dependent, peeling resistance, peel-out test). The quality test is analyzed performance value to using the standard normal distribution. Test a result, the specimens could select relative grade of each material to divide five-point scale, and it is analyzed Static and dynamic evaluation model to possible numerical verification.

미국의 교과 기준 설정을 위한 준거 탐색 연구에 나타난 교육과정 내용 구성의 방향 고찰

백남진 이화여자대학교 교육과학연구소 2007 교육과학연구 Vol.38 No.1

본 연구는 미국의 기준 중심의 교육 개혁 속에서 기준이 갖추어야 할 요건을 준거로 제시한 연구들을 살펴보고 이들 연구가 제시하는 준거가 한국의 교과 교육과정 내용 구성에 어떠한 시사점을 줄 수 있는지를 검토하였다. 미국의 기준 설정의 준거 탐색 연구에는 국가 교육 목표 위원회(NEGP), 주 교육감 위원회(CCSSO), 캘리포니아 주 기준 제정 위원회, 포담 재단, 미국 교사 연합(AFT) 등이 제시하는 기준이 갖추어야 할 요건이 포함된다. 이 연구들에서 기준은 학문적 엄격함을 반영한 내용으로 선정되어야 할 것을 강조하고 있었으며, 좀 더 구체적으로, 세계 수준의 기준, 학문에 기반한 기준, 개인적 적합성, 사회적 적합성, 평가 관련성, 지식과 기능의 균형, 실천 가능성, 순차적 조직, 명료성/구체성 등의 기준이 갖추어야 할 요건이 제시되고 있었다. 이러한 기준 설정에 필요한 준거 연구들은 현행 교육과정을 지속적으로 평가할 수 있는 가이드라인을 제시하고 있으며, 한국의 교과 교육과정이 어떠한 내용으로 구성되어야 할지 그 방향 및 적합성을 검토하는 데 참조사항을 줄 수 있는 사례가 될 수 있다. This study examines 'the criteria for quality standards' which propose guidelines of setting "good standards" in standard-based educational reform in U. S. A. and searches for implications of those criteria in relation to the construction of educational contents in Korean curriculum. Criteria for quality standards are proposed by the following research institutes: the National Education Goals Panel, the Council of Chief State School Officers, the Committee of Standards of California, the Fordham Foundation, and American Federation of Teachers. The qualities for standards these research institutes recommend are as follows: world class standards, discipline-based standards, relevance for students, relevance for society, relation to educational evaluation, balance of knowledge and skill, feasibility, sequential organization, and clearness/specification. Synthetically, these research institutes propose that standards must reflect the core knowledge in discipline and the knowledge must be presented clearly in the academic standards. These qualities for standards can be guidelines for the construction of educational contents in Korean curriculum. There is a need to reference the qualities-especially, discipline-standards and clear definition of educational contents-in Korean curriculum developmental process. The qualities these research institutes present can be the criteria for evaluation of standards and to make 'quality curriculum', continual reviewing of the construction of educational contents is needed.

문서감정인 자격에 관한 개선방안

김주석 ( Kim Joo-seok ),박우경,서용성 사법정책연구원 2022 연구보고서 Vol.2022 No.5

Both domestically and globally, document examination has played an important role by revealing the author of the related document in various cases. Despite the importance of document examination, controversy over the qualification of document examiners continues to date. Given the feature of the document examination expertise, which presupposes legal disputes and does not have national or official qualification system, it can be said that the management of the qualification of document examiners is virtually left to the court. Document examination is an examination on specific facts, and the examiner selection/ management process is governed by the Supreme Court Judicial Directives on the Examination (hereinafter referred to as “Examination Directives”) likewise other areas of expert examination. A person who wants to become a document examiner candidate applies for registration on the list of examiners every year in accordance with the Examination Directives, and is subject to registration on the list of examiners after undergoing qualification screenings by the National Court Administration and the courts or their branches of various levels. However, the procedure for selecting and managing document examiners as stipulated in the Examination Directives is carried out in a stereotyped manner and is focused only on ex-post evaluation, so it is hard to admit that substantial qualification management is being performed properly. For example, in the course of qualification screening for applicants, the review has customarily been done over the documents such as career or training certificates, and evaluations by judges in individual cases are left not actually conducted. Furthermore, criminal record check on the applicants for examiners is regarded as futile because the relevant agency unfailingly denies the inquiry on the ground that it has no legal basis. In order to improve the qualification management of document examiners, efforts should be made to get suggestions by comparatively scrutinizing foreign examples.  In Anglo-American Law countries, a document examiner becomes an expert witness of specific party and testifies in court according to the adversarial system. In England, as the Rule Against Comparison of Hands was abandoned, document examiners have appeared as expert witnesses in a full-fledged way. While their professional qualifications are leniently recognized by the courts, the Chartered Society of Forensic Science is managing their qualifications by operating an accreditation system for forensic practitioners, which aims to endow the qualification of expert witness in courtrooms. In the United States, some courts and scholars have raised questions about the methodologies of document examination. But currently, the qualification of a document examiner is the main issue in determining the admissibility or competency of his or her testimony in the individual case on the premise that practical expertise in document examination is generally admitted. On the other hand, standardization of the methodologies and training/education was attempted in order to increase the reliability of document examination, and with the support of public entities, authoritative certification bodies were created regarding the qualification of document examiners. In Civil Law countries, document examiner is perceived as a neutral assistant to a judge. Document examiners in France are managed within the large framework of the judicial examiner system. Several entities are involved in qualification screening for the registration on the list of examiners, including the chief prosecutor, the general meeting of judges, and the review committee composed of judges, prosecutors, and examiners. Examiner disciplinary system is a characteristic feature. Document examiners in Germany are publicly appointed and managed by Chambers of Commerce. Some German state courts have established and operated examiners quality management circles and have provided useful feedback to examiners by way of using judge questionnaires. In Austria, pursuant to the Examiner Act, an individual statute, the court officially appoints an examiner after a review by the qualification committee. In principle, document examiners must be registered on the list of examiners in order to perform an examination, and the list is made public online. Although Japan is a Civil Law country, the courts do not conduct qualification screening in every area of examination, except for the fields of medicine and architecture, where committees composed of both expert and lawyer members are involved in the selection and management of each examiner. The courts usually select examiners on the recommendation of the parties in other areas of examination, including document examination. In general, the courts strictly decide on the credibility of the document examination, and do not differentiate in the weight of the evidence between the court examination and the party’s private examination. The qualification of a document examiner should be determined to ensure both the integrity or ethics and the expertise. Specific improvement measures to secure these objectives are presented as follows. First of all, substantial qualification screening of document examiners shall be implemented. To this end, the document examiner selection and management committee should be established, and the document examiner qualification test ought to be entrusted to the National Forensic Service so that it could be properly carried out. Moreover, the factors of the evaluation standard table would have to be changed, and facilities and equipments standard needs to be reorganized as well. Judges’ evaluations of examiners in specific cases and the list adjustment system should also be activated. Next, considering the circumstances under which the courts across the country use the same list, and also the necessity to centralize the diversified affairs, the Minister of the National Court Administration, instead of chief judges in each level of courts and their branches, should be in charge of the training/education instruction for document examiners. Financial support and practical guidance for the training/education needs to be provided, and subsequent results of the training/education shall be reflected on the re-registration of the current examiners. Furthermore, to improve disqualification check, it is also proposed to provide the legal grounds for criminal record inquiry of examiner candidates. Last but not least, it is additionally suggested that (i) the norms having binding force with regard to the selection and management of the list of examiners be restructured by elevating from the level of the Supreme Court Judicial Directives to the level of the Supreme Court Rules or the Statutes, (ii) the meaning of ‘training’ as in the qualification requirement be clearly defined as indicating an apprenticeship, (iii) the list of examiners be made public, (iv) the registration period be extended, and (v) the fees be raised realistically.

교육용 기록정보콘텐츠 개발 절차에 관한 연구

이은영 한국기록학회 2011 기록학연구 Vol.0 No.29

Standards-curriculum based archival contents for education is the best effective teaching and learning units for historical thinking abilities. This paper purposes a developing procedures of an archival contents for education that is theoretical instructions of developing an archival contents for education by the National Archives of Korea. This paper can be used of the theoretical bases for the National Archives of Korea by proposing the methodology of development of an archival contents for education. The developing procedures of an archival contents for education is the same with the procedures of developing an e-learning contents that has planning, analyzing, designing, developing and assessing steps but it is characterized by an archival contents for education that is curriculum standards analysis, collection analysis, and detailed design for structured formats in effective-accomplishments for teaching-learning objectives. I propose the procedures for determining teaching-learning subjects that enable the development of an archival contents for education by curriculum standards analysis. I also propose the procedures for deriving the key words from the teaching-learning subjects. Collection analysis methods analyze key records that correspond to the learning subjects according to the selection criteria of primary sources. In the steps of designing, titles of contents and contents structures have to be determined and storyboards based on flowchart of learning have to be made of according to the results of analyses. In the steps of developing contents, making a copy of primary sources like a original is the key points. And also in the steps of assessment, products of teaching-learning contents to effectively achieve the teaching-learning objectives have to be estimated by the appraisal board. Finally I propose that user's survey research after the services have to be reflected on contents updates and new developments of contents. 교육과정에 기반한 교육용 기록정보콘텐츠는 역사적 사고력 함양에 가장 효과적인 교수․학습 도구라 할 수 있다. 본 논문은 교육용 기록정보콘텐츠의 개발 방법론을 제안함으로써 국립 기관인 국가기록원이 본격적인 교육용 기록정보콘텐츠 서비스를 제공함에 있어 이론적 지침이 되고자 하였다. 본 논문에서 제안한 교육용 기록정보콘텐츠의 개발 절차는 e-러닝 콘텐츠의 개발 단계인 ‘기획-분석-설계-개발-평가’의 단계를 거친다. 구체적으로는 교육용 기록정보콘텐츠로서의 특성을 띤 교육과정 분석과 컬렉션 분석, 교수․ 학습 목표를 효과적으로 달성할 수 있는 구조화된 형태로 설계하기 위한 세부 단계를 거친다. 교육과정 분석에선 일차 사료를 활용한 학습이 가능한 주제 항목을 설정하고 이를 검색을 위한 키워드로 도출하는 절차와 일차 사료별 교수․학습 활동에 적용할 수 있는 교수․학습 방법을 분석하였다. 컬렉션 분석에선 키워드별로 기록 검색을 실시한 뒤 일차 사료의 선별 기준에 따라 최종적인 기록을 선정하는 과정을 제안하였다. 분석의 결과를 토대로 설계 단계에서는 콘텐츠의 제목 및 내용 구조를 결정하고, 학습 흐름도를 기반으로 스토리보드를 작성하여야 한다. 개발 시엔 일차 사료의 질감을 원본에 최대한 가깝게 제작하는 것이 핵심이며, 평가 단계에선 콘텐츠의 교수․학습 내용이 학습 목표를 효과적으로 성취할 수 있도록 개발되었는지를 평가하고 실제 콘텐츠 서비스 운영 후 이용자 만족도 조사에 의한 평가 결과를 새로운 콘텐츠 개발이나 콘텐츠 업데이트에 반영하도록 하였다.