교수공학에 있어 감응시스템 (Appreciative System)의 역할 : 응용과학(Neats)인가? 실무기능(Scruffies)인가?

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 12권 / 1호
ㆍ저자명 : 장이철

목차

Ⅰ.序論
II. 감응시스템
Ⅲ.敎授工學의 諸領域및 實際
Ⅳ.敎授工學:應用科學인가? 實務技能인가?
Ⅴ.結論
참고문헌

한국어 초록

이 글은 Schon이 강조한 感應시스템을 Bandura의 사회학습 이론과 정보처리 모형의 분석 틀을 이용하여 설명하고, 교수공학 전문가는 감응시스템에서 강조하는 구조화되고 형식화된 원리나 규칙의 체계적인 적용을 강조하는 應用科學者(Neat s)와, 분석과정에서 돌출하는 예기치 않은 상황에 대한 직관적이며 창의적인 판단을 강조하는 성찰적 實務專門家(Scruffies)의 특성을 동시에 갖추고 있어야 함을 주장한다. 또한, 현장 문제 해결에 활용된 기존의 교수체제설계의 모델의 실용상 한계점을 밝혀보고, 그 대안으로 등장한 모델들의 장점을 효율적으로 활용하는데 요구되는 교수설계자의 역할이 감응시스템의 주장과 맥락을 같이 하고 있음을 강조한다. 감응시스템은 문제상황과의 끊임없는 상호작용을 통하여 개발된 수 있으며, 이를 위해서는 이론적 정착과정과 성찰적 응용과정이 필연적으로 수반되어야 한다.

영어 초록

The pprpose of this paper is to examine the concept of the appreciative system, its origin and its role as it relates to reflection- in- action in the area of instructional technology. The appreciative system is complex and develops over time. The appreciative system develops as a result of the interaction between the person, behavior and environment. The person's behavior and problem framing capabilities are shaped to a large extent by their environment. Professional schools teach individuals how to frame and solve problems using techniques that are consistent with the technical rationality of the field. As are sult professionals approach solutions on the basis of what should be.The addition of intra and interper sonal communication and the appreciative system makes possible reflection- in- action. Reflection- in- action allows professionals to frame problems and attempt to find solutions that are consistent with past experience, values and client's perceptions.Instructional technology has several domains: (1) Inst ructional design is the planning pha se of the instructional creation process. (2) Instructional development is the process of producing from a detailed plan (design) the procedures and media which support and sequence instructional episodes. (3) Instructional evaluation is the cybernetic process which obtains data about how individuals learn specific content information under varying instructional conditions. (4) Instructional management should be perceived as the linchpin which holds all the domains of instructional technology together.There are two alternative views regarding the role of research and theory in the practical tasks of designing and developing inst ructional materials and systems. The two positions are defined as follows: Neats are those who believe that the role of research on learning is to build prescriptive theories or models that may be used to direct the process of inst ructional design. Scruffies are those who do not believe that current research has furnished any prescriptive theories or models that are worth following. In their view, instruct ional design is an intuitive and creative process, which may be informed, but should not be dictated by research and theory.Based on those arguments, the paper criticizes some drawbacks of water fall model in ISD and emphasizes practical value of systemic approaches of ISD such as systemic model of training design procedures, the layers of necessity model, and rapid prototyping model. Putting more emphasis on Scruffies' ways of problem- solving, this paper suggests that (1) instructional technologists have a chance of facing various real life problem situations in order to enhance practical intelligence; (2) inst ructional technologists make an effort to keep balance in terms of meats and scruffies' approaches; (3) By sharing various perspectives through a collaborative learning environment, practitioners could expand their tunnel visions to more objective, valid, and least objectionable viewpoints. During those processes, they can have knowledge construction experiences, and finally their own appreciative system is getting more powerful.

참고 자료

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