캡스톤 디자인 교육과정을 통한 디지털 콘텐츠 제작과 외국어전공 학생의 디지털 문해력 향상 (Developing digital contents and improving digital literacy of foreign language major students through capstone design course work)

서지정보

· 발행기관 : 한국ESP학회
· 수록지 정보 : ESP Review / 3권 / 2호 / 41 ~ 53페이지
· 저자명 : 김인영

초록

This study aims at improving digital literacy skills of English major students by developing digital contents in Capstone design course work. The instructional model was developed adopting ADDIE model, five steps taken from Analysis, Design, Development to Implementation and Evaluation. To develop digital contents for young learners, students carried out learner-directed projects following eight steps: team organization, target-learner identification, story drafting, revision, storyboard work, IT tools check, contents producing and editing work. Throughout this project-based learning, they learned how to brainstorm their ideas, search the information, and assess and apply the appropriate Information and Communication Technologies (ICT) tools to develop the contents they planned. From this learning-by-doing experience, they improved vocational competence and core competence of creativity, leadership, problem-solving skills and IT fluency. In this paper, digital literacy including information literacy, media literacy, and ICT literacy is particularly addressed to help students prepare for the fourth industrial revolution in the 21st century.

영어초록

This study aims at improving digital literacy skills of English major students by developing digital contents in Capstone design course work. The instructional model was developed adopting ADDIE model, five steps taken from Analysis, Design, Development to Implementation and Evaluation. To develop digital contents for young learners, students carried out learner-directed projects following eight steps: team organization, target-learner identification, story drafting, revision, storyboard work, IT tools check, contents producing and editing work. Throughout this project-based learning, they learned how to brainstorm their ideas, search the information, and assess and apply the appropriate Information and Communication Technologies (ICT) tools to develop the contents they planned. From this learning-by-doing experience, they improved vocational competence and core competence of creativity, leadership, problem-solving skills and IT fluency. In this paper, digital literacy including information literacy, media literacy, and ICT literacy is particularly addressed to help students prepare for the fourth industrial revolution in the 21st century.

참고자료

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