영화의 교육적 활용 = Movies for educaion : an expedion for promoting cognitive flexibility in ill-structured domains

국문 초록 (Abstract)

교수학습의 효과를 도모하는데 있어서 나름대로의 고유한 상징체계를 갖춘 교육매체들 가운데서도 특히 영화가 지니는 그 교육적 가치는 무시할 수가 없다． 이러한 인식은 제7차 교육과정에 반영되어 2004년부터는 초중등학교에서도 부분적으로나 영화교육을 시도 할 수 있게 되었다． 그러나 그동안의 영화에 대한 교육적 접근은 주로 영화의 교육적 메시지 분석을 통한 이른바 영화읽기라는 순수 교육적 차원에서 다루어져 왔다. 여기서는 일반 영화교육의 관점에서 다루어지는 교육적 차원과는 달리 교육적 효과를 극대화하는데 영화를 활용하는 교육공학적 방안을 탐색하고자 하였다．
영화의 교육공학적 유용성은 무엇보다도 학습영역상 단순지식이 아닌 고등지식 즉， 비구조화된 학습과제에서 그 위력을 발휘할 수 있다. 실제 생활이나 전문 영역에서 접하게 되는 문제들과 같이 특정 영역의 개념이나 원리만을 단순히 적용해서는 그 해결책을 도출할 수 없는 비구조화된 학습과제는 학습자의 유연한 인지기능을 바탕으로 한 능동적인 문제해결능력에 의해 가능하다． 이 유연한 인지기능의 촉진은 기본적으로 다양한 사례나 현상들에 대한 다중해석 및 다중표현을 하도록 하는 교수학습 환경을 제공함으로써 가능하다． 영화를 활용하여 이 유연한 인지기능을 촉진하는 교수학습 모형으로는 광범위한 실제 사례기반 （case database）의 제공을 통한 자기주도적 문제해결을 조장하는 사례기반 추론학습과 같은 모형이 유용한 방식으로 제시될 수 있다． 이 논문은 다른 한편으로 교육공학은 교육기술이라는 부정적 시각에 대한 변호의 글이기도 하다． 교육공학의 본질은 흔히 말하듯이 단순히 교육에 최첨단의 하드웨어를 활용하는 것을 탐구하는 교육기술을 탐구하는 것이 아니라 교육의 과정에 대한 체제접근을 통한 재구조화 노력이기 때문이다．

다국어 초록 (Multilingual Abstract)

We must acknowledge that movies play a vital role in the social construction of knowledge so that we can come together to discover new ways of using them educationally. Movies, as an educational medium, have been, however, used in terms of mere audio-visual tools, as well as so called 'movies-reading' which draws messages from them for classroom discussion. This paper proposes that movies should be a potent one for educational technology by which instruction-learning processes are reengineered to maximize learning effects.
The educational technology of movies can not only apply easily to simple learning such as well-structured problems but also be embodied effectively in the area of advanced knowledge learning such as ill-structured problems. Well-structured problems are encountered the most commonly especially in schooling. These well-structured problems require the application of a finite number of facts, concepts, rules being studied to a constrained problem space. Ill-structured problems, in contrast, are typically situated in and emergent from a specific context. In these problems, some aspects of the problem space are not well specified and the information needed to solve them is not contained in the problem statement. Since these problems are not constrained by the content domains being studied in classrooms, their solutions are not convergent or predictable. Thus, they require the integration of several content domains.
Instructional designs for well-structured problem tasks are rooted in objectivist paradigm while designs for instructional learning environments for ill-structured problem tasks necessarily borrow assumptions and methods from constructivism. In other words, more appropriate strategies for advanced learning and instruction in ill-structured learning tasks are, in many ways, the opposite of what works for in more well-structured learning domains. For example, oversimplification and compartmentalization of a knowledge domain are effective strategies for well-structured domains but they impede effective learning in ill-structured domains that require multiple representations of knowledge.
Instructional neglect of these aspects related to the essential characteristics of learning domains leads to learning failures. The appropriate instructional practices for ill-structured learning tasks, therefore, need to be provided and would be to facilitate learning processes that afford cognitive flexibility. The cognitive flexibility includes the ability to represent knowledge from different conceptual and case perspectives and the ability to construct from those different conceptual and case representations a knowledge ensemble tailored to the needs of the problem-solving at hand. For learners to develop cognitively flexible functioning, therefore, flexible learning environments are required that include systemic ways of guiding learners' learning such as case-based reasoning and goal-based scenarios.
A hypermedia approach is particularly appropriate for this constellation of features associated with promoting cognitive flexibility in ill-structured domains. It appears straightforward that a nonlinear medium like hypermedia would be very well suited for the kinds of 'landscape criss-crossing' recommended by cognitive flexibility theory and needed in ill-structured knowledge domains.