設計의 本質에 基盤한 敎授設計模型의 分析 및 活性化 方案 = Investigation and Revitalization of Instructional Design Model Based on the Nature of Design

다국어 초록 (Multilingual Abstract)

The purposes of this study are to reflect on the nature of instructional design as a designing and explore the strategy for revitalization of instructional design model’s practice. The purpose of the study are derived from the point of an argument that instructional design model should be congruent with the nature of design, but also practiced across diverse instructional design contexts.
The specific research problems of this study are as follows:
(a) What is the nature of design?
(b) Are existing instructional design models really reflected on the nature of design?
(c) Is there any difference between instructional design experts’ perception and practice of instructional design model?
(d) What is the strategy for revitalization of instructional design model’s practice?
The research methods applied in this study are as follows respectively:
(a) The nature of design is comprehensively analyzed by examining description of design( definitions and characteristics of design), prescription of an ideal design process or models, observation of the reality of design activity and reflection on fundamental concept or method of design which from various design fields’ literature. The results of examining are rearranged and identified according to analysis of design problem, synthesis of design solutions, evaluation of design solutions, and overall design processes.
(b) To analyze whether instructional design model is congruent with the nature of design, firstly, existing instructional design models are classified according to the assumption and theoretical foundation of instructional design. Secondly, the notable features of individual perspectives on instructional design process or method are organized by examining their assumption, theoretical foundation, and representative model. Finally, the study does analyze whether instructional design perspectives or models truly reflect the nature of design or not, with regard to analysis of design problem, synthesis of design solutions, evaluation of design solutions, and overall design processes.
(c) To identify differences between instructional design experts’ perception and practice of instructional design model, and to suggest strategies for narrow the gap or facilitate practice of instructional design model, the study does survey of instructional design expert who are educational technology related professor of university in the country. The survey conducted by e-mail from September, 29 to December, 18 in 2006. Seventeen of the 52 instructional design experts responded to the survey. The survey form includes several questions about the respondent’s perception and practice in the instructional design perspectives or models that were classified in advance. Also, several questions about the respondent’s own idea to narrow the gap between perception and practice of instructional design model.
The main results of the present study were summarized as follows.
After examination of diverse aspects of design, we identified several attributes or nature of design in regards to design problem, design solutions, and the overall design processes, as below;
·Design problems cannot be objectively or systematically analyzed because design problem is ill-defined, ill-structured, and wicked, therefore design problems can be analyzed by synthesis or generating solution and getting over design problems or restrictions creatively.
·There are an inexhaustible number of various solutions, no optimal solutions to design problems, and solutions generate the other design problems.
·Design solutions can be synthesized by stimulating peculiar curiosity and expanding problems, constraints. Design solutions can be created by abductive inquiry, rhetoric ability, pattern synthesis, systemic thinking, and enduring or overcoming liminal states.
·Design solutions can be revised by evaluating practicality or usability of solutions refer to problems, constraints, and context of application.
·Design process can not be separated but reiterated, recurred and concurred independently or dynamically.
·Design process is controlled and adjusted by designer’s strategic and flexible judgement in the light of a various factors in design contexts, therefore designers have to reflect the needs of stakeholder involved in design process, but also communicate with each other and work together.
·Designers have to harmonize prescribed models with the reflection of overall situation, because design is needed a balance of technical skills and creative connoisseurship, rational and intuitive thinking.
These results were applied to analyze whether instructional design model is congruent with the nature of design. From the pragmatic, integrative, communicative, creative perspectives(or views) of instructional design, it can be concluded that instructional design is truly congruent with the nature of design, except rational view. We founded it useful to portray various perspectives of instructional design along a continuum from purely rational to purely creative, according to a degree of reflection on the nature of design. The fact that these four alternatives are reflected on the nature of design is the result from reconsideration, revisit, and enhancement of traditional rational instructional design model based on systems approach. As a result, reformed or modified instructional design models have been developed. These new models are emphasize that instructional design process is reiterative, recursive, concurrent focused on flexibility, collaboration, and non-linearity.
The survey, conducted to identify differences between perception and practice of instructional design models or perspectives from instructional design experts, found that there were differences between the two. In particular, the frequency in the practical application of instructional design models was low compare to perception of theoretical importance in all five perspectives of instructional design. As a result, it can be concluded that ideal perspectives of instructional design, reflected on the nature of design, were less practised by instructional designers, although they did recognize applicability and theoretical importance of that. The reason why this differences were presumed that less implementations of rational perspective was due to the fault inherent of methodological logic, but the others were due to an insufficiency of environment conditions or instructional designer’s own experience and competence.
Therefore, in rational perspective, the gap between perception and practice can be reduced by alternating or enhancing the process of rational instructional models. There have already been developed numerous alternative instructional design models from theoretical and empirical studies. That’s what the pragmatic, integrative, communicative, creative views or models of instructional design. Thus, adequate instructional designer’s education for development of instructional design competency and promoting realistic conditions for implementations could be a proper method so as to reduce the gap between perception and practice of alternative models.
To revitalize or activate successful practice of instructional design models, instructional designers, both naive and practitioner, should develop not only theoretical knowledge, but also practical knowledge. These integrated competency could be fully nurtured by integrative education of context-based, or implementation-focused and theory-based. Design studio, cognitive apprenticeship, case studies, public presentations, and internship are good examples for the integrative education of instructional designer. Furthermore, in order to support that competency development and education, a great deal more empirical research of actual instructional design process are needed, and these results could be a good instructional design case for education and communication.
From these results and discussions in relation to existing literatures, it can be concluded that existing instructional design models are truly congruent with the nature of design, although the practice and implementations of instructional models are much less. Therefore, several methods, findings from this study, to revitalize our instructional design practice, education and research should be adopted and diffused our fields. Finally, the study suggested further research in relation to the practice, application and diffusion of instructional design

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제와 연구방법 = 4
• 3. 연구범위와 용어정의 = 10
• Ⅱ. 설계의 본질 = 12
• 1. 설계의 개념 = 12
• 2. 설계의 특징 = 21
• 3. 설계의 모형 = 29
• 4. 설계의 실제 = 41
• 5. 설계의 철학 = 48
• Ⅲ. 교수설계의 본질 = 74
• 1. 교수설계의 정체성 = 74
• 1) 합리적 교수설계 관점 = 76
• 2) 실용적 교수설계 관점 = 81
• 3) 소통적 교수설계 관점 = 87
• 4) 창의적 교수설계 관점 = 94
• 5) 통합적 교수설계 관점 = 103
• 2. 교수설계모형에 반영된 설계의 본질 분석 = 111
• 1) 교수설계 문제 분석 = 111
• 2) 교수설계 해결안 종합 = 113
• 3) 교수설계 해결안 평가 = 116
• 4) 전반적 교수설계 과정 = 117
• 3. 설계의 본질 반영 정도에 따른 교수설계모형 분류 = 120
• Ⅳ. 교수설계의 실제 = 122
• 1. 교수설계모형에 대한 인식과 실천 = 122
• 1) 이론적으로 중요한 교수설계 관점 = 122
• 2) 실제 활용 가능한 교수설계 관점 = 125
• 3) 직접 적용하고 있는 교수설계 관점 = 127
• 4) 교수설계 관점에 대한 인식과 실천 간의 차이 및 원인 분석 = 130
• 2. 교수설계모형의 실천 활성화 방안 = 133
• 1) 이론적 지식과 실천적 지식의 통합 역량 개발 = 134
• 2) 맥락과 실천 중심의 교수설계자 육성 = 143
• 3) 교수설계 실천 연구의 확대 = 146
• Ⅴ. 결론 = 150
• 1. 결론 및 고찰 = 150
• 2. 제언 = 155
• 참고문헌 = 157
• Abstract = 173
• 부록 = 177

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