‘평생학습’ 개념생태계 연구 : 평생학습 개념의 확장, 융합, 그리고 창발에 관하여

한숭희(Han, Soonghee),양은아(Yang, Euna),임혜진(Lim, Hyejeen) 한국평생교육학회 2020 평생교육학연구 Vol.26 No.2

이 연구는 평생학습(lifelong learning) 개념이 평생교육·인적자원개발 영역의 경계를 넘어 범학문적으로 확장되어가는 한편, 이 연구분야를 중심으로 각 학문분과간 초연결성을 형성해가는 양상을 분석한다. 또한 이 과정에서 기존의 평생교육 연구분야에서는 나타나지 않던 새로운 개념층위적 창발성이 진화되어 나오는 모습을 드러낸다. 연구자들은 이것을 평생학습 개념생태계의 성장과 진화라는 차원에서 이해하려고 한다. 이를 위하여 연구자들은 지난 20년 동안 국내 및 국외의 학술연구 데이터베이스에서 평생학습 혹은 lifelong learning 을 키워드로 설정한 학술논문들을 추출하여 그 주제영역과 연구문제들을 분석하였다. 연구 결과 국외에서의 평생학습은 (1) 교육학 일반 영역으로 확장되는 한편 사회과학, 생명과학, 공학과 의학, 인문학과 교양학 등 거의 모든 분야로 그 적용범위를 넓혀가고 있었으며, (2) 핵심 연구주제들, 예컨대 노인발달과 학습, MOOCs, 전문가계속교육(의사, 공학자, 건축가 등) 등 주제와 관련된 융합학문적 연구로 발전하고 있었고, (3) 다른 한편에서 기존의 학교학습으로 표현하기 어려웠던 새로운 학습의 세계를 표상하는 플랫폼 개념으로 자리매김하고 있었다. 특히 인공지능 등의 기계학습 분야에서 평생학습 개념이 활용되는 모습을 관찰하였다. (4) 반면, 국내의 경우 평생학습 연구는 전통적 평생교육/HRD영역 안에 갇혀있는 양상을 보였으며 다학문간 활발한 융합연구를 찾아보기 어려웠다. 이제 평생학습 개념은 더 이상 50년 전의 그 개념이 머물 수 없으며, 학술개념의 리더십도 더 이상 평생교육연구자집단(혹은 성인교육연구자집단) 안에 한정되어서는 안 된다. 평생학습 개념은 조만간 혁신적 업그레이드를 통하여 새로운 역할을 부여받는 개념으로 거듭날 필요가 있으며, 주요 융합주제들을 통해서 보다 적극적으로 초학문간(transdisciplinary) 협력연구를 촉진할 수 있어야 한다. This research aims to investigate the way in which the notion of lifelong learning has expanded beyond the territory of educational researches, created new interconnectivities with other major areas of academic researches, and eventually evolved into a new platform of conceptual emergence. The researchers adopted a complexity perspective to understand this whole process as a part of dynamic conceptual ecologies in evolution. Within this framework, an academic concept, being developed as part of practical reality in the related field, came to existence to obtain a discursive power, or “governmentality,” adopting Foucault’s terminology, which authorizes collective legitimacy to the piecemeal of the fragmented practices, and to provide them justification and social values. To reveal the characteristics, we used two major scholarly databases to select articles whose researches have mainly focused on the notion of lifelong learning. One is SCOPUS scholarly database, the other is Korean research database of RISS. From the two databases, we compared the distribution of the articles whose main theme is related with lifelong learning, both in Korea and overseas. Upon the data collected, we found out that (1) the expansivity and interconnectivity of lifelong learning discourses between various academic fields is far restricted in Korea than overseas; (2) lifelong learning in Korea is more strictly bound within the territory of educational researches, while in overseas more articles were found in the areas such as medicine, engineering, social science, humanities, and others; (3) newly emerging research themes were created especially in the areas of artificial intelligence and machine learning that were standing over the platform of Industry 4.0 or post-humanism. Overall, the notion of lifelong learning today came to be a general and transdisciplinary concept that shares more connectivity and alliances in collective researches to shed “new” lights on the “old” phenomena of human learning in a new epoch. Nevertheless, the conceptual sophistication and major upgrade have not been supported enough by the original adult education research group; rather, the clock of the concept stopped at the point when it was first invented. All kinds of cliche and old implications are repeated without further evolution. Adult educators are no longer standing at the center of the academic leadership in this phenomenon.

평생학습공간으로서의 협동조합 : 경력단절여성의 소비자생활협동조합 활동을 중심으로

이려화(Lee ryowhoa),이희수(Lee heesu) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.15

본 연구는 소비자생활협동조합에서 전개되는 학습활동의 양상과 특성을 규명하여 평생교육적으로 어떠한 의미가 있는지를 찾아내려는 시도이다. 자료는 생협이라는 평생학습공간에서 경력단절여성들이 경험한 활동 내용을 중심으로 면담을 실시하여 수집하였으며, 자료분석은 주제 분석 기법을 적용하여 실시하였다. 연구 결과, 경력단절여성들이 생협활동 과정에서 경험하게 되는 7가지 요소(계기, 모임, 활동, 긍정성, 부정성, 강화, 격려)에 적합한 주제가 도출되었으며, 교육장치의 개념을 적용하여 생협의 교육현상을 도식화하였다. 마지막으로, 연구 결과를 바탕으로 생협 내에서의 교육 활동의 평생교육적 함의와 한계에 대해 논의하고, 이를 보완하기 위한 정책 제언과 후속 연구에 대해 언급하고자 한다. This study investigated the aspects and characteristics of learning activities developed in consumer cooperatives and analyzed the meaning of lifelong education. The data were collected by conducting interviews focusing on the experiences of women who experienced career breaks in the lifelong learning platform called the consumer cooperative, and included thematic analysis in the analysis process. As a result of the study, a topic suitable for 7 elements (momentum, meeting, activity, positivity, negativity, reinforce, and encourage) experienced by women with career breaks in the process of cooperative activities was drawn. The concept of the educational system was applied to diagram the functional phenomenon. In addition, based on these results, the lifelong learning implications and limitations of educational activities in the cooperative were discussed, and policy suggestions and follow-up studies to supplement them were discussed.

에드위드(edwith)의 적응형 이러닝 교육 플랫폼으로 진화 가능성 탐색 연구

유정수 한국정보교육학회 2023 정보교육학회논문지 Vol.27 No.6

Now, digital devices are changing from a channel that simply delivers educational contents to students to a channel that continuously identifies individual learners' learning needs and provides individualized learning paths in real time. This study explores the potential for edwith, an online course education platform provided by NAVER and the NAVER Connect Foundation, to evolve into an adaptive learning platform that can be used in the future from primary, secondary, and higher education to lifelong education. We explored existing adaptive learning platforms and real-world examples from a functional perspectives, and based on that, we examined edwith from a platform type perspectives, an assessment perspectives, and an adaptive perspectives for various personalized learning needs. For edwith to evolve into an adaptive learning educational platform, it will need to move away from its current form of data collection and introduce the concepts of domains and tasks, and it will need ways to protect learners' data from privacy and misuse. In order to successfully integrate edwith into school classrooms, it is necessary to expand support for technical support services and professional development programs for educators.

코로나19 이후 국내외 평생교육정책 동향분석 및 시사점

심미자,김재정 한국문화융합학회 2022 문화와 융합 Vol.44 No.12

The purpose of this study is to examine the overall trend of lifelong education after COVID-19 and major policies for lifelong education at home and abroad. we analyzed the cases of core policies and changes in lifelong education in Germany, the United States, the United Kingdom, and Japan. And the purpose of lifelong education in Korea and changes in the COVID situation were analyzed. Based on the research results, some suggestions for revitalizing lifelong education are as follows. First, it is inevitable to establish an online education system and infrastructure to support quality lifelong learning in response to the rapidly changing educational environment. Second, local fence activities for community lifelong education innovation should be activated and a lifelong learning ecosystem based on the network should be established. Third, customized programs for each life cycle emphasized in the lifelong education policy and support for free online education and training programs for the unemployed in preparation for an increase in the unemployment rate are also needed. Fourth, it is necessary to expand and operate public online lifelong learning to bridge the digital informatization gap and participate in lifelong learning for the socially vulnerable.