수업설계 모형 비교준거에 관한 탐색적 연구 = An Exploration of Criteria for Comparing Instructional Design Models

다국어 초록 (Multilingual Abstract)

While being in the midst of proliferation of instructional design models instructional designers as well as scholars have no valuable procedure for comparing instructional design models especially when alternitives to systems approach emerged recent years. The purpose of the present study is to provide criteria for comparing instructional design models. Specifically, the fundamental components of the instructional design process are reviewed, and criteria for comparing instructional design models are discussed in terms of internal as well as external dimension of instructional design models.
The common components of various instructional design models could be reduced to needs assessment, objectives, learner characteristics, instructional strategies, evaluation and feedback. Five of them excluding needs assessment constitute Glaser model(1962) which, for the first time, considered instruction as a system. Needs assessment was added to ID process during 70s to correct problems identified as results of earlier instructional design practices.
Comparing criteria based on internal dimension of models discussed are theoretical origins and required expertise. Instructional design models emerged during past three decades since the first model presented in the eartier 60s are mostly based upon systems theory. However, models not based on systems theory are increasingly emerging recent years. Thus, instructional design models can be considered either based on systems or non-systems according to its theoretical origin. Instructional design models also vary in the amount of expertise required by individuals to apply models. Some instructional models provide step-by-step descriptions of the process of designing instruction which are more appropriate for a novice instructional designers to employ, while other models rely on an expert's intuition and experience to guide the process.
Many instructional design models originated in a certain context, in response to the particular needs ot that context. Employing a model from a significantly differant context would result in inefficient solution to instructional problems. Instructional contexts could be one of the following four context : Kindefgarten education, elementary and secondary education, higher education, and training for business and other non-school organizations. Instructional design models are also intended to plan instruction for different levels of implementation depending on the size of the population targeted by the instruction. The six levels of instructional design include mass-level, institutional-level, course-level, unit-level, lesson-level, and module-level. Thus, the level of application becomes one of important comparing criteria for instructional design models.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.수업설계 과정의 구성요인
• Ⅲ.수업설계 모형의 내적차원
• 1.이론적 기원
• 2.수업설계자에게 요구되는 전문성 정도
• Ⅳ.수업설계 모형의 상황적 차원
• 1.수업맥락
• 2.수업의 수준
• Ⅴ.요약 및 결론