성찰적, 설계 예술적 관점에서 본 수업설계자 육성방안 재고 = Reconsideration on How should Instructional Designer be Educated from the Lens of Reflection-in-Action and Design as Art

다국어 초록 (Multilingual Abstract)

The theoretical horizon in field of ISD has been expanding by incorporating manage - ment science, constructivism, and artistic view of design. The focus of research has been on how to maximize the effectiveness and efficiency of learning based on systems approach and psychological perspectives. The field of instructional de sign has been dominated by a rational view which sees design as a rational, technical process consisting of a series of predetermined activities carried out in a step- by- step manner. They are not matched to a creative view which sees design as an immaginative, iterative process whose defining element is an intuitive leap to a new possibility. Little concerns have been on how to educate instructional design based on the research findings from design as art. In order to seek alternative methods of educating instructional designer, this study pinpoints the limitations of and problems with traditional methods of teaching instructional designer, exploring the nature of design and de signing, and totally different perspectives of instructional designer``s professional competence. The basic assumption of this study is that traditional methods of teaching instructional designer have not adequately prepared our student s to think and act as professional designers. As a result of these concerns, this research seeks alternative methods of educating instructional designer. The new methods of educating instructional d e signer explored in this study are: ① cognitive apprenticeship through connoisseurship and criticism; ② design studio by practicing reflection- in- action; and ③ rapid prototyping through analysis- synthesis approach. Finally, this study proposes some practical research tasks to rethink the issues of educating artistic instructonal designer ; ① instructional design theory building and modeling to construct theory- in- action appropriate for rea l- life si- Tuition ; ② adopt ion of participatory and dialog- driven design approach to overcome the phenomena of analysis paralysis`` ③ developing a systemic instructional design model suitable for a systemic reality and establishing the practical know - how for adhoc and improvised adaption to reality ; and ④ exploration of alternative ways of educating instructional designer through the eyes of reflection- in- act ion and design a s art.