Beyond addie

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B d ADDIEBeyond ADDIE2013.6.12

한국금융연수원한국금융연수원

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목 차목 차

1. Prologueg

2. Culture Based Model

3. Successive Approximation Model

4. MoTIF

5 Fi Di d M d l5. Five Diamond Model

6 Epilogue6. Epilogue

한국금융연수원

2 0 1 32 0 1 3 Prologue

CultureBased

SuccessiveApproximation

SuccessiveApproximation

ADDIEADDIEModel ModelModel

ADDIEADDIEMoTIFMoTIF

FiveDiamond

FiveDiamond MoTIFMoTIFDiamondModel

DiamondModel

한국금융연수원- 3 -

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Culture Based Model(ID-Tablet)


Patricia A. Young, University of Maryland Baltimore [email protected]

2 0 1 3 왜 CBM 을 개발하게 됐는가?

“How does technology influence the d i d di f i t ti ?”design and media of instruction?”

“How do instructional products disclose their nature?”

“How do macro and micro social, political, cultural, and economic issues

di t th t t d t t f mediate the text and context of a document?”


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InquiryCBM의 8개 분야

Inquiry

Development

TeamTeam

Assessments

Brainstorming

LLearners

ElementsElementsElementsElements

Training


g

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AREA Design factors

CBM의 주요 설계 요소들AREA Design factors

Inquiry(I1~I6)

I1. Genre, I2. Framing, I3. Omission, I4. Background, I5. Foreground, I6. Visual representations

Development(D1~D10)

D1. Considers the technical, aesthetic, content, culture-based, and target audience design specifications of an ICTD2. the best mass distribution format, D3. the most effective technologyD4. diversify the ICT format, D5. understand the target audienceD6. explores environmental and individual/group culturesD7. recommends creating a quality design, D8. authenticate the productD9 control for interference D10 model the product or processD9. control for interference, D10. model the product or process

Team(T1~T3)

T1. culture expert, T2. enlist educators, T3. culturally informed team

Assessments(A1~A4)

A1. Multiple evaluation opportunities, A2. Assess the assessmentA3. External review, A4. Culture-specific assessments

Brainstorming B1. financial support, B2. pilot studies and field tests of the productg(B1~B10) B3. assess the community’s response, B4. community representative on

the team, B5. investigates the target audience to authenticate the product, B6. reflect and assess learning goals, B7. affordable designB8 meet the needs of the target audience B9 discuss and consider the


B8. meet the needs of the target audience, B9. discuss and consider the cultural context, B10. present and consider outcomes

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CBM의 주요 설계 요소들(Cont’d)

AREA Design factors

Learners L1 extent learning L2 differentiate opportunities to learn L3 empowerLearners(L1~L10)

L1. extent learning, L2. differentiate opportunities to learn, L3. empower and engage learners, L4. teach proactive learning, L5. identify educational objectives, L6. culture-specific instructional strategies, L7. enrich instructional content, L8. adapt instruction to the learners, pL9. plan for instruction, L10. enculturate the learner

Elements(E1~E25)

E1. cultural aesthetics, E2. cultural artifacts, E3. cultural capital, E4. cultural classification, E5. cultural communications, E6. cultural ( )demographics, E7. cultural environment, E8. cultural history, E9. cultural knowledge, E10. cultural language, E11. cultural physiology, E12. cultural relations, E13. cultural resources, E14. cultural beliefs, E15. cultural experiences E16 cultural ideas E17 cultural identity E18 culturalexperiences, E16. cultural ideas, E17. cultural identity, E18. cultural interests, E19. cultural misconceptions, E20. cultural ways, E21. cultural anomalies, E22. cultural cultures, E23. cultural future, E24. cultural infinites, E25. cultural nature

Training(T1~T2)

T1. product training, T2. culture-based training


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Successive Approximation ModelSuccessive Approximation Model(SAM)


Michael Allen, Allen Interactions

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SAM의 탄생

ADDIE AGILE

SAMSAM


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Mobile Training Implementation FrameworkMobile Training Implementation Framework(MoTIF)


Jason Haag, Advanced Distributed Learning [email protected]

2 0 1 3 ADL 기관 소개

ADL(Advanced Distributed Learning)은 1997년 교육 훈련의 효과적인 전ADL(Advanced Distributed Learning)은 1997년 교육 훈련의 효과적인 전달 방법을 표준화 및 현대화하기 위해 미국 국방부 (The Department of Defense (DoD)) 산하의 연구기관으로 설립됨

ADL에서는 이러닝 콘텐츠의 표준규격인 SCORM을 포함한 이러닝 표준 과경험 API, 인지적응 등 다양한 교수학습 기술과 플랫폼에 대한 연구와 개발을수행하고 있음

2013년 ASTD에서는 현재 진행중인 모바일 교육 훈련 프레임워크인 MoTIF에서 현재 진행중인 바일 육 훈련 레임워 인의 교수설계모델과 주요 개념, 연구 추진 경과 등을 발표함


2 0 1 3 모바일 학습의 개념

Mobile Mobile Learner Device

LearnerCentric

DeviceCentric

Learner-focus + Device-focus = Ubiquitous Learning


2 0 1 3 MoTIF project 개요

mo-tif [moh-teef], noun1. a recurring subject, theme, idea, etc

2 a distinctive and recurring form shape figure etc in a design2. a distinctive and recurring form, shape, figure, etc., in a design

3. a dominant idea or feature

“Mobile Training Implementation Framework(MoTIF)”


2 0 1 3 MoTIF project 개요

대안적 학습 접근 방법의 탐색Device capabilities/ Affordance

1. Camera1. 수행 지원

2. 팀 기반 학습

1. Camera

2. Document viewer

3 Geolocation

3. 공간 학습

4 구성주의

3. Geolocation

4. Internal sensors

5 Media viewer /playback4. 구성주의

5. 연결주의(social learning, t k f ti )

5. Media viewer /playback

6. Messaging

7 Mi hnetwork of connections)

6. 학습하는 방법의 학습

7. Microphone

8. Notification

(Heutagogy) 9. Search

10. Short-range communication


http://www.adlnet.gov/mobile-learning

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학습하는 방법의 학습

Level 3 Learner maturity and Instructor control and

Heutagogy

(Realization)

Autonomy required(+) course structuring

required(-)

Level 2 : Andragogy

(Cultivation) Learner maturity

and Autonomy

Instructor control

And course

Structuring

Level 1 : Pedagogy

(Engagement)

and Autonomy

Required(-)

Structuring

required(+)

(Engagement)


이미지 출처:http://www.gloster.com

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통합적 학습 설계 프레임워크(ILDF, Brenda Bannan)


출처 : Brenda Bannan(2010), The Integrative learning Design Framework : An illustrated Example from the domain of instructional Technology

2 0 1 3 MoTIF ISD 제안


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Five Diamond ModelFive Diamond Model-A New Holistic Learning Framework-


Sam Herring & Sarah Thompson, Intrepid [email protected], [email protected]

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Meet Sam & Sarah

Sam Herring, Co-Founder & CEO

Past Chairman of ASTD Board of Directors

Twitter@SamuelHerring

Passionate about potential for learning to drive innovation and

agility

Sarah Thompson Principal ConsultantSarah Thompson, Principal Consultant

Senior practitioner in learning industry, Co-Auther

Twitter@IL SarahTwitter@IL_Sarah

Passionate about innovative approaches to learning


2 0 1 3조직에서 학습에 투자하는 비율 VS 개인들의 실제 학습하는 비율

Courses and readingCourses and readingCourses and readingCourses and reading Courses

and reading

10%

Courses

and reading

10%

Courses and readingCourses and reading

70%70%Courses and readingCourses and reading

70%70%10%10%

Learning from

others

Learning from

others

Learning from Learning from

othersothers

Learning from Learning from

othersothers

How Organizations

Invest in Learning

others

20%

others

20%

othersothers

20%20%othersothers

20%20%How People

VS

20% 20% Job experienceJob experienceJob Job

experienceexperience

Job Job

experienceexperience

How People

Actually Learn

70%70%10%10%10%10%


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혼합학습의 재정의 – The Flipped Classroom


출처 : Jackie Gerstein(2012), The Flipped Classroom : The Full Picture

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혼합학습의 재정의 – The Flipped Classroom

Flipped Classroom - The flipped classroom is a model of teaching in which a student’s homework is the traditional lecture viewed outside of class on a vodcast. Then class time is spent on inquiry-based learning which p q y gwould include what would traditionally be viewed as a student’s homework assignment. stude t s o e o ass g e t.

Synonymous with Reverse Classroom.Traditional ClassroomTraditional Classroom

Flipped Classroom


pp이미지 출처 : Google, Wired

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사례(1)_TED Ed


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사례(2)_KHANACADEMY


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Five Diamond Model 개요

혼합학습 전략혼합학습 전략

1. 정렬, 측정과 학습

2. 평가

3. 실무 지원

4. 기술 선택

5 관련 훈련내용의 전달5. 관련 훈련내용의 전달

6. 영향력있는 우수 사례


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역량 개발목표 : 수행을 위한 준비도 강화목표 : 수행을 위한 준비도 강화


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수행 지원목표 : 직접적인 비즈니스 임팩트 창조목표 : 직접적인 비즈니스 임팩트 창조


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지식 획득목표 : 지속적인 개선을 위한 선순환 창조목표 : 지속적인 개선을 위한 선순환 창조


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위임에 대한 증가목표 : 조직원들에게 변화에의 의지를 고무시키기목표 : 조직원들에게 변화에의 의지를 고무시키기


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커뮤니티 조직목표 : 기꺼이 학습조직에 참여하도록 하기목표 : 기꺼이 학습조직에 참여하도록 하기


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Five Diamond Model 개요(Cont’d)


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Epilogue

매체의 혼합, 연수 형태의 혼합이 아닌 교수학습의 패러다임을 뒤집는(flipped) 혼합학습에 대해 생각해 볼 수 있었다.pp

Five diamond model을 통해 비형식학습(동료학습, OJT 등)의 효과를 증대시키기 위한 교수학습전략을 확인하였으며 현재 파일럿 테스트를 진행대시키기 위한 수학습전략을 확인하였 며 현재 파일럿 테 를 진행중인 e-멘토링 학습에 적용하기 위한 방안을 생각해 보았다.

MoTIF 를 통해 학습 본연의 활동을 다양한 기술과 교수학습 전략이 어떻o 를 통해 학습 본연의 활동을 다양한 기술과 교수학습 전략이 어떻게 지원되어야 하는지 고민하게 되었다. 학습하는 방법을 효율적이고 효과적으로 학습(Heutagogy)하기 위해 기술이 어떻게 설계되어야 하는지 깊이있는 고민을 느낄 수 있었다.

CBM은 급속하게 다문화사회가 되고 있는 우리에게 시사하는 바가 컸다. 글로벌 기업에서 지속가능한 일터학습이 구현되기 위해서 교수설계 시 어떠한 문화적 요소가 어떻게 반영되어야할지 생각해 볼 수 있었다.


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감사합니다Cheong Mi Cheong, KOREA BANKING INSTITUTE

[email protected], facebook.com/stelacheong


Education

Beyond addie