• Journal of KIISE:Software and Applications
• /
• v.37 no.3
• /
• pp.222-232
• /
• 2010

The purpose of this investigation was to help university professors for making their systematic design of instruction easily and scientifically. To increase of learner's studying ability, the systemic instructional design is imperative. But most of university professors could not get proper experiences to know develop instructional design system, specially to develop web-based system. This new system made it possible to select the proper instructional methods and the media type suitable for the corresponding data. And also every professor who is involved to know this system, can put informations for the target learners, learning contents and learning objectives, and present the proper media types and the many different conditions in the process of the each instructional design process. Finally, the results of the learner's study will be effective and professors showed their positive opinions for the using of the system.

• Journal of Korean Home Economics Education Association
• /
• v.31 no.2
• /
• pp.155-175
• /
• 2019

This study aimed to present a concrete and systematic lesson design model for practical problem-based learning in Practical Arts based on the backward design model. To this purpose, this study was conducted in the following four stages: analysis, design, development, and evaluation. In the analysis stage, the literature related to the practical-problem-based curriculum and the instructional design model were reviewed as the theoretical foundations, and the 2015 revision of Practical Arts curriculum was analyzed. In the design stage, based on the literature review, the stages and sub-elements of practical-problem-based learning in Practical Arts were determined, and a template of instructional design was constructed. In the development stage, the design model was drafted based on the stages and sub-elements determined at the design stage. In the evaluation stage, the drafted design model from the development stage was evaluated, modified, and enhanced through expert verification. Based on the suggestions from the experts, the 'practical problem setting' stage was added to the original three-stage model, resulting in a model composed of the following four stages: practical problem setting, goal setting, evaluation planning, and learning activity planning. The experts appraised that the developed model of practical-problem-based instructional design in Practical Arts to be a systematic template that would serve as a concrete guideline for teachers who are trying to design classes based on practical problems.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.3
• /
• pp.43-66
• /
• 2018

The purpose of this study was to conduct the instruction for 'Family Life Planning' based on backward design and measured the learners' understanding and satisfaction for testing validity. In short, the result of this study are as follows: In this study, first of all, the students could explain significant concepts, knowledge, and principles for the planning of family life; they could interpret and apply them; they have perspectives on them; they could empathize them; and they could have self-knowledge. The students could also accomplish high achievements for important concepts related to the field of family life planning. In conclusion, this study showed that the developed instruction was very effective for the students to achieve fruitful results, accelerating the learners' persistent understanding. Second, the learners had high satisfaction on the instruction of Family Life Planning based on backward design with the average score of 3.68 out of the perfect score 4. The students could be satisfied with the developed instruction since they could have high interest in the class thanks to diverse learning materials, and they could take an active part in the learning tasks based on group activities and questions. Also they could apply the contents that they learned through task performances to new situation and context. Therefore, this study proved that the developed instruction enhanced the learners' satisfaction on class.

• Journal of The Korean Association of Information Education
• /
• v.9 no.4
• /
• pp.627-634
• /
• 2005

In this paper, we proposed software design and construction methods along with instructional design theories in computer education. This research support a unified view of construction for starting instructional design. Ideas of concept mapping have been included in plans for software design based on these theories. Instructional design strategies are developed to allow teachers to easily form instruction plans and get an overview of the flow of the lesson content. We also analyzed the validity of these instructional design strategies.

• Proceedings of the Korea Contents Association Conference
• /
• 2016.05a
• /
• pp.165-166
• /
• 2016

방송통신고등학교는 국가수준 교육과정의 개정 시기를 맞아 방송고 학습자 특성을 반영한 온라인 콘텐츠 설계를 위해서 콘텐츠 질 분석, 수업 구조 분석, 화면 로그인 경로 분석 등을 통해서 시행하고 방송고 온라인 콘텐츠 교수설계 모형을 도출하였다. 이에 따라 본 연구에서 도출한 온라인 콘텐츠 교수설계 모형은 먼저 크게 수업 설계, 수업 실행, 수업 평가로 구성되어 있다. 수업 설계는 학습자 분석, 교수환경분석, 교수 분석, 교수 전략개발의 단계를 가지고 있다. 수업 실행은 수업에 대한 동기 유발, 선수학습 회상, 수업 목표 제시, 수업 내용 제시 및 학습 안내 제공, 수행 행동 유도 및 피드백 제공, 목표 수행 평가, 파지 및 전이 단계를 가지고 있다. 수업 평가는 최종 수업 평가 및 최종 피드백 제공 단계를 가지고 있다.

• Journal of Engineering Education Research
• /
• v.16 no.2
• /
• pp.31-36
• /
• 2013

This study analyzes results of current Capstone Design teaching and learning methods and makes suggestions based on its findings. To reach these conclusions, participants were 40 forth-year students in Capstone Design courses. In the results of t-test, the average of factors for the situated learning strategies were higher than those of the project based strategies. Also there were significant statistics in grades. Based on this study's findings, recommendations for effective teaching and learning strategies are made for the improvement of Capstone Design courses.

• Communications of Mathematical Education
• /
• v.35 no.1
• /
• pp.15-36
• /
• 2021

A well-designed mathematics lesson is the foundation for effective mathematics instruction. Given this significance, this paper focused on analyzing what would be important elements for in-service teachers in planning an elementary mathematics lesson. For this purpose, a total of 27 in-service teachers were asked to write down whatever they would consider important in designing a mathematics lesson. A mathematics lesson plan prepared by a pre-service teacher was provided for the in-service teachers. They were then asked to analyze the strengths of the lesson plan and to provide detailed feedback on how to improve it. The results of this study showed that the in-service teachers tended to analyze the given mathematics lesson plan in terms of what they considered important regarding lesson design. Such elements were specified when the in-service teachers described the strengths and feedback for improvement of the lesson plan. In particular, the aspects of instructional strategies and materials were explained in detail. Based on these results, this paper is expected to provoke discussions on lesson design of in-service teachers and subsequent research.

• Communications of Mathematical Education
• /
• v.29 no.2
• /
• pp.197-214
• /
• 2015

This study is to design Flipped Learning classrooms of learner-centered education on the pre-service math teachers education. The study aims to explore the feasibility of teaching and learning method. To achieve the objectives of the study was to explore the teaching and learning model. Flipped learing classroom design includes a main step of a typical process of teaching system. And we designed the model based on the ADDIE Model. This model contains the design steps and the Flipped learning component of the teaching and learning design model. Designed classroom presented in three steps that are before classroom, during classroom and after classroom.

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.307-320
• /
• 2020

This study explores how the positioning of two pre-service science teachers (PSTs) is reflected in their different epistemic understandings of inquiry-based lessons. We collected the PSTs' products during their design and enactment of an inquiry-based lesson and recorded their practices in the enacted lesson. Interviews were recorded and transcribed for analysis. The results indicate that one PST, Dohyung was positioned as a subject of evaluation throughout the course and the other, Jinwoo, was positioned as a preservice teacher and a subject of evaluation. Their positions were reflected in their epistemic understandings of inquiry-based lessons, which were developed when designing these lessons. During lesson design, both PSTs showed a shared understanding; they explained inquiry-based lessons as students setting and evaluating hypotheses under teachers' guidance. However, as they faced unexpected situations during lesson enactment, they developed different epistemic understandings. To receive a good grade, Dohyung showed a strong preference for anticipating situations that could occur in class and planning responses to them. He understood inquiry-based lessons as ones in which students conduct experiments to produce results expected by the teacher. On the other hand, Jinwoo emphasized the reasoning process based on students' prior knowledge and explained inquiry-based lessons as ones in which students construct new knowledge through a scientific reasoning process based on their knowledge. The findings of this study will contribute to developing strategies to support PSTs' development of their epistemic understandings of knowledge construction in inquiry-based lessons.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.21 no.2
• /
• pp.111-127
• /
• 2010

This study aims for developing an instructional design strategy to improve collaborative teaching between teacher librarians and subject teachers in library-assisted instruction. Collaborative teaching is an important management activity enhancing teaching role of teacher librarians in their school community. But in the actual condition the level of the library-assisted instruction as its practical strategy is cooperation and subject teachers are leading teaching and learning except for selecting resources. Because library-assisted instruction is resource-based learning, the procedural knowledge of information literacy curricula and topics of subject specific curricula should be designed as a whole. Also, there must be possibilities of reducing trial and error and expanding successes. From these sides, the collaborative design strategy for library-assisted instruction can be planned like 'statement of learning situation-co designing-co teaching-co evaluating'.