자기주도학습: 맞춤형 강의 - 대부분은 틀렸다! (IJSDL, 2011)

자기주도학습: 맞춤형 강의 - 대부분은 틀렸다! (IJSDL, 2011)

Self-Directed Learning: Individualizing Instruction– Most Still Do It Wrong!

Roger Hiemstra

교수자의 구체적 역할

Specific Instructional Roles

자기주도성에 대한 다섯 가지 가정을 세웠다.

From that effort I drew five conclusions related to self-direction and assuming personal responsibility for learning. They are abbreviated below:

1. 모든 성인은 학습에 있어서 자기주도적 참여, 개인적 헌신, 책임 능력이 있다.

1. All adults are capable of self-directed involvement in, personal commitment to, and responsibility for learning.

2. 성인학습자는 자신의 학습에 대한 개인적 책임을 질 능력이 있으며, 그 과정에서 점점 더 큰 책임이 요구된다.

2. Adult learners are capable of taking personal responsibility for their own learning and assuming an increasingly larger role in the instructional process. 

3. 학습과정을 학습자의 투입, 참여, 의사결정과 연결짓는 것이 매우 중요하다.

3. Linking the instructional process with learner inputs, involvement, and decision making is crucial. 

4. 학습자가 자기주도적이고자 하는 성향과 몇몇 성격특성과는 다양한 상관관계가 있다.

4. There are various links between an adult learner’s propensity to be self-directed and several personal attributes or characteristics. 

5. 자기주도학습은 어떤 곳에서든 가능하다.

5. Self-direction in learning can take place in any location.

그리고 개별화 과정을 기술하였다.

I then described the individualized process:

촉진자가 학습자를 처음 만나기 이전부터 교수자의 교수활동이 시작되며, 이는 최종 평가까지 이어진다.

The individualizing process includes six steps in which the facilitator becomes involved with instructional activities before any initial contact with learners occurs and the involvement continues through the final evaluation. 

1단계: 미팅에 앞선 몇 가지 활동들을 포함하며, 학습지원자료를 얻고, 학습가이드를 준비한다.

Step one involves several activities prior to meeting with any competencies or requirements, acquiring learning support materials, and preparing study guides. 

2단계: 신체적, 정서전, 사회환경적 요구에 관심을 기울인다.

Step two involves paying attention to physical, emotional, and social environmental needs (Hiemstra, 1991). 

3단계: 잠재적 교육요구와 주안점을 명확히 한다.

Step three requires that some initial time be spent clarifying probable educational needs and focal points. 

4단계: 학습자가 - 학습계약을 통해 - 읽기/쓰기/토론 등을 통해 지식을 쌓고 역량을 키워서 처음 정한 목표에 따라 활동을 설계한다.

Step four necessitates the identification of various ways learners [via learning contracts] can build knowledge or increase competencies through reading, writing, discussion, and design activities related to the needs they identified earlier. 

5단계: 전통적인 교육으로 시작한다. 모니터링하고 최초 계획에 따른 진행에 기여한다.

Step five in the process begins to parallel traditional instruction. It consists of monitoring and contributing to the progress of the initial planning efforts. 

6단계: 학습자로 하여금 자기평가/교수평가/과목평가를 하게 한다.

Step six entails facilitating learners in self, teacher, and course evaluation efforts. 

교육의 개별화 과정은 성인이 스스로 학습에 책임을 지게 함으로써 작동한다. 모든 상황에서 동등하게 효과적이지는 않을 수 있으나, 이 과정은 모든 사람이 자기주도적 참여를 할 능력이 있다는 믿음에 토대를 둔다. 

The individualizing instruction process works because it helps adults take responsibility for their own learning. It does not work equally well in every teaching situation, but its foundation in the belief that all people are capable of self-directed involvement with learning makes it a process that should be studied, understood, and tried. (Hiemstra, 1992, p. 335)

성인학습자의 학습책임을 촉진시키기 위한 여섯 개의 교수자 역할

From this work over the years have emerged six instructional roles that I believe provide the foundation for promoting personal responsibility among adult learners:

1. Content resource—

Sharing expertise and knowledge with learners through written material, web pages, presentations, face to face or online discussions, and some one-on-one advising, conversations, counseling, and coaching (Posner, 2009). 

2. Resource locator—

Locating and sharing various learning resources to meet needs identified and emerging during a learning experience. These can be written materials, Internet resources, and facilitating people-oriented experiences such as agency audits or visits, mini-internships, and talking with topic specialists. 

3. Interest stimulator—

Arranging for and employing, face to face or online, various resources and learning experiences designed to maintain learner interest such as gaming devices, small group discussions, online asynchronous forums, guest presenters, and humorous PPT presentations.

4. Positive attitude generator—

Helping learners via constructive feedback, personal encouragement, positive reinforcement, and extensive critique of written material. 

5. Creativity and critical thinking stimulator—

Stimulating a learner's creative and critical thinking skills through discussions (face-to-face or online), face-to-face or electronic study groups, journal writing, interactive reading logs, role playing, and simulation of real-life experiences. Additional means include helping learners develop web pages, blogs, and wikis as a means of sharing what they have developed. 

6. Evaluation stimulator—

Evaluating learner progress and stimulating self- evaluation by learners. The learning contract provides opportunities for learners to think about how they can use an instructor, colleagues, and others to enhance personal evaluation of their learning efforts.

Eneau는 자율과 자기주도학습이 사회적 요구와의 관계 속에 고려되어야 한다고 말한다.

Eneau (2008), a French adult educator, cautions that autonomy and self-directed learning must be considered in relation to societal as well as an individual’s needs:

성인학습자를 보다 자율적으로 만들고, 그 자율성을 인식하고 지원해주는 것은 다른 사람들이 그 사회를 구성하는 구조 안에서 올바른 자리를 찾을 수 있게 해주는 것이다. 따라서 한 사람이 있어야 할 곳과 그 사람의 책임에 대한 질문을 던지는 것이고, 어떻게 우리가 함께 살아가야 하는지에 대한 새로운 모델을 만들게 돕는 것이다.

To help an adult to be autonomous, to recognize and support autonomy (to become a person), is then to help the other find a rightful place in the construction of a communal society, and therefore to question one’s own place and one’s responsibility as an educator to help build a new model of how we are to live together. (p. 246)

Francom은 성인에게 학습에 대한 책임을 가지게 하는 네 가지 원칙을 제시함. 

Francom (2010) provides four principles for helping adults better transition to taking on more responsibility for their own learning that provide an appropriate ending for this article. They are as follows:

1. 한 학습활동에서 요구되는 자기주도학습자로서의 수준과 실제로 학생들이 가진 수준을 맞춘다.

1. Match the level of self-directed learning required in learning activities to student readiness. 

2. 주도권이 서서히 교수자에서 학생에게 넘어가게끔 한다.

2. Progress from teacher to student direction of learning over time. 

3. 내용지식과 자기주도학습기술을 함께 익히게 한다.

3. Support the acquisition of subject matter knowledge and self-directed learning skills together. 

4. 학습과제를 하는 와중에 자기주도학습을 수행하게 한다.

4. Have adults practice self-directed learning in the context of learning tasks. (pp. 33-36)

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Self-Directed Learning: Individualizing Instruction– Most Still Do It Wrong!

Roger Hiemstra

During the first International Self-directed Learning Symposium in 1986 I described a teaching and learning process called individualizing instruction. I had experienced the viability of the process then and still do based on the past nearly four decades of developing and using it. However, I have observed that many teachers of adults today, even given all the self-directed learning knowledge that has developed, do not employ aspects of the process. Many appear to fall back on teaching that was modeled by their own teachers. The intent of article is to describe this situation, detail what still needs to be done in promoting instruction that helps learners take increased responsibility for their own learning, and challenge readers to help make use of individualizing instruction more widespread.