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CHAPTER 01 자기주도학습과 학습계약
01│ 들어가며 ··························································································2
02│ 자기주도학습과 학습에 대한 자기주도성의 개념과 구성요소 ····3
03│ 학습에 대한 자기주도성과 학습 전략 ··········································11
1. 자기주도학습의 교육프로그램 적용 / 11
2. 학습에 대한 자기주도성 대응 모형 / 15
04│ 학습계약의 개념과 실천 ·································································21
CHAPTER 02 시작과 마침 그리고 가속학습
01│ 들어가며 ··························································································30
02│ 시작의 전략과 방법 ········································································31
1. Keller의 ARCE 모형과 동기부여 / 31
2. 뚜껑열기 / 37
3. 팀구성과 좌석배치 / 46
03│ 마침의 전략과 방법 ········································································53
1. 축하와 칭찬의 마법 / 53
2. 최근에 배운 것이 기억에 남는다. / 56
CHAPTER 03 강의법
01│ 들어가며 ··························································································62
02│ 강의법의 개념 및 특징 ··································································63
03│ 강의법의 장 ㆍ 단점 ···········································································64
1. 강의법의 장점 / 64
2. 강의법의 단점 / 64
04│ 강의법의 유의점 ·············································································65
05│ 효과적인 강의 기술 ········································································66
1. 언어적 기술 / 67
2. 비언어적 기술 / 72
06│ 강의법의 주요 단계 ········································································77
1. 강의 전 준비단계 / 78
2. 도입단계 / 79
3. 전개단계 / 81
4. 정리단계 / 83
07│ 질문 전략 ························································································83
1. 강의 전 질문 계획 수립 / 83
2. 질문의 유형 및 시점 선택 / 84
3. 질문에 답할 충분한 시간 제공 / 85
4. 적극적으로 답변하고 질문하도록 유도 / 85
CHAPTER 04 토의와 토론
01│ 들어가며 ··························································································92
02│ 토의와 토론의 개념 ········································································92
03│ 토의 · 토론의 역사 ··········································································94
04│ 토의 · 토론의 필요성 ······································································97
1. 민주시민의 필수 조건 / 97
2. 사고력의 향상 / 98
3. 도덕 발달과 태도의 변화 / 100
4. 수업 참여도 증가 / 101
05│ 토론의 요소 ·····················································································101
1. 논제 / 102
2. 쟁점 / 103
3. 두 명 이상의 개인이나 집단 / 103
4. 논거 / 104
5. 토론규칙 / 105
06│ 교수자와 사회자의 역할 ·································································106
1. 교수자의 역할 / 106
2. 토의 · 토론 진행 시 사회자의 역할 / 107
07│ 토의 · 토론의 평가 ··········································································110
08│ 토의의 유형 ·····················································································112
1. 원탁토의 / 112
2. 패널토의 / 114
3. 심포지엄과 포럼 / 115
4. 버즈토의 / 116
09│ 토론의 유형 및 절차 ······································································117
1. 토론의 유형 / 117
2. 토론의 절차 / 119
CHAPTER 05 사례기반학습
01│ 들어가며 ··························································································130
02│ 사례기반학습의 정의 ······································································130
03│ 사례기반학습의 도입과 변화의 흐름 ············································134
04│ 사례기반학습의 특징 ······································································136
05│ 사례기반학습의 절차 ······································································137
06│ 사례기반학습의 교육적 효과 ·························································140
07│ 사례기반학습의 장 · 단점 ·······························································141
08│ 사례기반학습의 유의사항 ·······························································142
09│ 사례기반학습의 사례 ······································································143
CHAPTER 06 문제기반학습
01│ 들어가며 ··························································································158
02│ 문제기반학습의 정의 및 특징 ·······················································159
1. 문제로부터 학습 시작 / 160
2. 학습자 중심의 학습환경 / 160
3. 자기주도학습을 통한 새로운 지식 습득 / 160
4. 교수자의 역할은 학습 촉진자 / 161
03│ 문제기반학습의 장 ㆍ 단점 ································································161
1. 문제기반학습의 장점 / 162
2. 문제기반학습의 단점 / 162
04│ 문제기반학습에서 문제의 특성 ······················································163
1. 비구조성 / 163
2. 실제성 / 164
05│ 문제기반학습의 주요 단계 ·····························································165
1. 강의계획 수립 / 166
2. 문제 개발 / 169
3. PBL 활용 강의 준비 / 176
4. PBL 실행 / 178
5. 평가 / 185
06│ 문제기반학습 활용 강의 사례 ·······················································189
CHAPTER 07 게임학습법과 아이스브레이킹
01│ 게임학습법(Game-Based Learning, GBL) ·································195
1. 개념 / 195
2. 게임학습법의 종류 / 195
02│ 아이스브레이킹 ···············································································212
1. 개념 / 212
2. 아이스브레킹의 기법 / 213
CHAPTER 08 역할연기법
01│ 들어가며 ··························································································226
02│ 역할연기법의 정의 ··········································································227
03│ 역할연기법의 시작과 발전 흐름 ····················································228
04│ 역할연기의 사용목적 및 교육학적 활용 ·······································230
1. 교육연극 / 231
2. 연극놀이 / 232
3. 역할놀이 / 232
05│ 역할연기법의 진행 과정 ·································································234
1. 준비(목적 ㆍ 목표 확인) 단계 / 234
2. 도입 단계 / 235
3. 실연 단계 / 235
4. 평가 및 피드백 단계 / 236
06│ 역할연기법의 장 ㆍ 단점 ···································································236
07│ 역할연기의 주요 기법 ····································································238
1. 역할교대 기법 / 238
2. 거울 기법 / 238
3. 즉석연기 기법 / 239
4. 응답제한 기법 / 239
5. 빈의자 기법 / 239
6. 미래투사 기법 / 240
7. 마술상점 기법 / 240
08│ 역할연기법의 활용사례 ··································································240
CHAPTER 09 멘토링과 코칭
01│ 들어가며 ··························································································260
02│ 전환을 통한 멘토링과 코칭 ···························································261
03│ 멘토링의 개념과 이론적 기반 ·······················································262
1. 멘토링의 개념 / 262
2. 멘토링의 이론적 기반 / 264
3. 멘토링의 기능 / 265
4. 멘토링의 단계 / 267
5. 멘토링의 효과 / 269
6. 사례를 통해서 본 멘토링 / 271
04│ 코칭 ··································································································274
1. 코칭(Coaching)의 개념과 핵심요소 / 274
2. 코칭 모델 / 277
3. 코칭 프로세스 / 282
4. 코칭의 기대효과와 미래 전망 / 287
5. 사례를 통해서 본 코칭 / 289
CHAPTER 10 액션러닝
01│ 들어가며 ··························································································294
02│ 액션러닝의 역사 및 정의 ·······························································295
03│ 액션러닝의 토대가 되는 학습이론 및 구성요소 ··························298
04│ 액션러닝 모델과 프로세스 ·····························································305
05│ 팀학습과 문제해결 활동 사례 ·······················································311
1. 문제현황 분석 / 311
2. 원인 찾기 / 312
3. 해결안 탐색 / 314
4. 액션플랜 작성 / 316
5. 최종보고서 작성 / 318
06│ 사례를 통해서 본 액션러닝 ···························································319
CHAPTER 11 직무현장교육
01│ 들어가며 ··························································································326
02│ 국가직무능력표준(National Competency Standards, NCS)의 개념과 목적 ·······328
1. NCS의 구성 체계 / 329
2. NCS 기반 교육훈련의 특징 / 330
3. NCS 활용의 장단점 및 사례 / 332
4. NCS 기반 교육방법의 원리 / 333
5. NCS의 미래 전망과 발전 방향 / 335
03│ 현장직무교육 ···················································································338
1. OJT와 S-OJT 개념과 특성 / 339
2. 이론적 배경 / 342
3. 운영 방법과 절차 / 345
4. 효과적인 OJT와 S-OJT 운영 전략 / 346
5. 평생 학습 역량 강화를 위한 OJT와 S-OJT의 발전 방향 / 350
04│ 직장 외 교육훈현(Off-JT: Off the Job Training) ·····················351
1. Off-JT 개념과 특징 / 351
2. 교육과정 설계 / 355
3. 효과적인 운영 방안 / 357
4. 기업운영 사례 / 359
5. 결론 / 360
CHAPTER 12 창의적 교수법
01│ 브레인스토밍(Brainstorming) ·······················································365
1. 개념 / 365
2. 브레인스토밍(Brainstorming) 진행 / 366
02│ 브레인라이팅(Brainwriting) ··························································371
1. 개념 / 371
2. 브레인라이팅(Brainwriting) 진행 / 372
03│ 마인드맵(Mind Map) ·····································································375
1. 개념 / 375
2. 마인드맵(Mind Map)의 구성요소 / 376
3. 마인드맵(Mind Map) 진행 / 377
04│ 강제결합법(Forced Combination) ···············································383
1. 개념 / 383
2. 강제결합법(Forced Combination) 유형 / 384
3. 강제결합법(Forced Combination) 진행 / 385
05│ 스캠퍼(SCAMPR) 기법 ··································································387
1. 개념 / 387
2. 스캠퍼(SCAMPER) 기법 진행 / 389
06│ PMI(Plus Minus Interesting) 기법 ············································392
1. 개념 / 392
2. PMI(Plus Minus Interesting) 기법 진행 / 393
CHAPTER 13 디자인씽킹
01│ 들어가며 ··························································································400
02│ 디자인씽킹의 개요 ··········································································400
1. 디자인씽킹의 정의 / 400
2. 디자인씽킹의 등장과 역사 / 403
3. 디자인씽킹의 필요성 / 404
03│ 디자인씽킹과 학습 ··········································································405
1. 디자인씽킹의 학습 원리 / 405
2. 디자인씽킹의 교육적 가치 / 407
04│ 디자인씽킹의 구조와 절차 ·····························································408
1. 디자인씽킹의 구조 / 408
2. 디자인씽킹의 절차 / 411
05│ 디자인씽킹 수업설계 ······································································419
1. 팀 빌딩 / 419
2. 주제 논의 / 422
3. 1단계: 공감하기 / 422
4. 2단계: 문제 정의하기 / 425
5. 3단계: 아이디어 도출하기 / 426
6. 4단계: 프로토타입 만들기 / 428
7. 5단계: 테스트하기 / 430
8. 공유하기 / 430
CHAPTER 14 4차 산업혁명 시대와 평생교육의 다양한 방법적 접근
01│ 4차 산업혁명과 교육의 변화 ·························································435
1. 교육 콘텐츠 및 전달 방식의 혁신 / 435
2. 학습 방식의 변화 / 436
3. 교육 기관의 역할 변화 / 437
02│ 평생교육적 관점에서의 학습 ·························································438
1. 평생교육의 핵심 원리 / 438
2. 교육 기관과 평생교육의 연계 / 439
3. 4차 산업혁명 시대의 평생학습 생태계 구축 / 440
03│ 이론적 배경 ·····················································································441
1. Kolb(1984)의 경험학습이론(Experiential Learning Theory) / 441
2. Siemens(2004)의 커넥티비즘(Connectivism) 이론(박기범, 2017) / 442
04│ 소셜미디어와 소셜러닝을 활용한 평생교육적 접근 ···················444
1. 소셜미디어 & 소셜러닝의 개념과 배경 / 444
2. 주요 매체별 특징과 활용 방안 / 447
3. 소셜미디어 기반 학습의 효과성과 필요성 / 459
4. 소셜학습에서 활용할 수 있는 에듀테크 도구 / 461
5. 소셜미디어 활용의 장단점과 개선 방안 / 475
6. 소셜미디어 · 소셜러닝 활용 실습 방법(예시) / 477
05│ 융합형 교육방법과 인공지능(AI) 활용 방안 ································478
1. 융합형 교육방법의 개념과 의의 / 478
2. 인공지능(AI) 및 생성형 AI의 등장과 교육적 활용 / 480
3. 생성형 AI를 활용한 수업디자인 예시 / 485
4. 융합형 교육방법과 AI의 장단점 / 494
5. 융합형 교육과정에서의 실습 방법(예시) / 495
06│ 결론 및 제언 ···················································································497
1. 미래 대학 교육의 방향 / 497
2. 교수자 연수 및 역량 강화 / 497
3. 디지털 인프라 구축 / 498
4. 윤리와 책임 교육 / 498
01│ 들어가며 ··························································································2
02│ 자기주도학습과 학습에 대한 자기주도성의 개념과 구성요소 ····3
03│ 학습에 대한 자기주도성과 학습 전략 ··········································11
1. 자기주도학습의 교육프로그램 적용 / 11
2. 학습에 대한 자기주도성 대응 모형 / 15
04│ 학습계약의 개념과 실천 ·································································21
CHAPTER 02 시작과 마침 그리고 가속학습
01│ 들어가며 ··························································································30
02│ 시작의 전략과 방법 ········································································31
1. Keller의 ARCE 모형과 동기부여 / 31
2. 뚜껑열기 / 37
3. 팀구성과 좌석배치 / 46
03│ 마침의 전략과 방법 ········································································53
1. 축하와 칭찬의 마법 / 53
2. 최근에 배운 것이 기억에 남는다. / 56
CHAPTER 03 강의법
01│ 들어가며 ··························································································62
02│ 강의법의 개념 및 특징 ··································································63
03│ 강의법의 장 ㆍ 단점 ···········································································64
1. 강의법의 장점 / 64
2. 강의법의 단점 / 64
04│ 강의법의 유의점 ·············································································65
05│ 효과적인 강의 기술 ········································································66
1. 언어적 기술 / 67
2. 비언어적 기술 / 72
06│ 강의법의 주요 단계 ········································································77
1. 강의 전 준비단계 / 78
2. 도입단계 / 79
3. 전개단계 / 81
4. 정리단계 / 83
07│ 질문 전략 ························································································83
1. 강의 전 질문 계획 수립 / 83
2. 질문의 유형 및 시점 선택 / 84
3. 질문에 답할 충분한 시간 제공 / 85
4. 적극적으로 답변하고 질문하도록 유도 / 85
CHAPTER 04 토의와 토론
01│ 들어가며 ··························································································92
02│ 토의와 토론의 개념 ········································································92
03│ 토의 · 토론의 역사 ··········································································94
04│ 토의 · 토론의 필요성 ······································································97
1. 민주시민의 필수 조건 / 97
2. 사고력의 향상 / 98
3. 도덕 발달과 태도의 변화 / 100
4. 수업 참여도 증가 / 101
05│ 토론의 요소 ·····················································································101
1. 논제 / 102
2. 쟁점 / 103
3. 두 명 이상의 개인이나 집단 / 103
4. 논거 / 104
5. 토론규칙 / 105
06│ 교수자와 사회자의 역할 ·································································106
1. 교수자의 역할 / 106
2. 토의 · 토론 진행 시 사회자의 역할 / 107
07│ 토의 · 토론의 평가 ··········································································110
08│ 토의의 유형 ·····················································································112
1. 원탁토의 / 112
2. 패널토의 / 114
3. 심포지엄과 포럼 / 115
4. 버즈토의 / 116
09│ 토론의 유형 및 절차 ······································································117
1. 토론의 유형 / 117
2. 토론의 절차 / 119
CHAPTER 05 사례기반학습
01│ 들어가며 ··························································································130
02│ 사례기반학습의 정의 ······································································130
03│ 사례기반학습의 도입과 변화의 흐름 ············································134
04│ 사례기반학습의 특징 ······································································136
05│ 사례기반학습의 절차 ······································································137
06│ 사례기반학습의 교육적 효과 ·························································140
07│ 사례기반학습의 장 · 단점 ·······························································141
08│ 사례기반학습의 유의사항 ·······························································142
09│ 사례기반학습의 사례 ······································································143
CHAPTER 06 문제기반학습
01│ 들어가며 ··························································································158
02│ 문제기반학습의 정의 및 특징 ·······················································159
1. 문제로부터 학습 시작 / 160
2. 학습자 중심의 학습환경 / 160
3. 자기주도학습을 통한 새로운 지식 습득 / 160
4. 교수자의 역할은 학습 촉진자 / 161
03│ 문제기반학습의 장 ㆍ 단점 ································································161
1. 문제기반학습의 장점 / 162
2. 문제기반학습의 단점 / 162
04│ 문제기반학습에서 문제의 특성 ······················································163
1. 비구조성 / 163
2. 실제성 / 164
05│ 문제기반학습의 주요 단계 ·····························································165
1. 강의계획 수립 / 166
2. 문제 개발 / 169
3. PBL 활용 강의 준비 / 176
4. PBL 실행 / 178
5. 평가 / 185
06│ 문제기반학습 활용 강의 사례 ·······················································189
CHAPTER 07 게임학습법과 아이스브레이킹
01│ 게임학습법(Game-Based Learning, GBL) ·································195
1. 개념 / 195
2. 게임학습법의 종류 / 195
02│ 아이스브레이킹 ···············································································212
1. 개념 / 212
2. 아이스브레킹의 기법 / 213
CHAPTER 08 역할연기법
01│ 들어가며 ··························································································226
02│ 역할연기법의 정의 ··········································································227
03│ 역할연기법의 시작과 발전 흐름 ····················································228
04│ 역할연기의 사용목적 및 교육학적 활용 ·······································230
1. 교육연극 / 231
2. 연극놀이 / 232
3. 역할놀이 / 232
05│ 역할연기법의 진행 과정 ·································································234
1. 준비(목적 ㆍ 목표 확인) 단계 / 234
2. 도입 단계 / 235
3. 실연 단계 / 235
4. 평가 및 피드백 단계 / 236
06│ 역할연기법의 장 ㆍ 단점 ···································································236
07│ 역할연기의 주요 기법 ····································································238
1. 역할교대 기법 / 238
2. 거울 기법 / 238
3. 즉석연기 기법 / 239
4. 응답제한 기법 / 239
5. 빈의자 기법 / 239
6. 미래투사 기법 / 240
7. 마술상점 기법 / 240
08│ 역할연기법의 활용사례 ··································································240
CHAPTER 09 멘토링과 코칭
01│ 들어가며 ··························································································260
02│ 전환을 통한 멘토링과 코칭 ···························································261
03│ 멘토링의 개념과 이론적 기반 ·······················································262
1. 멘토링의 개념 / 262
2. 멘토링의 이론적 기반 / 264
3. 멘토링의 기능 / 265
4. 멘토링의 단계 / 267
5. 멘토링의 효과 / 269
6. 사례를 통해서 본 멘토링 / 271
04│ 코칭 ··································································································274
1. 코칭(Coaching)의 개념과 핵심요소 / 274
2. 코칭 모델 / 277
3. 코칭 프로세스 / 282
4. 코칭의 기대효과와 미래 전망 / 287
5. 사례를 통해서 본 코칭 / 289
CHAPTER 10 액션러닝
01│ 들어가며 ··························································································294
02│ 액션러닝의 역사 및 정의 ·······························································295
03│ 액션러닝의 토대가 되는 학습이론 및 구성요소 ··························298
04│ 액션러닝 모델과 프로세스 ·····························································305
05│ 팀학습과 문제해결 활동 사례 ·······················································311
1. 문제현황 분석 / 311
2. 원인 찾기 / 312
3. 해결안 탐색 / 314
4. 액션플랜 작성 / 316
5. 최종보고서 작성 / 318
06│ 사례를 통해서 본 액션러닝 ···························································319
CHAPTER 11 직무현장교육
01│ 들어가며 ··························································································326
02│ 국가직무능력표준(National Competency Standards, NCS)의 개념과 목적 ·······328
1. NCS의 구성 체계 / 329
2. NCS 기반 교육훈련의 특징 / 330
3. NCS 활용의 장단점 및 사례 / 332
4. NCS 기반 교육방법의 원리 / 333
5. NCS의 미래 전망과 발전 방향 / 335
03│ 현장직무교육 ···················································································338
1. OJT와 S-OJT 개념과 특성 / 339
2. 이론적 배경 / 342
3. 운영 방법과 절차 / 345
4. 효과적인 OJT와 S-OJT 운영 전략 / 346
5. 평생 학습 역량 강화를 위한 OJT와 S-OJT의 발전 방향 / 350
04│ 직장 외 교육훈현(Off-JT: Off the Job Training) ·····················351
1. Off-JT 개념과 특징 / 351
2. 교육과정 설계 / 355
3. 효과적인 운영 방안 / 357
4. 기업운영 사례 / 359
5. 결론 / 360
CHAPTER 12 창의적 교수법
01│ 브레인스토밍(Brainstorming) ·······················································365
1. 개념 / 365
2. 브레인스토밍(Brainstorming) 진행 / 366
02│ 브레인라이팅(Brainwriting) ··························································371
1. 개념 / 371
2. 브레인라이팅(Brainwriting) 진행 / 372
03│ 마인드맵(Mind Map) ·····································································375
1. 개념 / 375
2. 마인드맵(Mind Map)의 구성요소 / 376
3. 마인드맵(Mind Map) 진행 / 377
04│ 강제결합법(Forced Combination) ···············································383
1. 개념 / 383
2. 강제결합법(Forced Combination) 유형 / 384
3. 강제결합법(Forced Combination) 진행 / 385
05│ 스캠퍼(SCAMPR) 기법 ··································································387
1. 개념 / 387
2. 스캠퍼(SCAMPER) 기법 진행 / 389
06│ PMI(Plus Minus Interesting) 기법 ············································392
1. 개념 / 392
2. PMI(Plus Minus Interesting) 기법 진행 / 393
CHAPTER 13 디자인씽킹
01│ 들어가며 ··························································································400
02│ 디자인씽킹의 개요 ··········································································400
1. 디자인씽킹의 정의 / 400
2. 디자인씽킹의 등장과 역사 / 403
3. 디자인씽킹의 필요성 / 404
03│ 디자인씽킹과 학습 ··········································································405
1. 디자인씽킹의 학습 원리 / 405
2. 디자인씽킹의 교육적 가치 / 407
04│ 디자인씽킹의 구조와 절차 ·····························································408
1. 디자인씽킹의 구조 / 408
2. 디자인씽킹의 절차 / 411
05│ 디자인씽킹 수업설계 ······································································419
1. 팀 빌딩 / 419
2. 주제 논의 / 422
3. 1단계: 공감하기 / 422
4. 2단계: 문제 정의하기 / 425
5. 3단계: 아이디어 도출하기 / 426
6. 4단계: 프로토타입 만들기 / 428
7. 5단계: 테스트하기 / 430
8. 공유하기 / 430
CHAPTER 14 4차 산업혁명 시대와 평생교육의 다양한 방법적 접근
01│ 4차 산업혁명과 교육의 변화 ·························································435
1. 교육 콘텐츠 및 전달 방식의 혁신 / 435
2. 학습 방식의 변화 / 436
3. 교육 기관의 역할 변화 / 437
02│ 평생교육적 관점에서의 학습 ·························································438
1. 평생교육의 핵심 원리 / 438
2. 교육 기관과 평생교육의 연계 / 439
3. 4차 산업혁명 시대의 평생학습 생태계 구축 / 440
03│ 이론적 배경 ·····················································································441
1. Kolb(1984)의 경험학습이론(Experiential Learning Theory) / 441
2. Siemens(2004)의 커넥티비즘(Connectivism) 이론(박기범, 2017) / 442
04│ 소셜미디어와 소셜러닝을 활용한 평생교육적 접근 ···················444
1. 소셜미디어 & 소셜러닝의 개념과 배경 / 444
2. 주요 매체별 특징과 활용 방안 / 447
3. 소셜미디어 기반 학습의 효과성과 필요성 / 459
4. 소셜학습에서 활용할 수 있는 에듀테크 도구 / 461
5. 소셜미디어 활용의 장단점과 개선 방안 / 475
6. 소셜미디어 · 소셜러닝 활용 실습 방법(예시) / 477
05│ 융합형 교육방법과 인공지능(AI) 활용 방안 ································478
1. 융합형 교육방법의 개념과 의의 / 478
2. 인공지능(AI) 및 생성형 AI의 등장과 교육적 활용 / 480
3. 생성형 AI를 활용한 수업디자인 예시 / 485
4. 융합형 교육방법과 AI의 장단점 / 494
5. 융합형 교육과정에서의 실습 방법(예시) / 495
06│ 결론 및 제언 ···················································································497
1. 미래 대학 교육의 방향 / 497
2. 교수자 연수 및 역량 강화 / 497
3. 디지털 인프라 구축 / 498
4. 윤리와 책임 교육 / 498
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