CAJ | 학술논문

随着社会化学习与手持智能终端的飞速发展，个人学习环境日益成为教育技术乃至整个教育界的关注热点，以学习者为中心的应用模式愈发引起人们的关注。然而，目前学界对个人学习环境的解读众说纷纭，有必要从根本上加以厘清。为了揭示这种复杂关系，本研究基于恩格斯托姆所完善的活动理论，对这一数字化学习新诉求作出回应，特别是针对以学习者为中心的网络学习环境中存在的问题进行了思考，指出了个人学习环境关键特征及其设计模式和元模型，尤其是个人学习环境的活动分类与设计框架。个人学习环境元模型包括六种要素与四种关系。六种要素包括作为个体层要素的主体、工具、制品，以及与作为社会层要素的共同体、规则、目标；四种关系包括个体消费活动、个体生产活动、群体消费活动、群体生产活动。由此，本文提出了基于学习生活世界的活动设计框架，以及个人学习环境的活动设计表征方法，最后给出了学习活动的设计示例。该理论框架构建了协作学习环境下的学习活动及其实践共同体的工具支持，对个人学习环境的应用设计乃至电子书包的教学服务模式的设计与完善具有一定的参考价值。
수착사회화학습여수지지능종단적비속발전，개인학습배경일익성위교육기술내지정개교육계적관주열점，이학습자위중심적응용모식유발인기인문적관주。연이，목전학계대개인학습배경적해독음설분운，유필요종근본상가이전청。위료게시저충복잡관계，본연구기우은격사탁모소완선적활동이론，대저일수자화학습신소구작출회응，특별시침대이학습자위중심적망락학습배경중존재적문제진행료사고，지출료개인학습배경관건특정급기설계모식화원모형，우기시개인학습배경적활동분류여설계광가。개인학습배경원모형포괄륙충요소여사충관계。륙충요소포괄작위개체층요소적주체、공구、제품，이급여작위사회층요소적공동체、규칙、목표；사충관계포괄개체소비활동、개체생산활동、군체소비활동、군체생산활동。유차，본문제출료기우학습생활세계적활동설계광가，이급개인학습배경적활동설계표정방법，최후급출료학습활동적설계시례。해이론광가구건료협작학습배경하적학습활동급기실천공동체적공구지지，대개인학습배경적응용설계내지전자서포적교학복무모식적설계여완선구유일정적삼고개치。
We live in the knowledge society and digital era. Learner-centered and network-based learning has come up on the stage right now, and various handheld smart terminals have emerged and have been impacting the life of thousands of students. Changes in information technology provide a variety of tools for people to construct their own learning systems. In order to meet these challenges and learning trends, learners need to set up their own learning en-vironment so as to integrate their divergent learning activities. Recently, personal learning environment has become a hot topic in the field of educational technology and research. However, the interpretations of personal learning environ-ment are divergent and ambiguous to such an extent that it is necessary to clarify this fundamental ambiguity. In order to facilitate digital learning or e-learning, and seek an approach which can reveal and describe such complex relationships of social media and social network, this research analyzes and discusses the problems dwelling in learner-centered learning environments and explores the methodology of conceptual framework of personal learning en-vironment. The authors argued that learners, along with their learning competencies, preferences and objectives, are ·90· so divergent that should be customized. At the same time, there is an increasing trend that people learn from trusted social networks, and knowledge is distributed widespread across social networks. Based on the Engestr?m improved theory of Activities, the authors described key features of personal learning environment and its design mode and meta-model, especially the activity classification and design framework of personal learning environment. Personal learn-ing environment is a promising pedagogical approach for integrating both formal and informal learning using social media, supporting student self-regulated learning in complex learning contexts. The meta-model of personal learning environment includes six elements and four types of relations. The six elements include individual level elements con-cerning subject, tools, artifacts, and include social layer elements concerning community, rules, goals; and its four relationships, which is the domain of subject activities, include individual consumption activities, individual produc-tion activities, group consumption activities and group production activities. This paper describes the learner-centered activity design framework, the representation methods of activity design, and finally demonstrates how to design learning activities. This pedagogical framework is helpful for using social media to create personal learning environment. Students can choose and personalize the tools and content available, and can access some necessary scaffoldings to facilitate their learning process. The design methodology proposed in this article can also be used to guide the construction of collaborative learn-ing environment and its tool support for community of practice, and various designs of application of personal learning environment and even to the service model of learning design of e-schoolbag. This methodology therefore may assist in fostering self-regulated and social network-based learning, promoting the process of problem solving, collaboration and innovation. It is hoped that insights provided above would be helpful for teachers, students and administrators to adopt technology-enhanced learning to meet dizzying contemporary challenges. With more practices with personal learning environment integrating much more social computing technologies, we will improve this design methodology and foster pedagogies that are more personal, social and participatory for future practice and research in this area.