New Instructional Theories and Strategies for a Knowledge-Based Society

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : Educational Technology International / 5권 / 1호
ㆍ저자명 : Charles M. Reigeluth

목차

Key Markers for Changes in Our Learning Systems
Complex Cognitive Tasks
Collaborative Tasks
Web-Based Learning
Performance Support Systems
Personal Tutor Systems
Conclusion
References

한국어 초록

Industrial nations are undergoing massive changes as they evolve into post-industrialsocieties (Bell, 1973; Toffler, 1980). These changes are being brought about by thedevelopment of information technology, which has transformed the industrial sector of theeconomy and has spawned the knowledge-work sector (Duffy, Rogerson, & Blick, 2000). Justas the percentage of the work force in agriculture dropped dramatically in the early stages ofthe industrial age, so the percentage in manufacturing has been declining dramatically over thepast few decades, while the percentage doing knowledge work has been increasingdramatically. As Reich (1991) points out, even in manufacturing companies, a majority of thejobs today entail working with knowledge rather than materials. Just as the industrial agerepresented a focus on, and extension of, our physical capabilities (mechanical technology), sothe knowledge (or information) age represents a focus on, and extension of, our mentalcapabilities (intellectual technology). Employees need to be able to think about and solveproblems, work in teams, communicate, take initiative, and bring diverse perspectives to theirwork (Reich, 1991; Toffler, 1980). The prevalence of such knowledge work makes effectivelearning paramount.However, this massive societal transformation is creating very different learning needs fromthose which our educational and training systems (herein referred to as “learning systems”)were designed to meet. The success of learners in our schools, universities, and corporatetraining programs depends on our ability to redesign those learning systems to meet the newlearning needs of the knowledge age (Reigeluth, 1994). This article explores the kinds ofchanges that are needed in our learning systems, with a particular emphasis on changes ininstructional theories and strategies, for effective learning in the knowledge age.

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