Introducing the 6th Edition / 3

Chapter 1: Instructional Technology and Classes 13
Section 1 Classes and Educational Technology ·······················································16
1.
The Reality of Classrooms and Educational Technology ·············································16
2.
Characteristics and Definition of Educational Technology ·············································19
Section 2 Development of Educational Technology ·······················································24
1.
Use of educational media ··················································24
2.
Lesson Design ········································································27
Section 3 Future Education and Educational Technology ·································································28
1.
Educational Goals and Educational Technology in the Future Society··················29
2.
Advances in Advanced Technology and Educational Technology ········································31

Chapter 2: Designing a Classroom System I ··········································································39
Section 1 Definition and Characteristics of Classroom System Design ··················41
1.
Definition of Classroom Design ·······························································41
2.
Characteristics and Areas of Classroom Design ··················································43
Section 2: Classroom Design Model ··································································47
1.
Characteristics of the Systematic Instructional Design Model ······································47
2. ADDIE Model ·······················································49
3.
Dick & Carey's Classroom Design Model ·················51
4. RPISD Classroom Design Model ·························································55

Chapter 3: Designing a Classroom System II ·····························································65
Section 1 Class Needs Analysis ··························································67
1.
Definition and Techniques of Instructional Needs Analysis ·····································67
2.
Learner Characteristics Analysis ··················································73
3.
Class Context Analysis ··································································74
Section 2: Setting Class Objectives ·······································································76
1.
The necessity and procedure for setting class objectives ·································76
2.
Classification of lesson objectives ······································································77
3.
Statement of lesson objectives ··························································86
Section 3 Learning Task Analysis ··························································92
1.
Defining Learning Task Analysis ··························································92
2.
Key techniques for learning task analysis ·······································94

Chapter 4: Instructor-Centered Instruction and Instructional Design ··········································101
Section 1 Characteristics of Instructional Design Theory ·················································103
Section 2 Gagne's Instructional Design Theory ·······································104
1.
Theoretical Background ·······································································104
2.
Nine Classroom Situations ································································108
Section 3: Keller's Learning Motivation Design Theory ·················································113
1.
Theoretical Background ·······································································113
2. ARCS Model ·······················································116

Chapter 5: Learner-Centered Instruction and Instructional Design ··················································································131
Section 1 Theoretical Background of Learner-Centered Instruction ·················································134
1.
Objectivism vs. Constructivism ····························································134
2.
Cognitive Constructivism vs. Social Constructivism ···························138
3.
Constructivist Instructional Design Principles ·······································141
Section 2: Learner-Centered Learning Environment Design Model ··················································145
Section 3: Learner-Centered Instructional Assessment Design ··········································151
1.
Characteristics of Learner-Centered Classroom Assessment ··································151
2.
Process-centered evaluation ································································153
Section 4: Learner-Centered Learning Support Environment Design 160
1.
The Importance of Learning Support Environment Design ·········································160
2.
Classroom Space Design ································································164
3.
Educational equipment ··································································165

Chapter 6 Learner-Centered Teaching Methods ·································································173
Section 1 Problem-Based Learning ·······················································175
1.
Defining Problem-Based Learning ···········································175
2.
Characteristics of Problem-Based Learning ···········································176
3.
Problem-Based Learning Procedures ···········································178
4.
Assessing Problem-Based Learning ···········································184
Section 2 Discussion and Debate Learning ······················································································187
1.
Definition of Discussion and Debate ······················187
2.
The Effects of Discussion and Debate Learning ·······································································189
3.
Discussion Learning Procedures ·················································191
4.
Discussion Learning Procedures ·················································199
Section 3 Project-Based Learning ···································································206
1.
Defining Project-Based Learning ······················································206
2.
Project-Based Learning Procedures ·········································210
3.
Project-Based Learning and Design Thinking ·····························213

Chapter 7: Development of Teaching Materials ································································223
Section 1 Understanding Instructional Media ······································································225
1.
Definition of Instructional Media ··················································225
2.
The Role of Instructional Media ··················································227
3.
Types of teaching media ··················································229
4.
The necessity of using teaching media ··········································233
Section 2 Selection and Use of Instructional Media ················································236
Section 3 Principles of Teaching Materials Design ······································································241
1.
Principles of Visual Design ···························································241
2.
Multimedia Material Design Principles ·········································244
3.
Video Material Design Principles ·············································246

Chapter 8: Fundamentals of Technology-Based Instruction ··························································251
Section 1 Classes and Technology ······································································254
1.
The Role of Technology in Teaching ·················································254
2.
Factors Influencing Technology-Based Instruction ··················258
Section 2 Learners' Digital Literacy ···········································262
1.
The Need for Digital Literacy ·······································262
2.
The Meaning and Components of Digital Literacy ···············265
3.
Teaching Methods for Improving Digital Literacy ···············271
Section 3: Instructors' Technology-Using Teaching Skills ··················278
1.
Technology-Based Classes at Various Levels ···························278
2.
The TPACK Model for Technology-Intensive Instruction ······················281
3.
Developing Technology-Based Teaching Skills ················································285

Chapter 9: The Reality of Technology-Based Classes ·············································293
Section 1: Technology-Based Classroom Instruction ················295
1.
Mobile Learning ·······································································295
2.
Gamification ··········································································300
3.
AI-powered classes ···························································305
Section 2 Flipped Learning ······························································314
1.
Characteristics of Flipped Learning ··································································314
2.
Teaching Methods for Flipped Learning ·······································318
Section 3 Online Learning ·············································································321
1.
Characteristics of Online Learning ·····························································321
2.
Teaching Methods for Online Learning ····················································325

Chapter 10: Designing a Curriculum ················· ...
Section 1: Context of Curriculum Design ·····························································340
1.
Meaning and components of the course curriculum ················································340
2.
Types of Courses ······················344
Section 2: Designing a Teacher-Centered Curriculum ·················· ...
Section 3: Designing a Learner-Centered Curriculum ·················· ...
1.
Designing a Problem-Based Learning Curriculum ··················350
2.
Design Thinking Curriculum Design ··················································354
Appendix ·········································································361

Chapter 11: Classroom Implementation and Communication ·················································································375
Section 1 Classes and Communication ······································································377
1.
Classroom Implementation and Communication Skills ···································································377
2.
Communication Model for Classrooms ····························································378
Section 2: Implementing Teacher-Centered Classes ·····················382
1.
Asking Questions and Listening ··························································382
2.
Explain ········································································392
Section 3: Implementing Learner-Centered Instruction ·····················399
1.
The Tutor's Role in the Introduction Phase ······································400
2.
The Tutor's Role in the Problem-Solving Stage ································401
3.
Learning Summary Stage ···················································405
Section 4 Microteaching and Reflection ·················································407
1.
Characteristics of Microteaching ··························································407
2.
Criteria for Implementing and Evaluating Microteaching ················409
3.
Reflection and Class Consulting ································································414

Chapter 12: The Fourth Industrial Revolution, the Intelligent Information Society, and New Horizons for Educational Engineering Instruction ····419
Section 1: The Advent of the Fourth Industrial Revolution and Changes in the Social and Educational Environments ···············422
1.
The Advent of the Fourth Industrial Revolution and the Changing Social Environment ··········422
2.
The Advent of the Fourth Industrial Revolution and the Changing Educational Environment ··········425
3.
The Fourth Industrial Revolution and the "Core Competencies" of Future Talents.................................................................... 429
Section 2: Utilization of Intelligent Information Technology and Digital Technology and Innovation in Teaching Methods ··············433
1.
Features and Cases of Customized Teaching and Learning Platforms ············433
2.
Innovative Teaching and Learning Methods: LMS, AR/VR, Flipped Classroom ·············438
Section 3: The Direction of Future Education and the Challenges of Educational Engineering Teaching Methods ················444
1.
Innovation in the Intelligent Information Society and Educational Technology Teaching Methods ·········444
2.
The Educational Use of Intelligent Information Technology and the Challenges of Educational Engineering Instruction...448

Search ·········································································454

This book is a comprehensive revision of the contents of 'Educational Engineering Understanding of Educational Methods (5th Edition)' to reflect the academic trends of the times, and the title of the book has been changed to 'Educational Engineering and Classes'.
Some of the changed features of this book are as follows:
First, we attempted to introduce the academic characteristics of educational technology centered on the two axes of 'use of educational media' and 'instructional design', and to introduce in detail the basic concepts and main stages of 'instructional systems design'.
After explaining the definition, characteristics, and main models of lesson system design, the steps of lesson needs analysis, lesson goal setting, and learning task analysis were covered.
Second, the lesson design, which forms the basis of the lesson system design, was presented by dividing it into teacher-centered lessons and learner-centered lessons, and in particular, the learner-centered lesson design was connected to various learner-centered teaching methods such as problem-centered learning, discussion and debate learning, and project-based learning.
This point particularly reflects the school field's demand for learner-led, participatory classes.
Third, a model and principles for developing teaching materials based on lesson design were presented.
After covering the principles of selection, use, and design of teaching media, the basic theory and practice for technology-based classes were introduced.
On the theoretical side, there is a renewed emphasis on digital literacy and technology-based teaching skills.
In practical terms, we tried to include the latest educational attempts such as mobile learning, gamification, AI-based classes, flipped learning, and online learning.
Fourth, as an extension of the development of teaching materials, we attempted to strengthen practicality by creating a separate chapter for the design of the teaching curriculum.
Emphasizing the importance of curriculum design, we present a distinction between instructor-centered curriculum design and learner-centered curriculum design, and include theoretical and practical examples for each.
This part is one of the results of the book's efforts to reflect knowledge and practice applicable to the school setting.
Meanwhile, the process of implementing an actual class using the lesson plan was presented from a communication perspective.
Based on the basic theory of teaching and communication skills, it introduces teacher-centered and learner-centered teaching practices, as well as microteaching, reflection, and teaching consulting.
Finally, it presents the direction of future education in line with the advent of the Fourth Industrial Revolution and the intelligent information society, in the context of a new horizon in educational engineering classes.
By analyzing the changes in the social and educational environments brought about by the Fourth Industrial Revolution and the core competencies required of future talents, this study reveals how educational technology can lead to innovative teaching methods.