연결주의(Connectivism) 학습이론 기반의 박물관 디지털 학습 플랫폼 분석 연구

초록

This study focuses on the features and educational possibilities of museum digital learning platforms and analyzes their features and utilization by focusing on major museum and art gallery cases: MODU, Smithsonian Learning Lab, #MetKids, and Tate-Kids. To do so, we analyzed the structure of museum digital learning platforms by focusing on three components: digital resources and collections, digital learning tools and functions, and learning outcomes and performance. In particular, these components were interpreted in terms of their correspondence with the four core learning activities of the Connectivism learning theory: Aggregation, Relation, Creation, Sharing. The study found that museum digital learning platforms are highly flexible in terms of content expertise and use of technology tools, and lend themselves to a variety of instructional designs, including student-directed learning, inquiry-based learning, project-based learning, and digital portfolio construction. Museum digital learning platforms leverage the power of digital tools to reinterpret museum collections, creating a creative learning environment where engagement, exploration, and expression are central. In this process, learners take an active role in learning as knowledge creators rather than mere knowledge receivers, and they can create meaningful learning experiences for themselves. Based on this analysis, this study suggests directions for the improvement of MODU, the museum digital education platform of the National Museum of Korea, and suggests pedagogical implications for the expansion of museum education.

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