네트워크 사회는 기존의 사회와는 다른 패러다임적 변화를 보여주고 있다. 웹 2.0의 새로운 테크놀로지 발달은 사회변화를 위한 인프라를 제공하고 있으며 이들 인프라의 변화가 사회적 행동 유도성의 변화를 가져옴으로써 사회 전반에 변화를 가져오고 있다. 이러한 변화는 교육에도 많은 변화를 요구하고 있다. 교육을 통해 육성해야할 인재상의 변화, 가르칠 내용 즉 교육과정의 변화, 교육환경의 변화, 학습자의 변화, 교사상의 변화, 교육방법의 변화 등 다양한 변화를 요구하고 있지만 현실은 이러한 변화에 대한 요구에 부응하지 못하고 있다. 이들 변화에 대해 교육차원의 변화가 나타나지 못하는 이유 중 하나는 교육이 나아가야 할 방향에 대한 연구가 부족하여 적절한 비전의 제시와 비전을 성취할 전략적 접근의 효과적인 제시가 이루어지지 못한 이유를 들 수 있다. 따라서 본 연구는 네트워크 사회에 대한 변화 읽기로 네트워크 사회, 웹 2.0, 연결주의, 넷 세대, 집단지성 등의 다섯 가지 요인들을 살펴보았고 이에 기초하여 개인학습에서 네트워크 학습 중심으로, 지식소비자에서 프로슈머 중심으로, 개별화에서 개인화 중심으로, 공식에 비공식 중심으로, 개별지성에서 집단지성 중심으로의 다섯 가지 새로운 교육의 변화 방향을 제시하였다. 본 연구에서 제시한 다섯 가지 교육의 변화 방향은 네트워크 사회에서 지향해야할 교육의 목적 혹은 가치 지향적 비전이라기보다는 네트워크 사회의 특성으로 인해 자연스럽게 나타날 교육의 변화를 기술한 것으로 보아야 할 것이다.

The networked phenomenon had caused paradigm shift in our society. With the advent of new technologies such as Web 2.0, a social innovation is taking place. For the first time, affordable social infrastructure that can change the entire social system is now available to the general population. One such social system is education, and invariably, it will have to undergo change. Changes in education would be in the areas of talent development as well as in the educational curriculum, educational environments, teaching methods, learners’ characteristics and also in the image of teachers. However, until now, these changes have not taken place. One of the reasons why this is so is because of a lack of research that focuses on the vision and a strategic approach to the education of the future. This study reviewed the characteristics of the networked society, Web 2.0, connectivism, the Net generation and their motives for participation, as well as on collective intelligence and its ability to perceive social changes. Based on the review, the study proposed strategies to take education from individual learning to networked learning, from information consumer to producer, from individualization to personalization, from formal education to informal education, and from personal intelligence to collective intelligence, as these will be the new direction of educational development. The five paradigms in educational innovation proposed in this study are naturally occurring phenomena, as opposed to the value-oriented purpose of education.

The networked phenomenon had caused paradigm shift in our society. With the advent of new technologies such as Web 2.0, a social innovation is taking place. For the first time, affordable social infrastructure that can change the entire social system is now available to the general population. One such social system is education, and invariably, it will have to undergo change. Changes in education would be in the areas of talent development as well as in the educational curriculum, educational environments, teaching methods, learners’ characteristics and also in the image of teachers. However, until now, these changes have not taken place. One of the reasons why this is so is because of a lack of research that focuses on the vision and a strategic approach to the education of the future. This study reviewed the characteristics of the networked society, Web 2.0, connectivism, the Net generation and their motives for participation, as well as on collective intelligence and its ability to perceive social changes. Based on the review, the study proposed strategies to take education from individual learning to networked learning, from information consumer to producer, from individualization to personalization, from formal education to informal education, and from personal intelligence to collective intelligence, as these will be the new direction of educational development. The five paradigms in educational innovation proposed in this study are naturally occurring phenomena, as opposed to the value-oriented purpose of education.

networked society, educational innovation, collective intelligence, connectivism, personalization, net generation