• Title, Summary, Keyword: Convergence course

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A case study of convergence capstone design for computer software major ability (컴퓨터 소프트웨어 전공 능력 배양을 위한 융합 캡스톤 디자인 사례 연구)

  • Kwon, Soon-Kak;Park, Yoo-Hyun;Han, Soo-Whan
    • Journal of the Korea Industrial Information Systems Research
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    • v.21 no.2
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    • pp.21-29
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    • 2016
  • Capstone design course in current domestic software education environment has been opened in undergraduate courses in order to improve student's practical skills. However, the capstone design course is hardly applied the software convergence trend. We opened the capstone design course in not only the students in certain department, but also the students in other departments in order to solve this problem, and then we analyzed the operating results of this capstone design course. In the analyzed result, we find that operation of the convergence capstone design course is enough satisfactory, but we find that the operation of the convergence capstone design course has the limit that the certain department operates individually the convergence capstone design project. Hence, we need that the convergence capstone design course is preferably operated as the department-integration.

Educational Strategy for Practical Convergence using Module Curriculum in University (대학의 실무 융합교육을 위한 융합모듈 교육 전략)

  • Kim, Gi-Dae;Park, Keun-Seo
    • Journal of the Korea Convergence Society
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    • v.9 no.7
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    • pp.205-211
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    • 2018
  • The purpose of this study is to propose a strategy to educate the core contents of various major fields in practical and convergent ways in universities in order to prepare for the 4th industrial revolution era. First, convergence field is established in the university curriculum in addition to the existing major and the liberal arts field. Second, convergence courses are created in connection with job ability, which are major curriculum but only for students in other departments. Third, convergence courses are organized in the form of module curriculum, which is a small-sized and independent curriculum consisting of 4 courses. D University, one of the local private universities in Korea, has provided such convergence module education since 2016, and satisfactory results have been obtained in the course enrollment rate and the course evaluation, etc. By combining these convergence modules in various ways, it is possible to easily create customized majors required and designed by local companies at low cost.

Educational Effects of an Instructional Model for Engineering-Centered Convergence Project (공학중심의 융합프로젝트 교수학습모형의 교육적 효과)

  • Choi, Ji Eun;Jin, Sung-Hee;Kim, Hale
    • Journal of Engineering Education Research
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    • v.21 no.1
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    • pp.3-13
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    • 2018
  • The purpose of this study is to propose a teaching and learning model that can effectively manage convergence education, which is one of the concerns of university education, at the level of course. The pre-collaborative instructional design stage is to prepare the operation of the convergence project course. It shares the common goal and establishes a team of relevant professors to set up the actual convergence project topic and establishes cooperation relationships with industry or community as needed. In the convergence project activity, students will be able to understand the learning objectives, learning activities, evaluation methods, and explain the subject of the convergence project by proceeding with the whole orientation. Students organize teams of interest and conduct learning and design activities on convergence technologies and present their results. In the educational improvement activities, professors will share the lesson process and results and discuss improvements through the improvement seminar. As a result of analyzing the effectiveness of the proposed convergence project based teaching and learning model, the convergence project experience has improved the cooperative self - efficacy for the learners and the results were confirmed that students perceived to achieve the expected learning goal and satisfied with their experience.

Educational Effects of a H-STEAM Group Play Course in College Liberal Arts Curriculum

  • Lim, Byungro;Choi, Yunhi;Bae, Jaehyeong;Lee, SeungGwan;Baek, Soohee
    • Journal of the Korea Society of Computer and Information
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    • v.21 no.6
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    • pp.29-37
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    • 2016
  • In this paper, we evaluated educational effects of H-STEAM group play contents(a course) and tried to suggest a convergent model for college liberal art curriculum. We opened a mixed course(math, art, engineering, and humanities) with team teaching for this purpose. For the test, we collected data from survey, K-W-L sheet, and reflection paper from 23 students who enrolled in this course. Students should do a team project during the course, propose a new group game, and write K-W-L sheet at the end of each session and reflection paper at the final stage. As a result, it is said that H-STEAM group contents had an effect on students' satisfaction and achievement. During the course, students made academic efforts and were able to construct convergent knowledge from the four fields. From this study, we are sure that H-STEAM contents can play a substitute role for the traditional liberal arts program and innovate the curriculum for the knowledge convergence society.

Suggestion of Engineering Aesthetics as a Model of Convergence-Based Courses Between Engineering, Arts and Humanities (공학·예술·인문학 융합교과 개발 모델로서의 「공학미학」 제안)

  • Kim, Eun-Joon
    • Transactions of the KSME C: Technology and Innovation
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    • v.2 no.2
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    • pp.99-104
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    • 2014
  • Convergence education is one of the most frequently studied topics in the academic world as well as other various areas of the society today. The importance of convergence-based course in engineering education has long been discussed and resulted in society-wide consensus with series of attempts to apply the theory. To bring about fruitful outcome through theses efforts, we have to establish the sustainable and systematic convergence education in engineering. With this goal, we will cover the critical comprehension on the modern studies divided by three concepts(the truth, the good, and the beauty) and review the notion of "Transdisciplinarity", thereby proposing the macro goals of the convergence-based course in engineering. To realize our goals, we will suggest "Engineering aesthetics" as a convergence-based course in engineering.

A Study on Satisfaction Survey Based on Regression Analysis to Improve Curriculum for Big Data Education (빅데이터 양성 교육 교과과정 개선을 위한 회귀분석 기반의 만족도 조사에 관한 연구)

  • Choi, Hyun
    • Journal of the Korean Society of Industry Convergence
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    • v.22 no.6
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    • pp.749-756
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    • 2019
  • Big data is structured and unstructured data that is so difficult to collect, store, and so on due to the huge amount of data. Many institutions, including universities, are building student convergence systems to foster talents for data science and AI convergence, but there is an absolute lack of research on what kind of education is needed and what kind of education is required for students. Therefore, in this paper, after conducting the correlation analysis based on the questionnaire on basic surveys and courses to improve the curriculum by grasping the satisfaction and demands of the participants in the "2019 Big Data Youth Talent Training Course" held at K University, Regression analysis was performed. As a result of the study, the higher the satisfaction level, the satisfaction with class or job connection, and the self-development, the more positive the evaluation of program efficiency.

A Study of the Attitude and Perception on Course Evaluation of Nursing Students: Focused on A-University (간호대학생의 강의평가에 대한 태도 및 인식연구 : A 대학을 중심으로)

  • Kim, Eun-A;Woo, Sang-Jun
    • Journal of the Korea Convergence Society
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    • v.10 no.11
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    • pp.491-500
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    • 2019
  • The purpose of this study analyzed the overall attitude and perception of course evaluation of nursing students, and suggested improvement direction of course evaluation. The sample consist of 428 A-university students in J province. The collected data were analyzed by SPSS 23.0 program using ANOVA, t-test, and $Scheff{\acute{e}}$ test. As a result, it was confirmed that nursing students participated in course evaluation with a careful and correct response attitude, and course evaluation result was reliable. The instructor should share the process of improving the class by reflecting the evaluation results so that the students can recognize the purpose and importance of course evaluation. In addition, it suggested that it is necessary to develop items of a course evaluation reflecting the characteristic of nursing such as clinical practice courses and to revise the evaluation system.

Development of Educational Model for ICT-based Convergence Expert (ICT 기반의 융합전문가 양성을 위한 교육모형 개발)

  • Ryu, Gab-Sang
    • Journal of the Korea Convergence Society
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    • v.6 no.6
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    • pp.75-80
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    • 2015
  • To train convergence experts ICT infrastructure must be learned IoT use capabilities of things. In this paper, targeted to students that are majoring in computer science, and for the design of the curriculum and the educational model that handles education of operation in general for training IoT-related education for five months to experts of convergence training describe the contents. Course is the basic ability of the process, core competence course, is divided into real-life capability process and on-site training course, was constructed in a total of 10 stages of the process details. Curriculum, it was designed to learn sensing technology, network technology, security, and content production technology. This educational model is utilized for job creation human resource training project of 2015 Ministry of Employment and Labor, it demonstrated the utility to contribute in order to achieve a high completion and the employment rate. Applicable to future university education plans to expand the curriculum, including courses that complement the Java.

Educational Problems with MOOC, Suggestions, and Convergence of MOOC and Universities (MOOC(Massive Open Online Course)의 교육적 문제점과 개선책, 그리고 대학과 융합 방안)

  • Yang, Dan-Hee
    • Journal of the Korea Convergence Society
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    • v.7 no.3
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    • pp.121-129
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    • 2016
  • This study explains the fundamental problems of MOOC (Massive Open Online Course) based on major survey results for MOOC and online courses conducted in the United States. Consequently, this study integrates the following conclusions and suggestions on how to improve MOOC and convergence of MOOC and universities under the current IT technology. First, the division into small sized classes will solve the problem of massiveness with MOOC. The problem of openness will be solved by providing differentiated courses based on placement tests; and the weakness of onlineness can be complemented through Flipped Learning methodologies. Second, in convergence of universities and MOOC, there are two desirable approache s: credit-free courses use the improved MOOC suggested in this study while credit courses are conducted by Flipped Learning, based on core online courses within departments. In addition, the credit courses offer intensive and supplementary ones together if possible. Third, MOOC will be utilized more widely as it will offer differentiated courses and be produced by education-based universities.