• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.121-132
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• 2014

The main goal of this research is to invest the difficulties in the process of developing serious game for science learning to acquire the suggestion. We analysed the journals written by developers of game scenario on the procedure of the development and on the review of the accomplished game. Then we also interviewed the scenario developers as well as game developers. When interviewing the game developers, we passed them the thoughts and questions of scenario developers. The possible difficulties in developing serious game are form the difference of cognitions on the skills which can be embodied in the development process and interaction and communication problem between scenario developers and game developers. As a consequence of the research, we acquired some suggestions for developing serious game as follows; 1) Scenario developers and game developers must understand the concepts of serious game as well as learning theory; 2) Both scenario developers and game developers should be aware of secured technological capacity and allowed time period. 3) Scenario developer should take a part of game developer' role as using a learning contents authoring tool; 4) Scenario developers have to consistently interact with game developers in developing the games; 5) Scenario should be concretely described in detail; and 6) A Supervisor is essential to control both scenario developers and game developers.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.10
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• pp.287-296
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• 2017

This paper investigates status of the in-service education for curriculum, and seek tasks of the curriculum administration. The major contents are the difference between in-service education and in-service education for curriculum, status of the in-service education for curriculum in curriculum development, and tasks of curriculum administration. The in-service education for curriculum is a kind of in-service education. But the in-service education for curriculum classified dissemination stage and application stage. The in-service education for curriculum in curriculum development focus on the understanding of the basic matters in dissemination stage, and on the in-depth contents in application stage. There are seven types of curriculum administration in-service education for curriculum. This is the classification of the dissemination and application stage, the nature of guided and advice administration, the stress on the improvement of professionalism for teachers, the classify of the in-service education target for curriculum, the diversification of the in-service education format, the recognition as duties of in-service education for curriculum training, and the institutionalization for in-service education out of school.

• Proceedings of the Korean Information Science Society Conference
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• 2007.10b
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• pp.232-237
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• 2007

컴퓨터 시스템의 설계는 알고리즘 수준의 모델링에서부터 시제품 수준까지 시스템을 구체화해 나가는 일련의 과정이다. 시스템 구현의 구체화 과정에는 단순하고 반복적인 구현이 많이 포함되며, 이 과정에서 많은 오류가 발생한다. 이러한 오류는 개발자가 알고리즘 수준에서는 드러나지 않는 복잡하고 아키텍처 의존적인 하드웨어-소프트웨어 동기화 메커니즘의 개발과 같은 시스템 구현의 구체화 과정을 모두 떠안고 있기 때문에 발생하는 것이다. 이 논문에서는, 이러한 문제를 극복하기 위하여, 알고리즘을 데이터 플로우로 모델링하면 이로부터 합성 가능한 하드웨어 플랫폼과 동기화 로직, 그리고 동기화를 위한 드라이버 소프트웨어 일제를 자동 생성하는 설계 과정을 제시하고자 한다. 제시된 설계 과정은 자체 개발한 통합 설계 도구 상에 구현되었으며, 이를 통해서 개발된 H.263 디코더 예제를 상용의 RTL 통합 시뮬레이션 도구인 Seamless CVE와, SoC 프로토타이핑 환경인 Altera Excalibur 시스템 상에서 테스트하여 그 완성도를 검증하였다.

• Communications of Mathematical Education
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• v.18 no.3 s.20
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• pp.171-197
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• 2004

1999년 교육개발원에서는 초 ${\cdot}$ 중학교 영재 교육과정 시안 개발을 위한 기초연구와 수학과 영재 교육과정 시안에 관한 보고서를 발간하였는데 이 보고서에 초 ${\cdot}$ 중학교 수학과 영재 교육과정 시안이 제시되어 있다. 이 영재 교육과정 시안으로써 그 내용에 상응하는 수학 교수 ·학습 자료 개발이 절실히 요구되고 있다. 한국교육개발원에서는 영재 교수 ${\cdot}$ 학습 자료개발 및 영재교사 연수가 본격적으로 확대, 추진되고 있는 실정이며 또한 2002년${\sim}$2003년 2년간 한국교육개발원에서는 영재학생을 위한 교수 ${\cdot}$ 학습 자료를 개발하여 왔다. 이런 취지를 바탕으로 지금 우리에게 영재 교육의 시급한 문제는 초 ${\cdot}$ 중등에 필요한 다양한 영재 교육프로그램을 마련하는데 있다. 본 연구에서는 한국교육개발원에서 마련한 교재개발 지침에 따라 2005학년도 교수 학습 자료를 중학교중심으로 영재 교육 프로그램을 구현해 보고자 한다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2002.11a
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• pp.710-714
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• 2002

한정된 자원과 인력을 보다 효율적으로 사용하기 위하여 정부는 정보통신 각 분야의 기술개발계획을 수립하고 이에 기반한 기술개발 정책을 집행한다. 본 논문은 정보보호 분야의 사례분석을 통하여 정부의 정보보호 기술개발 계획 수립 과정을 분석하고, 이것이 정보보호 기술개발 정책의 효율적인 집행에 갖는 함의를 찾는다 정부가 수립하는 기술개발 계획은 국가가 나서서 반드시 수행하여야 하는 분야, 사업의 경쟁력을 높일 수 있는 분야에 집중하는 것이 기본이다. 이 기본이 기술개발 계획의 수립과정에서 어떻게 반영되고 있으며, 이것이 정책적으로 어떤 과정을 거쳐 반영되고 있는 가를 분석한다.

• Proceedings of the Korean Information Science Society Conference
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• 1998.10b
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• pp.12-14
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• 1998

본 논문에서는 소프트웨서 개발 과정에서 얻은 설계정보들을 웹 위에서 참조하고 파악할 수 있도록 구축한 환경에 대해 기술한다. 이를 위해, 개발 과정에서 얻은 설계 정보들을 웹 검색 구조에 맞도록 변화하는 과정과, 여기에서 얻어진 여러 형식의 많은 정보들을 저장하고 유지하기 위한 웹 저장소(WR: Web Repository), 그리고 WR내에 구축된 분석 정보들을 보이고, 개발자의 요구에 따라 분석 정보들을 제어하기 방안을 설명하다. 개발 환경은 Solaris 2.5에서 Tcl/Tk와 C++를 활용하여 구현하며, 클라이언트의 애플릿(applet) 개발을 위해 tclet을 활용한다.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.35-50
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• 2014

This study is a discussion about specific directions and strategies for development of subsequent curriculum of practical arts(technology ome economics) based on two issues ; developing curriculum which is 'connecting elementary-secondary course' and 'based on key competence'. Specific Study is as in the following. First, in the aspect of home economics, this study explored the meaning of connection between elementary-secondary courses, and in the process of curriculum development, we explored implicit problems through strategies that come out from elementary-secondary courses. Second, we search what the key competence is in terms of home economics, and the meaning of developing curriculum based on the key competence. For this, we examine the meaning of development of subject matters curriculum based on key competence and the conditions and tasks for developing curriculum for home economics based on key competence. Third, on the basis of discussion we explore the way to realize these two issues, already mentioned, into development of subsequent curriculum for home economics. For this, this study examines the academic interaction between home economics of elementary and secondary courses unifying the names of the subject, systematic understanding about development of curriculum based on key competence, finding strategies for appealing the subject, and practical instances. Through this study, we expect more active interaction between home economics from elementary and secondary courses and academic discussion for development of curriculum.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.165-185
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• 2018

The purpose of the study was to show the development process of the total instructional alignment based on the 2015 revised technology home economics curriculum, and to present the detailed aspects of this task. The results of this study were as follows: First, the clarity phase of the performance established the annual evaluation plan to ensure the consistency of the achievement standard, the learning objectives and the assessment objectives through an analysis of the curriculum. Second, the development phase of the performance tasks and the grading criteria analyzed the contents area and determined the performance assessment task. The performance assessment consisted of a portfolio and project activity types, and also comprised of knowledge markets, as well as e-NIE tasks, including individual tasks and collective tasks. Third, the performance assessment and the results phase were conducted after planning the class operation according to the instructors' directions and arrangement of the schedule into block classes. Afterwards, the performance assessment tasks were revised by the teaching-learning community and class reflection on practical application. As these results demonstrate, developing performance tasks that are centered on the learner's development processes can contribute to teachers' expertise and improvement of instruction.

• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.299-320
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• 2015

This study aimed to explore the problem in curriculum development in school-based gifted program in the arts and suggest the way to solve that. For this study, we surveyed 28 teachers and guest instructors, furthermore interviewed 6 teachers (4 in music and 2 visual arts). The study results indicated that not only curriculum development of school-based program for the gifted in the arts was not systemic, but also most teacher depended excessively on guest instructors due to the lack of expertise and information for curriculum development. Also, They did not understand specific meaning of the giftedness and gifted curriculum in arts nor recognize the unique role of school-based gifted program. In addition, most teachers simply attempted to solve lack of knowledge and experience on a personal level. Their research condition were inadequate to plan curriculum. To solve these problems in curriculum development in school-based gifted program in arts, we suggested some solutions: differentiated teacher in-service program, the achievement criteria for fundamentals of curriculum, system for connecting materials, information and human resources, as well as consultative body for improving the present condition of school-based gifted program.

• Journal of Korean Home Economics Education Association
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• v.21 no.1
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• pp.1-19
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• 2009

The purpose of this study was to develop, implement, evaluate in-service program on the practical problem focused Home Economics program. This program is expected to contribute to the enforcement of high quality of teacher's teaching competency and to the readiness for the 2007 newly revised Home Economics curriculum. This study was carried into by followings steps: 1. Program development: Based on the program design, an in-service program of practical problem focused home economics curriculum and teaching-learning materials were developed. 2. Program implementation: The four days/30 hours in-service program was delivered in January, 2008 with 24 participants. Mentor teachers were arranged playing interface role during the program. 3. Program evaluation: Group interview was held and written evaluation was collected from participants, mentor teachers, and home economics curriculum experts. From the results of this study, it is suggested to promote understanding of theory relatively easier than delivered in the in-service program, to extend to a 60 hours program includes more activity and workshop, and to develop in-service programs for the beginner and the advanced groups separately.