• Annual Conference of KIPS
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• 2000.10b
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• pp.1337-1340
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• 2000

정보화 사회에서의 컴퓨터의 가치는 교육분야서 더욱 높아지고 있으며, 기존의 수업보다 시간적 공간적 제약을 덜 받게 되는 원격교육은 무한한 발전 가능성을 가지고 있다. 하지만 기존 웹 상에서의 원격교육에서는 필수의 강의가 끝나면 수업의 평가 후 학생에게 수업의 결과를 알려주는 형식이었고, 또한 학습자에게는 일률적으로 평가가 적용 학생의 수준에 맞는 수업을 할 수가 없었으며 교수의 입장에서도 학생들의 평가 결과가 수업의 질을 높이거나 내용을 변경시킬 근거가 될 수 는 없었다. 따라서, CAI(Computer Aided Instruction) 시스템에서 수준별 학습을 위한 단계별 예비 테스트와 학습 후 테스트의 평가 내용을 다양한 방법으로 가시적으로 제시함으로써 교수 방법을 지원할 수 있는 평가 컴포넌트를 작성하고자 한다. 이는 평가의 방법이 체계적으로 되고 또한 학습의 패러다임을 바꾸거나 과목을 변경할 경우 또한 그 결과에 따라 교수 방법의 변화나 수업내용의 변경을 하려할 때 용의하게 사용할 수 있다. 또한 유사한 다른 패러다임의 원격교육 시스템에서도 이미 개발된 구성요소를 사용함으로써, 사용의 용이성과 이식성, 재사용성을 높일 수 있게 한다.

• Annual Conference of KIPS
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• 2016.04a
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• pp.344-347
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• 2016

유비쿼터스 환경 시대에 맞춰 현재 스마트 디바이스의 발달과 시장의 확대로 스마트 미디어 기기의 보급이 급속도로 확산되고 있으며 많은 교육용 어플리케이션 또한 개발되고 있는 중이다. 이러한 교육용 어플리케이션들은 지식기반사회의 학습도구로서 지식접근 및 창출에 중요한 요소인 인터넷과 웹을 활용하게 되고 이동성과 편의성을 추구하는 모바일기기를 통해 학습이 가능하도록 지원하는 프로그램이다. 본 연구는 모바일러닝 기반의 '창의적 문제해결(CPS, Creative Problem Solving)' 모형을 활용하는 교육용 앱에 대한 설계방안을 제시하고자 하며 연구의 목적은 대학 교육에서 학생들의 창의적 사고와 문제해결능력 향상을 돕는 모바일러닝 기반의 학습환경을 설계하는 데 있다. 제안하는 학습지원 도구는 모바일 앱 형태로 제작되며 학습활동에 있어 다양한 창의적 사고과정 활동과 표현방식, 상호작용성 등의 기능을 통해 학습자의 고차원적인 사고능력을 향상시키는 인지적 도구로서 활용될 수 있도록 설계하였다. 개발환경은 안드로이드용 앱 인벤터 프로그램을 사용하였으며 앱 인벤터 서버환경에서 제공되는 컴포넌트와 이벤트 핸들러를 이용하여 교수자모드와 학습자모드의 앱을 각각 설계하였다. 교수자 앱은 학습활동 제공을 의미하는 프로바이더(Provider) 모드 기능이 포함되며 학습자 앱은 CPS 활동을 위한 학습활동 모드 기능이 설계된다. 대부분의 창의성 관련 앱들은 그래픽작업을 통한 두뇌활동 향상 프로그램, 체험활동 위주의 프로그램 등으로 출시가 되어 있으나 교수-학습 활동을 위한 창의적 문제해결활동 관련 앱은 존재하지 않는 상태이므로 수업활동에서의 활용측면에서 가치가 있을 것으로 기대된다.

• Korean Institute of Interior Design Journal
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• v.24 no.5
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• pp.70-77
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• 2015

현재 기술과 정보통신의 발전은 학생들의 학습과정에 커다란 변화를 가져왔다. 그러나 현재까지의 연구들은 주로 수업에 활용 가능한 기술개발에 치중되어 있었으며, 교사들이 수업을 위해 활용하게 되는 다양한 기술과 교수법에 대한 연구는 부족한 실정이다. 따라서 본 연구에서는 수업을 진행하고 있는 교사들을 대상으로 교사의 기술사용과 가치, 기술 숙련도를 이해하고 이것이 학생들의 기술통합교육에 어떠한 영향을 주고 있는지를 파악하고자 하였다. 연구자는 특히 디자인툴들이 빈번히 사용되는 디자인 교육에 있어서의 선생님의 기술통합교육의 중요성을 조사하고자 하였다. 연구방법으로는 디자인 툴을 이용하여 스튜디오 수업을 진행하고 있는 국내 7개 대학의 스튜디오 수업 담당 교사들을 대상으로 3주에 걸쳐 설문과 면접을 실시하였다. 추가적으로 조사 대상 교사의 수업을 듣는 학생들을 대상으로 교수법에 대한 설문을 병행하였다. 스튜디오 수업의 디자인 과정에서 학생들이 기술툴들을 다양하게 활용하기 위해서는 교사의 학습법이 매우 중요한 요소였으며, 교사들이 디자인툴의 사용에 익숙하고 그것의 활용도를 폭넓게 이해하고 있을 때 학생들의 기술통합수업이 가능하였다.

• Journal of Korean Home Economics Education Association
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• v.22 no.3
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• pp.77-94
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• 2010

The purpose of this study was to develop a practical problem-based lesson plan for the "Understanding Myself and My Family" unit and to examine the effects of the lesson plan. Learning objectives and contents were selected, and a practical problem-based lesson plan for five sessions was developed and implemented. With 150 students participating in the study, a pre-test and post-test comprised of a questionnaire were conducted to explore the effectiveness of the lesson plan on the students' sex role characteristics, awareness of gender-role equity in occupational, familial and societal settings and of participation in household chores. Results from the post-test revealed that the students displayed androgynous sex-role characteristics, a heightened awareness of gender-role equity and a higher degree of participation in household chores after the five sessions. Assessment of the class was found to be very positive. Consequently the study showed that the lesson proved to be helpful for the students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.327-331
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• 2018

The purpose of this study was to design a competence teaching-learning model that could help college students improve their computational thinking among core competences in SW education. A competence teaching-learning model, UDDPAAP (Unplugged-Demonstration-Decomposition-Pattern Recognition-Abstraction-Algorithm-Programming), was designed by analyzing competences of learners with no experience in software coding, by reconstructing DMM, DDD, and DPAA among the five existing SW-based teaching-learning models, and by analyzing unplugged activity and the Bebras challenge computational thinking scale carefully. The unplugged activity partially adapted to instruction for college students and some items chosen from the Bebras challenge computational thinking scale were applied to the existing teaching-learning model. To determine the effects of the study, pretest was conducted in freshmen for computational thinking and self-confidence on the basis of the experience in SW and computer information literacy education, and posttest following instruction applying the UDDPAAP teaching-learning model. The students provided with SW education based on the UDDPAAP teaching-learning model saw their computational thinking competence improved.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.37-62
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• 2021

The purpose of this study is to develop a project-based teaching-learning instruction to solve the problems in family life. The developed process can be a practical plan to activate environmental education centered on living environment problems curriculum of Home Economic Education[HEE]. In order to achieve the purpose of this study, the curriculum of HEE and environmental education categories were compared and analyzed. The study selected 10 themes and developed a project-based HEE teaching-learning instruction with 8 sessions. The characteristics of the developed teaching-learning instruction are as follows. First, HEE curriculum included environmental knowledge, values and attitudes, competence, and practice and participation in environmental education and related categories in achievement standards and learning elements. Second, since HEE curriculum has a teaching-learning instruction plan based on project-based learning that allows learners to recognize and solve problems themselves was developed based on the real life-centered learning themes related to environmental education. It was also proposed that the subject of HEE has a high correlation with environmental competence and environmental practice, and thus environmental contents that can raise students' interests in society and environment should be added to the HEE curriculum. The teaching-learning instruction developed in this study can be used for classes such as HEE classes or free semeste. A follow up study would need to test the educational effects of this teaching and learning plan by implementing it to the actual class.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.213-219
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• 2022

The purpose of this study is the construction and internal validation of DT ISD model that incorporates Design Thinking process into Instructional Systems Design. The study proceeded in 3 steps. Firstly, literature review was conducted to examine the process and components of Instructional Systems Design model such as ADDIE. Design Thinking models were also reviewed to determine the probability of integrating Design Thinking with ISD. Secondly, DT ISD model was constructed by adopting 3 principles of Design Thinking to ISD process. Thirdly, the internal validation research was conducted through 3 rounds delphi study and DT ISD model was finally validated by experts of instructional technology and lifelong education. DT ISD model is based upon constructionism in learning theory rather than behavioral or cognitive learning theory such as ADDIE. Hence, DT ISD model is an effective instructional design model for adult lifelong education program. It is suggested that action research is necessary to examine the external validation of DT ISD model.

• Journal of The Korean Association For Science Education
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• v.33 no.5
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• pp.911-931
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• 2013

The purpose of this study was to analyze pre-service teachers' reflective discussion on their practical work-based teaching by focusing on the components of instruction and the connectivity of discussion. Eight after-class discussions were recorded and transcribed, and finally analyzed in terms of theoretically driven categories such as aims, teacher knowledge and learner response which also respectively reflect the actual flow of planning, implementation and evaluation of the teaching practice. The result showed that in their discussion about students, conceptual understanding and scientific skill components were most emphasized, while teaching method and strategy were most frequently addressed in the discussion about teacher knowledge. But this also revealed problems in their discussions such as the lack of discussion about inquiry and student interest, difficulties in clarifying theoretical terms and the lack of discussion about instructional models and theories. Meanwhile, pre-service teachers' discussions were limited in terms of connectivity between the components of instruction, meaning that their discussion tended to deal with each component separately rather than occurred in connection with each other. Furthermore, when connections were made during the discussion, only few components of instruction appeared. Based on this result, the paper suggests the need to develop tools to facilitate effective reflection in ways that incorporate various components of instruction and enhance connectivity between the components and between the instructions.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.659-666
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• 2023

Among the tools based on generative artificial intelligence, the possibility of using ChatGPT is being explored. However, studies that have confirmed what factors should be considered when using it educationally based on learners' actual perceptions are insufficient. Through qualitative research method, this study was to derive consideration factors when using ChatGPT in the education. The results showed that there were five key factors as follows: critical thinking on generated information, recognizing it as a tool to support learning and avoiding dependent use, conducting prior training on ethical usage, generating clear and appropriate questions, and reviewing and synthesizing answers. It is necessary to develop an instructional design model that comprehensively composes the above elements.

• Journal of the Society of Disaster Information
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• v.17 no.3
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• pp.640-654
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• 2021

Purpose: Normal education operation was difficult in the national disaster situation of Coronavirus Infection-19. Non-face-to-face education can be an alternative to face to face education, but it is not easy to provide the same level of education. In this study, the professor of disaster management field will identify problems that can occur in the overall operation and progress of non-face-to-face education and seek ways to improve non-face-to-face education. Method: Non-face-to-face real-time education was largely categorized into pre-class, in-class, post-class, and evaluation, and case studies were conducted through the professor's case studies. Result&Conclusion: The results of the survey are as follows: First, pre-class, it was worth considering providing a non-face-to-face educational place for professors, and the need for prior education on non-face-to-face educational equipment and systems was required. In addition, it seems necessary to make sure that education is operated smoothly by giving enough notice on classes and to make efforts to develop non-face-to-face education programs for practical class. Second, communication between professor and learner, and among learners can be an important factor in non-face-to-face mid classes. To this end, it is necessary to actively utilize debate-type classes to lead learners to participate in education and enhance the educational effect through constant interaction. Third, non-face-to-face post classes, policies on the protection of privacy due to video records should be prepared to protect the privacy of professors in advance, and copyright infringement on educational materials should also be considered. In addition, it is necessary to devise various methods for fair and objective evaluation. According to the results of the interview, in the contents, which are components of non-face-to-face education, non-face-to-face education requires detailed plans on the number of students, contents, and curriculum suitable for non-face-to-face education from the design of the education. In the system, it is necessary to give the professor enough time to fully learn and familiarize with the function of the program through pre-education on the program before the professor gives non-face-to-face classes, and to operate the helpdesk, which can thoroughly check the pre-examination before non-face-to-face education and quickly resolve the problem in case of a problem.