• Proceedings of the Korea Information Processing Society Conference
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• 2022.05a
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• pp.286-287
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• 2022

정부의 한국판 그린뉴딜 정책 발표와 함께 주요 과제 중 하나인 그린 스마트 스쿨의 관심도가 점점 커지고 있다. 이에 따라 성공적인 그린 스마트 스쿨 구축을 위한 솔루션이 필요해지고 있다. 본 논문은 체계화 되지 않은 그린 스마트 스쿨의 전체 시스템 관점에서 문제를 해결하기 위한 Cloud-Edge와 AI를 적용한 그린 스마트 스쿨 통합 플랫폼을 제안한다.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.22 no.1
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• pp.77-82
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• 2022

The effect of indoor air pollution on the human body is greater and more dangerous than outdoor air pollution. In general, a person stays indoors for a long time, and in a closed room, pollutants are continuously accumulated and the polluted air is better delivered to the lungs. Especially in the case of young children, it is very sensitive to indoor air and it is fatal. In addition, methods to reduce indoor air pollution, which cannot be ventilated with more frequent indoor activities and continuously increasing external fine dust due to Covid 19, are becoming more important. In order to improve the problems of the existing autonomous driving air purifying robot, this paper divided the map and Upper Confidence bounds applied to Trees(UCT) based algorithm to solve the problem of the autonomous driving robot not sterilizing a specific area or staying in one space continuously, and the problem of children who are vulnerable to indoor air pollution. We propose a space-adaptive autonomous driving air purifying robot for a green smart school that can be improved.

• The Journal of Sustainable Design and Educational Environment Research
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• v.23 no.2
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• pp.1-10
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• 2024

This study presents a model for educational planning based on user participatory design for the purposes of curriculum development and educational space innovation. It reviewed previous research and practices related to educational space innovation, educational planning processes, and user participation design and suggested a draft model. This model was applied in the renovation project of an elementary school, and the problems encountered during the application were reflected upon and used to improve the model. The final model comprises four phases. Phase 1 is an initial exploratory phase foruser participation, where educational planners and users form a shared perspective regarding the future of education. Phase 2 is a needs-analysis phase for the transition to future education, which focuses on setting the overall direction of the school-level curriculum. Phase 3 specifies the direction of future school curricula and identifies needs for educational spaces. Finally, Phase 4 focuses on the interaction between educational and space planners. Based on the above discussion, the study discussed the benefits and limitations of this educational planning model for school space innovation.