• Journal of Broadcast Engineering
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• v.11 no.2 s.31
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• pp.207-221
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• 2006

A fully automatic and computationally efficient method is proposed for intelligent display of soccer video on small multimedia mobile devices. The rapid progress of the multimedia signal processing has contributed to the extensive use of multimedia devices with a small LCD panel. With these emerging small mobile devices, the video sequences captured for standard- or HDTV broadcasting may give the small-display-viewers uncomfortable experiences in understanding what is happening in a scene. For instance, in a soccer video sequence taken by a long-shot camera technique, the tiny objects (e.g., soccer ball and players) may not be clearly viewed on the small LCD panel. Thus, an intelligent display technique is needed for small-display-viewers. To this end, one of the key technologies is to determine region of interest (ROI), which is a part of the scene that viewers pay more attention to than other regions. In this paper, the focus is on soccer video display for mobile devices. Instead of taking visual saliency into account, we take domain-specific approach to exploit the characteristics of the soccer video. The proposed scheme includes three modules; ground color learning, shot classification, and ROI determination. The experimental results show the propose scheme is capable of intelligent video display on mobile devices.

• Journal of KIISE:Computing Practices and Letters
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• v.13 no.3
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• pp.165-178
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• 2007

The recent progress in multimedia signal processing and transmission technologies has contributed to the extensive use of multimedia devices to watch sports games with small LCD panel. However, the most of video sequences are captured for normal viewing on standard TV or HDTV, for cost reasons, merely resized and delivered without additional editing. This may give the small-display-viewers uncomfortable experiences in understanding what is happening in a scene. For instance, in a soccer video sequence taken by a long-shot camera techniques, the tiny objects (e.g., soccer ball and players) may not be clearly viewed on the small LCD panel. Moreover, it is also difficult to recognize the contents of the scorebox which contains the elapsed time and scores. This renuires intelligent display technique to provide small-display-viewers with better experience. To this end, one of the key technologies is to determine region of interest (ROI) and display the magnified ROI on the screen, where ROI is a part of the scene that viewers pay more attention to than other regions. Examples include a region surrounding a ball in long-shot and a scorebox located in the comer of each frame. In this paper, we propose a scheme for raising viewing experiences of multimedia mobile device users. Instead of taking generic approaches utilizing visually salient features for extraction of ROI in a scene, we take domain-specific approach to exploit unique attributes of the soccer video. The proposed scheme consists of two modules: ROI determination and scorebox extraction. The experimental results show that the proposed scheme offers useful tools for intelligent video display on multimedia mobile devices.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.393-406
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• 2014

Pedagogical Content Knowledge (PCK) is intrinsically domain/topic-specific knowledge for teachers' expertise. On the basis of this idea about PCK, we investigated in-service science teachers' topic-specific PCK on the unit of stars and universe in terms of teachers' knowledge and practices. We observed four middle school science teachers' classes for eighth graders, and took the videos of the classes. The topics of the classes covered constellation, annual parallax and the distance of stars, and the expansion of the universe. We also examined the teachers' pedagogical thinking through video stimulated recall interviews. In addition, we developed a protocol to analyze the levels of participant teachers' PCK and the characteristics revealed in their classes on each topic. Results of the study showed that the participant teachers' level of PCK varied across the topics of classes and the sub-components of PCK. We also identified teaching orientations played key roles in shaping overall characteristics of their PCK. Moreover, astronomical thinking such as spatial thinking and system thinking, was not appropriately embedded as the specific practices into the astronomical concepts in their instructions. We discussed the implications on the progressions of teachers' PCK in terms of their professional development.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.3
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• pp.251-270
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• 2012

Multimedia needs and searching have become important in everyday life, especially in a younger generation. The characteristics of multimedia needs and searching behaviors are distinctive compared to textual information needs and searching behaviors in a wide variety of ways. By interviewing and observing multimedia needs and searching behaviors of college students from 20 areas in Seoul, this study aims to improve the understanding on users' multimedia needs and how users search multimedia. The findings are presented in terms of searching sources, multimedia needs, relevance criteria and searching barriers. For multimedia, the searching sources are found primarily as Naver and Google and the distinguished features are presented depending on the individual multimedia types. As multimedia needs are categorized into generic, specific and abstract, most of the needs are classified as specific needs rather than generic needs, but there exist differences depending on the types of multimedia. In addition, the aspects of relevance criteria and searching barriers are reflected with the characteristics of individual multimedia types. The findings of this study demonstrate that distinctive indexing and searching environments depending on the types of multimedia might be necessary to improve the quality of multimedia searching.

• Proceedings of the KIEE Conference
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• 2004.11c
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• pp.284-287
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• 2004

본 논문의 목표는 일체형 디지털 TV에서 디지털 방송 수신과 방송 컨텐츠를 녹화, 저장, 재생이 가능할 뿐만 아니라 조만간 시작될 데이터 방송을 수신할 수 있는 내장형 디지털 방송수신 및 개인 비디오 저장 시스템 Platform 개발이다. 디지털 방송과 데이터방송 수신이 가능한 Set-Top Box 기능, 수신된 방송의 저장 및 재생이 가능한 PVR 기능을 지원할 수 있는 시스템의 구조를 설계하였다. 고품질 디지털 방송 서비스가 본격적으로 시작됨에 따라 디지털 방송 수신기와 PVR 기능이 복합된 제품의 수요가 증가할 것으로 예상되며 이러한 고성능 복합시스템은 필수적일 것이다. 이러한 기능을 수행하기 위하여 시스템 제어를 위한 CPU로는 PMC-Sierra 사의 MIPS Architecture에 기반을 둔 RM5231을 채택하고, Teralogic 사의 TL811 System Controller을 채택하여 시스템을 이루고 있는 각종 디바이스를 구성하고, MPEG-2 Demux/Decoding을 위해 Teralogic TL851 Graphics & Display Processor을 채택하였다. 개발된 시스템을 테스트하기 위하여 현재 각 방송사들의 시험 방송을 수신하고 PVR 기능을 테스트하였다.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.221-243
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• 2011

The purpose of this study is to investigate activities of sharing learning objectives in mathematics lesson and by doing that, to draw some conclusions on sharing learning objectives in elementary school mathematics lessons. To gather data, 82 pre-service teachers who participated in 4-week teaching practicum were asked to record their mathematics lesson and to transcribe their teaching activities. Specifically by analyzing the data, suggestions on how to share the learning objectives in elementary school mathematics were drawn.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.371-382
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• 2004

Kamii는 피아제의 발생론적 인식론이란 이론을 모태로 수학을 지도해야 학습자가 수학을 이해를 바탕으로 학습할 수 있다는 믿음을 지니고 있다. 본고에서는 Kamii가 이런 신념을 갖고 실시한 수업을 녹화한 비디오 자료에 나타나는 특징을 분석하였다. 첫 번째 특징은, 교사가 가르쳐야 할 지식을 직접적으로 지도하지 않는 대신에 학습자가 스스로 지식을 구성할 수 있도록 매개자의 역할을 한다는 점이다. 두번째, 기저지식으로서 학습자의 비형식적 지식을 학습자가 적극적으로 활용할 수 있도록 허용하는 분위기이다. 세 번째, 두 번째와 관련되어서 학습자의 사고과정은 성인이나 학문적 체계에서 운용되고 있는 사고 흐름과는 다르다는 것을 인정해 준다. 네 번째, 교사의 역할이 가르쳐야 할 지식을 가르치는데(전수하는데) 있는 것이 아니라 학습자들이 생성해 낸 여물지 않은 아이디어들을 익힐 수 있도록 환경을 조성하는데 있다. 다섯 번째, 학습자마다 기저지식이 다르기 때문에 동일한 학습주제라 할지라도 이해의 폭과 깊이가 다르다. 따라서, 전체학급을 대상으로 하는 수업 중이라 할지라도 개별적 학습을 염두에 두어야 한다. 학생들의 수학적 이해력이 저하된다는 염려의 목소리가 높아지고 있다. 이는 학생들이 이해를 바탕으로 한 수업을 받아 보지 못하기 때문이며, 이런 원인은 아마도 교사 자신이 이해를 바탕으로 한 수업 경험이 간접적으로든 직접적으로든 없기 때문일 것이다. Kamii가 실시한 수업이 학생 스스로 수학을 학습할 수 있다는 구성주의 원리를 적용한 성공적인 사례이며, 이와 같은 방향으로의 교수법의 변화가 있기를 기대한다.

• The KIPS Transactions:PartB
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• v.9B no.4
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• pp.465-470
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• 2002

This paper presents a new model based method for tracking moving object from a moving camera. In the proposed method, binary model is derived from detected object regions and Hausdorff distance between the model and edge image is used as its similarity measure to overcome the target's shape changes. Also, a novel search algorithm and some optimization methods are proposed to enable realtime processing. The experimental results on our test sequences demonstrate the high efficiency and accuracy of our approach.

• Journal of the Korean earth science society
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• v.36 no.6
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• pp.591-608
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• 2015

The purpose of this study was to analyze system thinking revealed in science teachers' teaching practices of middle school astronomy classes. Astronomy lessons were video-taped from four eighth grade science teachers. The video recordings were all transcribed and analyzed by employing a framework for systems thinking analysis after modifying an existing frame of hierarchial structure used in relevant previous studies. In addition, four participants were interviewed in order to uncover their orientation toward teaching using video stimulated recall method. Findings are as follows: All participating teachers were not able to employ the four levels of system thinking appropriately and only utilized the low level of systems thinking. They also demonstrated teacher-centered practices for employing system thinking despite their student-centered orientation toward teaching. The main reason for these results may be that teachers focused more on spatial thinking, than on system thinking as well as the lack of teacher's knowledge about the content and formative assessment of non-earth science teachers. Implications on how to effectively employ the system thinking in astronomy class are discussed in this paper.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.565-582
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• 2004

The purpose of this study was to explore the elements of teaching behavior and classify instructional types through the teacher's classroom observation in elementary school science classrooms. 18 elementary school teachers were selected at Seoul city and Kyungkido. The topic of lesson was 'How the weight of object is changed according to the shape to sink in the water'. Each class was recorded and analyzed that. The teaching behavior elements were used inductional analysis method. The instruction types were classified into instructional organization, teaching strategies in teaching-learning processes, the level of openness of inquiry at science classroom. The validity and reliability of the data were analyzed by 7 science educators. The results of the analysis of the teachers discourse showed that there are 23 types of teaching behavior elements. Used teaching behavior elements revealed the differences from each teacher. There were 7 types among the 12 types of class and the most common types of instruction were unsystematic, teacher-centered, and guided-inquiry. The result showed that guided inquiry type was found more than open inquiry type and teacher-centered instructional, content-centered instructional, superficial inquiry process showed characteristic.