• The Journal of Korean Association of Computer Education
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• v.10 no.6
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• pp.51-59
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• 2007

According to developments in info-communication, the recent educational paradigm asks not for a passive transmitter but an active constructor who can solve a variety of complicated problems in real situations. Such a change asks for an educational setting which includes sharing ideas and information rather than simply possessing them. Learning through presentation has many problems including few presentation opportunities as well as the reuse of presentation data. This study suggests such strategies as promoting interactions through presentations and the practical use of these strategies in class. For this, the role of the presentation data provider and learner, and strategies to implement the step by step learning support system have been suggested. Using presentations, as described in this study, allow for communication with students outside the original class time and location. The degree of learning students experience through presentations is expected to be high.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.786-792
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• 2001

가상교육에 대한 초등학교 아동들의 교육적 욕구가 증대되고 있는 상황에서 현재까지는 웹기반의 학습내용 게시 및 문제제출 등에 연구들이 많이 진행되어 왔다. 또한 현 교육과정에서 강조되고 있는 협동학습에 대해서도 이론적인 연구들이 많이 발표되었으나, 이를 학교 현장에서 실제적으로 협동학습 프로그램을 개발하여 운영하는 학교들은 거의 없다. 본 연구에서는 웹 기반의 학급 경영모델을 기본 환경으로 구축한 후, 이러한 학급경영모델에 협동학습을 지원할 수 있는 세부 내용을 설계하고 구현하였다. 현재 초등학교 1개 반을 대상으로 구현된 모델에 따라 학급을 운영하면서 학습현장의 문제점에 대해서도 고찰한다.

• Journal of the Korea Computer Industry Society
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• v.8 no.4
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• pp.207-220
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• 2007

Recording to development of info-communication, recent educational paradigm asks not for a passive transmitter but an active constructor who can solve the various complicated problems in real situations. Such a change asks for the educational setting which includes sharing ideas and information rather than possessing them by themselves. Learning through presentation has many problems which are few chances of presentation as well as reusing of presentation data. etc. This study suggested the strategy which are promoting interactions through presentation class and using practically. For this, role of the presentation data provider and learner was suggested, also strategies to implement of the presentation learning support system step by step. Through the strategy of this paper could maintain the active communicating relationship between the learners. Without the limitation of the time and space, the real time communication is made while looking at the presentation data of the other party, the teaming effect by the presentation teaming strategy is expected to be high.

• Proceedings of the Korean Information Science Society Conference
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• 2002.04b
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• pp.709-711
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• 2002

웹 기반의 교육의 활성화로 이를 학습에 응용하기 위한 노력으로 GVA(Global Virtual Academy) 등과 같은 학습 보조 도구가 많이 발표하고 있는 설정이다. 대부분의 학습 보조 도구들은 각각의 특성들만 제시할 뿐 통합된 표준호가 되어 있지 않다. 최근 가상교육에서 학습기술이 상호운용성에 기반한 표준화의 일반적인 필요성을 인식하게 됨에 다라 가상교육의 국제표준을 소개하고 체계적으로 AICC(Aviation Industry CBT Committee), IMS Global Learning Consortium, ADL(Advanced Distributed Learning)을 중심으로 진행되어 오고 있다. 웹 기반의 교육을 통한 질의 응답의 학습방법을 고려한 도구가 없으므로 질의 응답 학습 도구(QALT)지원을 위한 표준화된 LTSA(Learning Technology Standard Architecture) 기반 시스템을 학습 객체에 대한 질의 응답과 개방형 단순 질의 응답 측면으로 구현한다. 그러므로 개방형 단순 질의 응답 측면을 구현하기 위해 학습 기술의 표준화로 제시되어 있는 LOM(Learning Object Metadata)을 통해 설계 자체를 체계화하고 전체적으로 명세 작업을 가능하게 하여 일관성을 유지하는 정련화된 문서로 질의 응답할 수 있도록 한다. 또한, Web 상에서의 Network delivery와 DTD(Document Type Definition)와 Stylesheet를 사용자가 쉽게 수정 가능하며 다양한 Linking Type을 제공하므로 단순 질의 응답 문서의 형식을 XML로 한다

• Proceedings of the Korean Information Science Society Conference
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• 2008.06b
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• pp.226-229
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• 2008

최근 e-러닝에서 대두되고 있는 중요한 문제는 곳곳에 산재되어 있는 학습자의 포트폴리오 정보를 표준화 하여 기록하고 이를 학습자의 학습에 다시 활용해야 한다는 것이다. 이를 위해서는 학습자의 포트폴리오의 공유를 위해 포트폴리오의 표준화와 통합 및 관리하는 방법이 필수적이다. 본 연구에서는 개인의 학습이 여러 기관이나 여러 이러닝 사이트를 통해 이루어 지는 상황을 가정하고 포트폴리오를 IMS에서 발표한 ePortfoliio로 표현하며, 이를 Apache Axis를 사용하여 웹 서비스로 관리한다. 기록된 포트폴리오는 필요에 의해 하나로 통합하고 이를 기반한 역량 온톨로지로 변환되어 학습자의 다음 학습에 필요한 콘텐츠를 제시하는 근거로 활용할 수 있도록 하였다.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.247-260
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• 2023

In this study, when applying the 'geological structure' content element of high school earth science I developed according to the 2015 curriculum to the STEAM program using a web-based expert system using 3D data of Google Earth and drones, the creative problem-solving ability of high school students, attitudes toward STEAM, and the results of this study are as follows. First, after applying the STEAM program, high school students' creative problem-solving ability showed meaningful results at the p<.001 level. Second, STEAM attitudes showed a significant value at the p<.001 level, confirming that they had a positive impact on high school students' attitudes towards STEAM. It was judged that web-based class activities using Google Earth and drones were useful for integrated thinking such as learners' sense of efficacy and value recognition for usefulness of knowledge. High school students' satisfaction with the STEAM program was 3.251, showing a slightly high average. It was confirmed that web-based class activities such as drones and Google Earth had a positive impact on learners' class satisfaction. However, it was interpreted that the lack of time for class activities limited the ability of the learners to increase their interest in class. The proposal of this research is as follows. First of all, in consideration of the production of presentation materials and practical training in the STEAM program, activities such as block time and advance instruction for class understanding before class are necessary. Secondly, in order to revitalize STEAM education in the high school curriculum, we judge that research on the development of various integrated education programs that can be applied to the high school grade system is necessary.

• Journal of Korean Society of Forest Science
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• v.110 no.2
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• pp.266-279
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• 2021

This study applied the e-PBL (e-Project-based learning) method for "Urban Forest Management" courses in the Department of Forest Science at S University to progress in university forest education. e-PBL effectively motivates self-directed learning, problem-solving, communication skills, and learners' responsibility by enabling them to choose, design, and perform their projects. Due to the COVID-19 pandemic in 2020, learners were encouraged to use online media to carry out projects and submit presentations for the campus forest. Learners' educational effects were subsequently investigated through a five-point Likert scale. This study discovered a positive effect on learners' motivation and interest (4.17) through e-PBL. Learners responded that e-PBL also helped their understanding regarding the subject (4.17). In addition, this study provided evidence that the e-PBL method was helpful in problem-solving (4.25), communication (4.33), and decision-making skills (4.21). According to learners' responses, there are positive indications that learners were satisfied with e-PBL. Learners responded that interactions and communications with team members could improve their understanding of the subject. Hence, there is scope for improving an efficient and successful e-PBL model suitable for university forest education by providing more efficient instructional time management, e-PBL method guidelines, and institutional support.

• Korean Journal of Cognitive Science
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• v.29 no.2
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• pp.85-104
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• 2018

Peer assessment in educational setting, refers to activities in which students provide grades or comments on other students' accomplishments such as writing, presentation, or performances. In case of writing, peer assessment can allow instructors to give out more writing assignments, which were often avoided because of the burden of grading. Moreover, grading other students' writing can enhance learning by having students participate in the assessment process. This review will introduce major peer assessment systems and results from empirical studies on peer assessment, examine obstacles to its more wide-spread use, and discuss topics for further research. We hope this paper will facilitate further studies and use of peer assessment in actual educational settings, and eventually lead to many changes in assessment and teaching in Korea.

• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.347-360
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• 2002

Advances in information communication technology (ICT) require new paradigms in every aspect of our society. In this sense, schools are supposed to educate students to solve real-world problems with ICT. However, schools have not provided quality education to students for learning ICT and applying it. It is thus necessary to develop various ICT instruction models for creative students to lead the information society. One of the popular instruction models using the Web is the project-based model. The model includes inquiry activities of areas, such as variety of subjects, real-world problems, issues, and presentation activities of study results. The model also encourages interactions among students for achieving common goals. In this paper, we present an ICT application instruction which provides four major enhancements to the existing project-based model. The stages of model consist of eight activities type and supporting tools. Also, we implement our proposed model for some elementary school courses.

• Journal of Korea Multimedia Society
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• v.12 no.10
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• pp.1418-1426
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• 2009

There has been a lot of interest in an effective method for background subtraction in an effort to separate foreground objects from a predefined background image. Promising results on background subtraction using statistical methods have recently been reported are robust enough to operate in dynamic environments, but generally require very large computational resources and still have difficulty in obtaining clear segmentation of objects. We use a simple running-average method to model a gradually changing background, instead of using a complicated statistical technique. We employ a single global threshold vector, optimized by a genetic algorithm, instead of pixel-by-pixel thresholds. A new fitness function is defined and trained to evaluate segmentation result. The system has been implemented on a PC with a webcam, and experimental results on real images show that the new method outperforms an existing method based on a mixture of Gaussian.