• Journal of Scientific & Technological Knowledge Infrastructure
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• 통권5호
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• pp.8-19
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• 2001

분산통합검색 시스템은 지리적으로 흩어져 있는 개별 데이터베이스의 정보 내용과 형식, 그것이 다른 데이터베이스의 어떠한 정보와 연계되어야 하는지를 스스로 판단하여, 사용자의 정보 요청이있을 때마다, 적합한 정보를 세계 각처의 전자 도서관에서수집하고 유형별로묶어서 체계화된 가상 문서를 실시간으로 제공하는 역할을 수행한다.

• Journal of Scientific & Technological Knowledge Infrastructure
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• 통권7호
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• pp.113-127
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• 2001

인용문헌정보의 효율적인 저장과 검색을 위하여 인용한 문헌과 인용된 문헌들의 구성요소를 추출하고 상호 인용관계에 대한 논리정보와 구조정보를 재구성을 통해 표현하고, 패스인코딩 색인기법에 의해 구성요소의 중복을 제거하였으며, 관련 있는 데이터베이스들과의 연계를 위하여 XML을 기반으로 하는 KSCI(Korea Science Citation Index)시스템을 설계하였다.

• Journal of Scientific & Technological Knowledge Infrastructure
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• 통권9호
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• pp.66-69
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• 2002

WTO 무역체제에서 세계 각국은 향후 자국에 유리한 국제시장 형성을 위하여 국제표준(ISO, IEC 등)을 신속히 국가표준으로 도입한다던지 또는 자국의 국가표준을 국제표준에 최대한 반영시킨다던지 하는 등의 국제 표준과 연계한 국가표준화 활동을 수행하고 있으며 이러한 국가표준화 활동의 효율적인 수행을 위하여 일관되고 효율적인 국가표준 추진체계를 수립하여 시행하고 있다.

• Journal of the Korean BIBLIA Society for library and Information Science
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• 제34권2호
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• pp.93-114
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• 2023

In accordance with the educational paradigm that values self-directed creative education, school libraries and public libraries emphasize self-directed learning support through curriculum-linked programs as their main tasks. For self-directed learning, it is essential to provide learner-centered educational knowledge information, and there should be abundant textbook-linked references that can deepen and expand the curriculum reflected in textbooks. This study established KDC-linked information related to unit and cross-curricular learning topics through the analysis of elementary school textbooks and curriculum-linked books, restructured KDC system based on major subjects in the elementary school curriculum, and established a curriculum-linked subject information. Libraries can strengthen support for self-directed creative learning for elementary school students in an online environment by linking library content targeted for each user with elementary school education content focusing on learning topics in the curriculum.

• Journal of Platform Technology
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• 제6권3호
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• pp.31-37
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• 2018

Recently, the platforms for open science are being developed for helping researchers and scientists who are interested in convergence studies. This paper is focused on deriving a design method for an integrated architecture for knowledge infrastructure in science and technology and to set up the integration level of details and association between data and services in the integrated architecture. To facilitate the open science in research lifecycle, reconstructing individual services into modular and independent function blocks needs to be reusable and interoperable. The proposed design methodology is used for manipulating a service integration for the convergence service of S&T(Science and Technology) knowledge infrastructure. It can support to seamlessly access computing resources and the research results including artifacts digitally enabled scholars, researchers, and engineers participating in multidisciplinary collaborations.

• Journal of the Korean BIBLIA Society for library and Information Science
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• 제13권1호
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• pp.157-165
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• 2002

The purpose of this study is to achieve two goals. One is to construct knowledge database which could read and analyse electronic documents in place of researchers for the purpose of improvement of research productivity, and the other is to develop automated patent application engine which is connected to the knowledge database. This study discusses the possibilities and appropriateness of two systems mentioned earlier, and provides elements necessary to system developments and technical problems through model development.

• Knowledge Management Research
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• 제3권1호
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• pp.61-74
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• 2002

This paper argues that there are circulative linkages between knowledge creation, sharing and utilization in innovative clusters. Based upon discussion about characteristics of circulative linkages between three types of knowledge activities, this paper presents three hypotheses: the more regions generate knowledge, the more active they share knowledge (hypothesis I); the more regions share knowledge, the more vigorous they utilize knowledge (hypothesis II) and the more regions generate knowledge, the more vigorous they utilize knowledge (hypothesis III). Empirical analysis into the Korean case turned out that hypotheses I and III were strongly supported, but hypothesis II weakly supported, probably due to inaccurate proxies for knowledge activities. This study may help guide provincial governments to choose policy goals to promote knowledge activities. It also leads to the conclusion that maintaining balance among three types of knowledge activities (creation, sharing and utilization) is a way of their policy making for the promotion of innovative clusters.

• Knowledge Management Research
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• 제1권1호
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• pp.1-18
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• 2000

Knowledge management has recently emerged as an appealing subject in management literature. Although its history is short, it can benefit greatly from the long history of other related disciplines in building its theories. Innovation, organizational learning, knowledge creation, organizational capability building, technology transfer and network, information technology, organizational behavior, and intellectual capital are the disciplines that have accumulated theories related to knowledge management. This paper first presents a conceptual framework that integrates three dimensions: the characteristics of knowledge (tacit and explicit), knowledge process (acquisition, creation, diffusion, storing, measurement, and application of knowledge), and the unit of analysis (individual, organization, sector, and nation). The conceptual framework produces a number of cells that need to be filled by new theories in order to understand knowledge management better. It then reviews existing theories available in the related disciplines that may be used as building blocks in constructing new theories for these cells. Finally, based on the theories available in other disciplines, the paper suggests a set of future research directions for knowledge management at the level of individual, organization, sector, and nation.

• Annual Conference on Human and Language Technology
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• 한국정보과학회언어공학연구회 2023년도 제35회 한글 및 한국어 정보처리 학술대회
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• pp.301-305
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• 2023

최근 등장한 Large Language Models (LLM)은 자연어 처리 분야에서 눈에 띄는 성과를 보여주었지만, 주로 영어 중심의 연구로 진행되어 그 한계를 가지고 있다. 본 연구는 사전 학습된 LLM의 언어별 지식 전이 가능성을 한국어를 중심으로 탐구하였다. 이를 위해 한국어와 영어로 구성된 코드 스위칭 코퍼스를 구축하였으며, 기본 모델인 LLAMA-2와 코드 스위칭 코퍼스를 추가 학습한 모델 간의 성능 비교를 수행하였다. 결과적으로, 제안하는 방법론으로 학습한 모델은 두 언어 간의 희미론적 정보가 효과적으로 전이됐으며, 두 언어 간의 지식 정보 연계가 가능했다. 이 연구는 다양한 언어와 문화를 반영하는 다국어 LLM 연구와, 소수 언어를 포함한 AI 기술의 확산 및 민주화에 기여할 수 있을 것으로 기대된다.

• Journal of The Korean Association For Science Education
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• 제36권4호
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.