• Journal of Korea Multimedia Society
• /
• v.10 no.11
• /
• pp.1507-1515
• /
• 2007

Many people have already mentioned the works of the Video Art. This is the age, video image is not a particular thing. We should not follow easily those things having been studied by a lot of people again. However, nowadays after he passed away, they voice their opinions that we should reanalyze his works properly. Therefore, it may be not new to make video image a subject of discussion. However, this study intends to look into the works of Paik Nam June once again from a new aspect that no preceding researchers did not pay much attention. It will be the main theme of this study to try to discover the expansion of nature and educational effects through technology by analyzing his works from another aspect as one person who lives in the age that video image is no more special.

• (The)Korea Educational Review
• /
• v.23 no.1
• /
• pp.231-260
• /
• 2017

The Fourth Industrial Revolution foreshadows radical changes in our lives. In the era of the fourth industrial revolution called the digital revolution, individualized learning based on ubiquitous learning is emphasized. The contents of learning will be centered on procedural knowledge rather than narrative knowledge, and fusion education in which boundaries between learning domains are broken down will be achieved. First of all, learners in the fourth industrial revolution era should have critical thinking and problem solving abilities. Metacognition based on self-control and cognitive flexibility is important for effective self-directed and active learning. Creativity-based collaborative activities, social vision skills, and social and emotional skills are also important competencies. Therefore, in order to provide individualized learning contents to learners in the fourth industrial revolution era, they should be transformed into learning paradigm based on personal characteristics such as learners' self-efficacy, interest, curiosity and creativity. In addition to this, evaluation forms should be diversified according to changing teaching and learning methods. In order to cultivate teachers to lead such educational innovation, it is necessary to reconsider the teaching capacity. Teachers should be able to construct creative lessons by skillfully exploiting technology in future learning environments. In addition to this, it should also have the ability to collaborate and cognitive flexibility to converge with other academic disciplines. Along with these discussions, we proposed the need for policy intervention along with changes in education.

• Journal of The Korean Association of Information Education
• /
• v.26 no.4
• /
• pp.249-263
• /
• 2022

The purpose of this study is to investigate the effects of assessment by adopting adaptive learning in higher education that are rarely examined in previous studies. In particular, this study applied research questions: 1) How does technical perception, perceived contents and features, and perceived integration of the AI-based adaptive system with lecture affect overall satisfaction, overall effectiveness, overall usefulness, overall motivation for the study, and intention to use it with other classes? 2) How do overall satisfaction, overall effectiveness, overall usefulness, motivation for the class, and intention to use affect loyalty on the AI-based adaptive system? This study conducted online surveys after the completion of the classes adopted AI-based adaptive learning system, ALEKS. This study applied ANOVA, regression, and factor analyses. The results of this study found that perceived integration of the AI-based adaptive learning system with the lectures on overall satisfaction, effectiveness, motivation, and intention to use for other classes showed significant with higher effect size. The results of this study provides implication that the AI-based learning system help improve learning outcomes in graduate level studies. The results provide policy and managerial implications that the AI-based adaptive learning system should improve better customer relationships in higher education.

• Journal of the Korean Society for Library and Information Science
• /
• v.32 no.4
• /
• pp.31-52
• /
• 1998

User Education is one of the main activities among the traditional library services. Nowadays information technology has brought drastic changes into in the libraries, especially in the types of information sources, information users' behavior and the user education programs. The users need to know new information skills to retrieve the adequate information they need, and consequently libraries should develop new instruction programs to meet the user needs according to the radical changes of information technology and daily increasing electronic Information sources including internet resources. In this paper it was researched how to use the library websites for information instruction at the university libraries in Korea, USA and Canada through literature and by visiting the websites of the university libraries. It was found that Korean university libraries focus on providing the physical access to information, while American and Canadian university libraries focus on providing the intellectual access to information as well as the physical access to information. Most Korean university libraries have the entries about library history, library services and collection, outside networked information sources on the menu of their homepages, while there are guides how to use information sources such as subject bibliographies, reference tools, network resource tools, and guides how to write a paper, and information for user instruction on the websites of the western university libraries. It is very promising to make full use of the library webpages for library user education, which nowadays provide very powerful communication interface and make the library users find appealing and accessible.

• Journal of the Korean School Mathematics Society
• /
• v.9 no.4
• /
• pp.557-573
• /
• 2006

The purpose of this study is to examine the usefulness of teaching Maple in College Mathematics Education. The subject are 60 students of college of science in H university and C university located in Daejeon. They were divided into two parts; an experimental group (group I, group II, each of 20 students) and a control group (group III of 20 students). The group I and II are provided calculus lecture in class as well as Maple lab, while group III are lectured only in class. In order to know the effectiveness of using Maple, a test is designed in the way that group I is allowed to use both pencil and Maple, while group II and III are restricted to use only pencil. The result of this study is as follows. i) According to the performance of testing exam, there is no significant difference between three groups (p>.05) when they are allowed to use only pencil. ii) The achievement of group I is much higher than that of group II and III (p<.05) when they were provided both pencil and Maple. iii) Lot of students in group I who fail to solve with pencil can succeed in solving problems using Maple.

• The Journal of the Korea Contents Association
• /
• v.12 no.5
• /
• pp.113-124
• /
• 2012

The purpose of this study was to investigate young children's response to technological components in dramatic activities relying on robot projector based augmented reality. The participants of this study were 16 five-year-old children. Young children's response to the technological components was collected by interviews asking 1) the level of understanding and interest in robot technology and 2) the level of understanding and interest in augmented reality technology. The result of this study showed that most of children playing the role of actors as well as audiences were likely to understand and get interested in the robot and augmented realty technology. This study would support the feasibility of employing the robot projector based augmented reality contents to dramatic activities in early childhood settings.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.3
• /
• pp.613-621
• /
• 2022

The purpose of this study is to understand the transition experience from face-to-face lectures by nursing professors to non-face-to-face lectures. In this study, 17 nursing professors who have conducted non-face-to-face lectures for at least two semesters were collected through in-depth individual interviews according to the empirical phenomenological research method and analyzed according to the qualitative topic analysis method. The research results described the transition experiences of non-face-to-face lectures, focusing on the topics of change and development process according to non-face-to-face lectures, relationship with students, self-relationship, social context and sociality. In conclusion, nursing professors are expected to receive sufficient support to autonomously select non-face-to-face lectures using advanced technologies according to the trend of social change.

• Proceedings of the Korea Inteligent Information System Society Conference
• /
• 2000.11a
• /
• pp.407-416
• /
• 2000

국방 부문에 종사하는 관리자들은 국방정보시스템 사업관리에 있어서 최신정보기술에 대한 기본적인 사항은 알고있어야 효율적이고 효과적이며 성공적인 사업관리를 진행할 수 있을 것이다. 국방 부문에 종사하는 관리자들이 저비용 고효율의 국방정보시스템을 건설하고 운영 유지관리 하기 위하여 알아야 할 핵심 및 최신정보기술은 크게 인공지능기술, 멀티미디어 정보화 기술, 가상현실 기술, 시뮬레이션 기술, 텔레프레즌스 기술, 나노테크놀로지 기술, 데이터베이스 기술, 병렬처리 기술, 로봇공학 기술, 소프트웨어 공학에 관련된 기술 등이 있다. 그러나 국방부문에 종사하는 정보통신 전문 인력을 제외한 관리자들이 국방관련 사업관리를 수행하면서 정보기술에 대한 이해 수준이 비교적 낮기 때문에 효율적으로 국방사업을 준비, 계획, 추진하기 어려운 실정이다. 따라서 국방부문에 종사하는 관리자들이 정보기술을 알기 쉽게 이해할 수 있도록 국방부문 핵심지능형정보기술 발전 및 군 활용방안을 이해하기 쉽도록 작성하며 효율적인 사업관리가 이루어질 수 있는 방안을 연구하였다. 본 논문은 국방부문핵심 지능정보기술 식별 및 활용방안을 연구하여 핵심적으로 식별된 사항들을 우리 국방부문의 $C^4$I(지휘, 통제, 통신, 컴퓨터시스템)시스템, 내장형 무기시스템, 각종 교육훈련 정보시스템, 자원관리 정보시스템 등에 어떻게 적용할 것이며 적용시 기대효과는 무엇인가를 제시토록 하여 국방부문에 종사하는 관리자들이 각종 국방사업을 조정, 통제, 확인, 감독, 준비/계획하면서 참고하여 저비용 고효율의 국방관련 각층 사업을 관리할 수 있는 능력을 배양시키도록 연구를 수행하였다. 국방관련 각종 사업을 관리할 수 있는 능력을 배양시키도록 연구를 수행하였다. 국방부문 핵심지능정보기술 발전 및 활용 방안에 포함될 주요 내용을 요약하여 제시하였다.의 경향성을 나타내는 오차 주기(error cyc1e)를 이용함으로써 고객들의 수요의 경향성을 좀 더 세밀한 부분까지 파악할 수 있게 해 준다.ction, secondary electron microscopy, atomic force microscoy, $\alpha$-step, Raman scattering spectroscopu, Fourier transform infrared spectroscopy 및 micro hardness tester를 이용하여 기판 bias 전압이 DLC 박막의 특성에 미치는 영향을 조사하였다. 분석결과 본 연구에서 제작된 DLC 박막은 탄소와 수소만으로 구성되어 있으며, 비정질 상태임을 알 수 있었다. 기판 bias 전압의 증가에 따라 박막의 두께가 감소됨을 알 수 있었고, -150V에서는 박막이 거의 만들어지지 않았으며, -200V에서는 기판 표면이 식각되었다. 이것은 기판 bias 전압과 ECR 플라즈마에 의한 이온충돌 효과 때문으로 판단되며, 150V 이하에서는 증착되는 양보다 re-sputtering 되는 양이 더 많을 것으로 생각된다. 기판 bias 전압을 증가시킬수록 플라즈마에 의한 이온충돌 현상이 두드러져 탄소와 결합하고 있던 수소원자들이 떨어져 나가는 탈수소화 (dehydrogenation) 현상을 확인할 수 있었으며, 이것은 C-H 결합에너지가 C-C 결합이나 C=C 결합보다 약하여 수소 원자가 비교적 해리가 잘되므로 이러한 현상이 일어난다고 판단된다. 결합이 끊어진 탄소 원자들은 다른 탄소원자들과 결합하여 3차원적 cross-link를 형성시켜 나가면서 내부 압축응력을 증가시키는 것으로 알려져 있으며, hardness 시험 결과로 이것을 확인할 수 있었다. 그리고 표면거칠기는 기판 bias 전압을 증가시킬수록 더 smooth 해짐을 확인

• Journal of The Korean Association of Information Education
• /
• v.24 no.2
• /
• pp.177-188
• /
• 2020

The purpose of this study was to examine the relationship between techno-stress perceived by elementary school teachers and related variables in a flipped learning environment. To achieve the purpose, the following research question have been established: First, what is the difference between techno-stress perceived by elementary school teachers? Second, what is the difference between techno-stress related variables perceived by elementary school teachers? Third, how do the TPACK, teacher effectiveness, and school environment support, perceived by elementary school teachers, affect technostress? 207 teachers at elementary school responded on a questionnaire to measure their perceived techno-stress, TPACK, teacher efficacy, and school environment support. Data were analyzed with using independent two-sample t-test, one-way ANOVA, and multiple regression analysis. The results were as follows: First, the elementary school teachers working on a leading school perceived higher techno-overload and techno-complexity more than those in ordinary school. Second, the elementary school teachers showed differences in the perception of TPACK, teacher efficacy, and school environment support according to the teacher's career, and leading school. Third, the elementary schools teachers perceived in TK, TCK, TPACK, educational support, and technology have a positive affect with techno-stress. The results are significant in that they provided data for reducing techno-stress of elementary school teachers in a flipped learning environment.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.4
• /
• pp.421-428
• /
• 2021

This study intended to identify the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction. Lesson plans for face-to-face and online instruction were analyzed by 84 participants who were seniors at C university of education. Results of content analysis indicate that 'Providing Learning Guidance' domain is the biggest domain in terms of the frequency gap between face-to-face and online instruction. Frequency differences by domains between face-to-face and online instruction were found to be significant as a result of Chi-square test. Frequency differences by instructional elements in the 'Providing Learning Guidance' domain between face-to-face and online instruction were found to be statistically significant as well. In conclusion, this study indicates the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction, which implies the necessity for the development and implementation of professional development programs focusing on the perceptions on instructional design of online instruction for pre-service elementary school teachers.