• Proceedings of the Korea Information Processing Society Conference
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• 2019.05a
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• pp.306-308
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• 2019

기존의 학력인증 서비스는 학교에 직접 방문하거나, 온라인을 통해 종이 증명서를 발급받는다. 하지만 학력인증을 블록체인에 기록하여, 인증 서비스의 비용을 줄이고 절차를 간소화하고자 한다. 더불어, 디지털 증명서를 블록체인에 등록하여 발급해온 증명서의 진위 여부를 확인하는 체제가 잘 갖춰지지 않은 곳에서도 재확인이 필요 없는 서비스를 제공하고자 한다. 블록체인에 증명서를 등록하는 중요한 기능은 '스마트 컨트랙트'를 통해 이루어진다. 매년 졸업요건이 변경된다는 점을 고려하면 스마트 컨트랙트에서 블록체인에 학력인증이 등록되는 조건의 업데이트는 필수불가결이다. 하지만 새로운 스마트 컨트랙트를 배포하는 식의 컨트랙트 업데이트는 여러 문제점들이 있다. 이를 해결하고자 본 논문에서는 proxy contract를 이용한 학력인증 서비스 시스템의 설계를 다루고자 한다.

• Journal of Industrial Convergence
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• v.21 no.7
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• pp.41-49
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• 2023

In recent years, various educational institutions have used online certificate services to verify academic achievement related to graduation and grades. However, the certificate of the existing system has limitations in verifying and tracking whether it is true or not and detailed academic background. In this regard, cases of forgery/falsification of online/offline certificates continue to occur. This study proposes a blockchain-based verification method that is safe from forgery and alteration, focusing on university institutions. Necessary information such as detailed class categories for each department, attendance, and detailed grades was collected/analyzed to create a linkage relationship through blockchain. In addition, the system/network environment required for blockchain sharing was considered, and it was implemented as an extension module in the form of an independent web application. As a result of the block chain verification, it was proved that the safe trust verification of educational information and the relationship between detailed information can be traced. This study aims to contribute to the improvement of academic credential verification services and information security for Korean educational institutions in the future.

• Journal of The Korean Association of Information Education
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• v.20 no.5
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• pp.487-498
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• 2016

The Ministry of Education has serviced nationwide the diagnosis-supplement system for basic academic skills for elementary and middle schools since 2013. The purpose of this paper is to propose an improvement plans of the diagnosis-supplement system by analysing system utilization status, 2015 and requirements of teachers and experts. For this study, over three times the taking rates and achievement rates were analyzed and the interviews and consultations of teachers and professionals were also analyzed. In conclusion, we proposed the improvement plans of the diagnosis-supplement system for the each of teachers and students.

• Journal of Educational Research in Mathematics
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• v.18 no.3
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• pp.283-308
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• 2008

A poor achievement of basic competency leads to obstacles of the same subject and other subjects from a series of accumulative losses and social life. The Grade 3 National Diagnostic Assessment of Basic Competency (NDAHC) dated from 2002, Teaching Plan Responsible to Basic Competency and compensational education materials for students of the below-basic level has marked a line in the chain of policy to realize educational welfare. The goal of NDABC is to collect information of the reason with regard to learning deficiency and individual student's information, and ultimately teach them on the basis of those informations. This study analyzed the characteristics of below-basic students in the basic mathematics with data from NDABC from 2003 to 2007. Students of the below-basic level were affected in achievement by numerical distinction, regrouping, arrangement and descriptive form of item, information-providing way, typical example, familiarity, frequency in use in daily life etc. This study provides a basic important information with regard to teaching below-basic students and suggestions with compensational education materials for them.

• Journal of Internet Computing and Services
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• v.17 no.4
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• pp.127-133
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• 2016

In the present knowledge and information society, every citizen can enjoy benefits of various advanced technologies such as information and communication technology(ICT) and smart technology. Nowadays everybody has to have some level of information literacy and application ability in order to enjoy benefits from various advanced technologies. In additions, knowledge and practice will about information and communication ethics are also required for all. Currently we need some kind of standards to evaluate and model everybody's information literacy and application capability. In this sense, information culture index has been developed to check information literacy and application capability of every citizen for various aspects of daily life. Information culture index consists of three standards, that is, application, awareness, and norm, respectively. Application standard indicates how information contents and skills are generalized for all. In other words, it is concerned with how every citizen can understand information literacy and use information skills in his or her daily life. Awareness standard is concerned with how well everyone can respect and trust others in the current information culture community. Norm standard is concerned with how everyone can use information communication services according to his or her desirable sense of information and communication ethics. The purpose of this paper is to analyze correlation between academic background and three standards of information culture index, that is, application, awareness, and norm. For this purpose, we use 2-year national survey works for information culture. After thorough statistical analysis, we can conclude that, awareness and norm standards do not show a meaningful correlation with academic background while application standard shows a meaningful correlation with academic background, It means that, the higher academic background one has, the higher application standard one can achieve. We expect that our correlation analysis results can be helpful to spread of information education and information culture in the future.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.1005-1013
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• 2021

With the prolonged COVID-19, the existing academic gap is widening. The purpose of this study is to provide homeroom teachers with a visual confirmation of the academic achievement gap in grades and classrooms through academic achievement analysis, and to use this to help them design lessons and explore ways to improve the academic achievement gap. The data of students' Korean and math diagnostic evaluation scores at the beginning of the school year were visualized as clusters using the K-means algorithm, and as a result, it was confirmed that a meaningful clusters were formed. In addition, through the results of the teacher interview, it was confirmed that this system was meaningful in improving the academic achievement gap, such as checking the learning level and academic achievement of students, and designing classes such as individual supplementary instruction and level-specific learning. This means that this academic achievement data analysis system helps to improve the academic gap. This study provides practical help to homeroom teachers in exploring ways to improve the academic gap in grades and classes, and is expected to ultimately contribute to improving the academic gap.

• Journal of Industrial Convergence
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• v.21 no.5
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• pp.133-142
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• 2023

In recent years, the problem of academic credential falsification is not simply the manipulation of certificates generated by educational institutions, but also the difficulty of trusting automated relationship verification and verification itself, such as falsely recording completion as graduation while still in school. This is due to the lack of sharing of educational background databases among university institutions and the establishment/operation of independent systems that make it difficult to track educational backgrounds. This study designs and implements an E-AV model for academic credential verification centered on university institutions. It summarizes and stores the linked information on the existing academic background in an encrypted database and implements it with web standard technology considering the compatibility and scalability of the existing system. The results of sample data verification show that it improves safety against forgery and complies with storage space and execution performance. This study aims to contribute to the improvement of online verification services such as academic records management in domestic universities.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.9-16
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• 2010

미래의 교육은 전통적인 면대면 방식으로 이루어지는 오프라인 학습과 컴퓨터와 네트워크를 활용한 온라인 학습이 통합적으로 이루어지는 학습체계 속에서 교과서의 지식을 학생들에게 전달하는 방식의 기존 교육과는 매우 다른 모습을 보일 것이고, 학습자 중심의 개인별 맞춤식 교육을 지향하고, 원활한 의사소통 방법을 이용하여 협력 중심의 활동을 강조할 것이다. 이에 교육현장에서는 다양한 이론과 연구를 통해 교수 학습방법 개선하고, 기초 기본 학력 신장에 끝없는 노력을 기울여 왔다. 하지만 이처럼 부단한 노력에도 불구하고 기초 기본 학력의 성취 수준이 부족한 학생은 여전히 대부분의 학급에서 많이 존재하고 있다. 때문에 학생들의 학력과 교사의 지도방법을 신뢰하지 못하는 학부모들은 자녀들을 어릴 때부터 사교육으로 내몰고 있는 것이 우리 교육의 현실이다. 이러한 현실에 공교육을 보완하기위해 등장한 사이버가정학습이 그 취지에 맞게 공교육울 내실화하여 학부모와 학생들에게 신뢰성을 회복한다면 사교육비 경감 효과와 더불어 제대로 된 학교 교육의 정체성을 확보하게 될 것이다. 이에 본 연구에서는 블렌디드 학습모형의 하나인 온라인 보충학습 결합모형을 적용하여 학생들에게 학습에 대한 흥미와 지적 호기심을 자극함으로써, 기초 기본학습의 내실화가 이루어져 결과적으로 학생들의 기초 기본학력이 신장되었음을 확인하였다.

• Journal of Families and Better Life
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• v.12 no.1
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• pp.72-82
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• 1994

본 연구는 가정관리자의 관리유형과 가정생활 정보활용 수준 및 가족결속도간의 관 계규명을 위한 시도이며 서울시에 거주하는 자녀를 1명이상둔 주부를 대상으로 하였고 가정 생활주기별로 층화표집을 하였다. 배포한 설문지 중 기재미비로 제외된 나머지 704부를 연 구의 분석자료로 사용하였다 수집된 자료는 $Cronbach-{\alpha}$ 계수 요인분석, 빈도, 백분율, Anova, $x^2-test$, 회귀분석 및 경로분석과 판별분석의 통계방법을 적용하여 분석하였으며 SAS/PC program으로 처리하였다. 본 연구에서 설정한 가설은 부분적으로 긍정되었으며 연구결과를 요약하면 다음과 같다. 첫째 가정관리 유형에 유의적인 차이를 보인 변인은 주부의 학력, 남편의 학려그 자녀수, 결혼지속년수, 가정생활주기 및 시간지향이었다 이중에서 가정관리 유형을 판별해 낼 수 있는 변인은 주부학력과 시간지향변인이었다. 둘째 가정관리 유형별 qorudqusd니의 가족결속도에 대한 직.간접적인 영향력은 과업중심적 관리유형의 가정의 겨우 과거지향적인 주부일수록 남편학력이 높을수록 가정생활주기가 축소기에 가까우수록 전체 정보활용도는 높고 더불어 가족결속도도 높았다. 반변에 인간중심적 관리유형 가정의 경우 미래지향적인 주부일수록 학력이 높을수록 전체생활 정보활용도가 높고 더불어 가족결속도의 증대에 기여도가 높았다.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.473-483
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• 2020

The purpose of this study was to analyze the characteristics of students' academic achievement of middle school science curriculum achievement standards in the 2009 revised national curriculum and to generate implications for curriculum improvement. Based on the results of the 2015-2018 National Assessment of Educational Achievement (NAEA), we analyzed middle school students' mastery of 84 curriculum achievement standards. In the analysis, we used representative item information by achievement level and correct answer rate and checked the validity of the determination of mastery. According to the results of the analysis, 15 of the 84 achievement standards could not determine the degree of achievement. In science, many achievement standards could be mastered only by above-average group students. By achievement level, there were six achievement standards that advanced achievement-level students did not achieve, 38 achievement standards judged to represent mastery by advanced achievement-level students, 23 achievement standards judged to represent mastery by proficient achievement-level students, and two achievement standards judged to represent mastery by basic achievement-level students. By content area, the number of achievement standards corresponding to advanced and proficient levels was similar in the areas of motion and energy and earth and space domains. In the material and life domains, there were more achievement standards corresponding to advanced levels. Accordingly, it is necessary to reinforce customized teaching and learning activities in relation to achievement standards that were under-achieved.