• Science of Emotion and Sensibility
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• v.20 no.1
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• pp.105-114
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• 2017

Nowadays, novel and innovative technology including 3D printers, internet of things (IoT), and wearable devices are rapidly emerging. As we must constantly keep up with the most recent trends, words like convergence, multidisciplinarity, and design revolution indeed define society today. Due to the expansion of such diverse technological, industrial, and academic convergence trends, the role of design is becoming evermore essential in development of products as well as creative services. Even the government is pushing towards a 'creative economy' by encouraging ICT convergence to create novel industries as well as advanced jobs. In order to adapt flexibly to such changes in global trends, a solid academic curriculum centered around 'ICT+Design' must be developed. In the current research, we analyzed various literature and benchmarked the major universities both domestic and foreign. Also we utilized a survey-based approach against subjects who are experts or design specialists working in environments related to industry and research. In our proposed integrated ICT+Design educational curriculum, students familiarize themselves with design perspectives and methodology to creatively carry out the course. Moreover, experts from design and ICT came together in an act of 'Radical Collaboration' in which they shared their unique 'Design Thinking' in order to promote understanding and cooperation. Furthermore, industry experts have also taken part as mentors in order to create a workplace-oriented course with various integrated projects. Most importantly, the course was designed so that in addition to research, students can really get hands-on with their ideas in the creativity-integrated workplace.

• Journal of the Korean Society of Child Welfare
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• no.40
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• pp.323-351
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• 2012

The purpose of this study is to analyze the process of relationships among participants in a group mentoring program. Sixteen youths who participated as mentees in a group mentoring program were theoretically sampled and participated in in-depth interviews. The analysis was based on Strauss and Corbin's grounded theory approach(1990). The result shows that the qualitative text data were classified into 14 categories and 31 sub-categories. Four different types of mentees' experiences were identified: 'expanded mentoring relationship', 'peer-oriented relationship', 'task-oriented relationship' and 'avoidant relationship'. Through a process analysis, four stages including 'stage of exploring', 'stage of establishing relations', 'stage of conflict' and 'stage of expanding relations' were discovered. Implications for social work intervention and policy development were discussed based on these findings.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.7
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• pp.112-124
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• 2018

This study examines the effect of oral narration learning for children's forest fairy tales on self-emotional regulation and community spirit cultivation. To achieve this aim, experiments were conducted involving 40 children in S city during 16 sessions over a period of 8 weeks. Findings showed that the experimental group with oral narration learning regarding forest fairy tales was higher than the control group, confirming the usefulness of oral narration learning for forest fairy tales. In particular, the experimental group was higher than the control group in basic lifestyle, community spirit, sociality development and self-awareness of community spirit factors. In other words, children can focus their attention on fairy tales by reading, listening and directly experiencing fairy tale materials in nature as communication with nature in forest experience activities, and can collaborate with peers based on their emotional connection with nature. Their ability to practice principles and order as well as to improve relationships with peers and increase self-emotional regulation is enhanced through experience with fairy tale stories. Such results imply that the utilization of forest fairy tales needs to be enhanced, as forest fairy tale-linked activities have a positive educational effect on community spirit cultivation as well as self-emotional regulation.

• Journal of Internet Computing and Services
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• v.24 no.4
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• pp.117-125
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• 2023

Flipped learning is an instructional approach that reverses the traditional order of in-class and after-class activities. It entails students studying course materials before attending class, and then utilizing class time for completing homework tasks. Due to collaborative support available from teachers and peers, flipped learning has gained extensive adoption in computer science and engineering courses, enabling students to effectively engage in homework assignments. Nevertheless, students are responsible for studying class materials independently, which can limit their understanding of advanced topics. We propose an approach that combines both flipped learning and the traditional method, allowing them to mutually enhance each other. In the proposed approach, students acquire foundational concepts prior to attending class, and subsequently delve into advanced topics during classroom sessions through lectures and guidance provided by the teacher. Afterward, students collaborate with their peers to solve problems that involve the application of the concepts they have learned, and exchange a variety of solutions and perspectives. We implemented the proposed approach in four computer science and engineering classes, spanning one to four semesters and observed an enhancement in students' comprehension and satisfaction levels. We anticipate implementation of the proposed approach across various computer science and engineering courses, while enhancing their overall quality.

• 재활복지
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• v.15 no.4
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• pp.351-375
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• 2011

The purpose of this study is to research the actual condition of on-line and off-line computer education in order to create more opportunities for the possibility of effective learning and u-Learning - based IT vocational education development of persons with hearing impairments. To carry out this study, we had a preliminary education of this study for a sign language interpreters who had working in a association of the deaf in Daegu, and had conducted a survey study participating for 100 persons with hearing impairments living in Daegu-Kyungbook Region. The results of this study were as follows: First, during on-line and offline education environment for persons with hearing impairments, factors such as teaching methods and contents, screen organization, learning effects, offering lecture material and subtitle, subtitle and sign language video of position and size, offering computer instructor who have a sign language interpreter with IT mentoring, on-line educational user environment setting must be considered factors for u-Learning - based IT vocational education development. Second, 74% of the subjects showed their interest in taking a course, after u-Learning contents are developed for persons with hearing impairments. Third, the subjects preferred IT device was a tablet PCs and IT certification related courses as their IT vocational education curriculum. Also, to link between professional training and job opportunity, subjects will need a IT vocational education courses such as computer intermediate and advanced levels.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.125-141
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• 2011

The purpose of this study is to investigate Home Economics(HE) teachers' perception of Home Economics curriculum perspective and their instructional culture, and to find out correlations between them. 210 questionnaires were used for analysis. The results are as follows. First, our research showed that the preferences of HE teachers with respect to curriculum perspectives were in the order of the interpretive, emancipatory, and technical perspectives. However, there was no consistency among findings in the preferences for the sub-elements of a curriculum. Second, our results indicated that HE teachers performed their role affirmatively in terms of instructional culture such as the 'cooperation between teachers', the 'class focused on student', and the 'learning materials preparation'. Third, there was a statistically significant difference in five elements such as the 'cooperation among teachers' between the HE teachers' curriculum perspectives and their instructional culture. Fourth, there was a statistically significant difference in the 4 factors of 'instructional culture' between the teacher group whose curriculum preference was clear and those group whose curriculum preferences was vague.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.47-61
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• 2022

In this study, We developed VR (Virtual Reality) geological resources based on the Geo Big Data of the Big Data platform that provided by the Korea Institute of Geoscience and Mineral Material (KIGAM). So students selected the theme of lessons by using these resources and we operated Remote classes using the materials that developed as to Virtual Reality. Therefore, the geological theme maps provided by the Geo Big Data Open Platform were reconstructed and produced materials were created for Study about Real Korean geological outcrops grounded in Virtual Reality. And Topographic information data was used to produce class materials for Remote classes. Twenty students were selected by Random sampling, and data were collected by conducting a survey including interviews to confirm the change in students' perception of remote classes in virtual reality geological data development and the effect of the classes, so data were analyzed through inductive categorization. The results of this study are as follows. First, students showed positive responses in terms of interest, utilization, and knowledge utilization as taking remote classes for developing geological data in virtual reality geological data. This is the result of showing the adaptability of diverse and flexible learning getting away from a fixed framework by motivating and encouraging students and inducing cooperation for communication. Second, students recognized distance education in the development of Virtual Reality geological data as 'Realistic hands-on learning process', 'Immersive learning process by motivation', and 'Learning process of acquiring knowledge in the field of earth science'.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.2
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• pp.610-619
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• 2016

Digital manufacturing (DM) technology helps engineers design products promptly and reliably at low production cost by simulating a manufacturing process and the material behavior of a product in use, based on three-dimensional digital modeling. The computing infrastructure for digital manufacturing, however, is usually expensive and, at present, the number of professional design engineers who can take advantage of this technology to a product design accurately is insufficient, particularly in small and medium manufacturing companies. Considering this, the Korea Institute of Science and Technology Information (KISTI) and H University is operating a DM track in the form of Industry-University-Research Institute collaboration to train high-performance-computing-based DM professionals. In this paper, a series of courses to train students to work directly into DM practice in industry after graduation is reported. The operating cases of the DM track for two years since 2013 are presented by focusing on the progress in establishment, lecture and practice contents, evaluation of students, and course quality improvement. Overall, the track management, curriculum management, learning achievement of students have been successful. By expediting more active participation of the students in the track and providing more internship and job offers in the participating companies in addition to collaborative capstone design projects, the track can be expanded by fostering a nationwide training network.

• Journal of Korea Society of Industrial Information Systems
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• v.21 no.6
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• pp.95-107
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• 2016

This paper discussed the status of a social enterprise that is being actively pursued in recent years. In addition, the study looked at the social enterprise in Gangwon actually about what the factors affecting the sustainability of social enterprises. The most important priority is 'value creation and communication of the stakeholders' category i) Communication with the social mission of an ongoing quest and corporate internal and external stakeholders, efforts to enhance the social reputation, ii) social organizations in the community and productive relationships with suppliers were two appeared to be the most important factor, "Finance and support" sector, was found to be an important factor in the efficient operation through the effective use of government policy support and sponsorship projects generate operating income. Second, the it was a 'internal business processes' communication efforts and conflict resolution mechanisms through the involvement of employees in the internal affairs division appeared to be important, Finally, we showed that expression and whether the existence of a successor group of entrepreneurial leadership, learning and innovation sector is an important factor affecting the sustainability of the social enterprise.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.9
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• pp.647-658
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• 2018

Modern society is complex and rapidly changing, and knowledge sharing is needed to acquire and create knowledge. Knowledge sharing is the act of providing information knowledge and know-how of their own in order to cooperate with or help their colleagues. This study presents a research model using social capital theory to explain the mobile knowledge sharing behavior of virtual community members. Based on previous studies, social capital theory is divided into structural, relational, and cognitive aspects. It was composed of social interaction ties as a measure of structural aspect, trust as a measure of cognitive aspect, shared language, shared vision and relational aspect. After collecting survey data, factor analysis and regression analysis were performed using SPSS 22. In this way, we examined how the detailed factors of social capital affect information sharing behavior and how the level of knowledge sharing affects community promotion. The results showed that social interaction ties, shared language, shared vision, and trust affect knowledge sharing. Knowledge sharing has had a positive impact on community promotion.