• Journal of Internet of Things and Convergence
• /
• v.10 no.6
• /
• pp.57-66
• /
• 2024

This study was conducted to explore the direction of AI education for secondary special education students through the educational experiences of Digital Sprout Camp instructors and teaching assistants. The research method used the FGI technique. Through literature analysis, three areas and six questions were composed, and the FGI subjects were selected from those who had teaching experience in both integrated and special school classes and had taught more than 10 times. As a result, three instructors and four teaching assistants were selected. This study conducted interviews through FGI, and extracted 43 meanings in three areas through the teaching experiences of the interview subjects. 19 meanings were extracted from integrated classes and 24 meanings from special schools, and 24 meanings were extracted from instructors and 19 meanings from teaching assistants. The educational directions extracted through the research results are as follows. Integrated classes are learner typology and customized class development, and infrastructure support. Next, special schools are individualized classes according to the characteristics of students, device support and personnel support, and provision of pre-training for teachers.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.6
• /
• pp.561-572
• /
• 2024

Recent advancements in generative AI technologies, such as ChatGPT, as well as in cloud computing and big data, have brought about rapid changes across all aspects of human life and industry. Amidst these changes, a new civilization called the "Intelligent Information Society" is emerging, highlighting the growing importance of AI education. This study aims to systematically analyze the educational elements necessary for building an Intelligent Information Society and propose an ideal model for AI education. It examines various international and domestic cases of intelligent information education to identify the current status and key issues and to explore potential solutions. Additionally, the study proposes foundational, specialized, applied, and future-oriented AI education models, providing educational methodologies tailored to each level. Based on these models, a strategic education roadmap and policy recommendations are developed to establish a foundation for the harmonious development of humans and technology in the Intelligent Information Society. This study seeks to reaffirm the significance of AI education as a critical element for advancing the Intelligent Information Society and to provide direction for future educational strategies.

• The Journal of Information Systems
• /
• v.30 no.3
• /
• pp.177-199
• /
• 2021

Purpose This study explores the development direction of the artificial intelligence curriculum as a universal education that enhances the ability of college students to flexibly use artificial intelligence these days, where artificial intelligence education is spreading, and the educational components based on this are subdivided according to the characteristics of each major. Design/methodology/approach In order to develop the educational purpose of the subject and the detailed educational curriculum suitable for the subject of education, we first analyzed domestic and foreign prior research related to artificial intelligence liberal arts education. As the main components derived by experts, the basic concept of artificial intelligence converges to literacy to read and write for everyday problem solving, as well as problem-solving ability to manipulate real data and software. Findings The results showed that In the artificial intelligence literacy module, trends and prospects of artificial intelligence and necessary competencies were checked, and cases applied to major fields were examined. In the AI utilization and application part, basic data analysis items and content composition were composed through creative thinking, logical thinking, and intelligence. In order to design the curriculum, a software development language suitable for each major area was first selected, and AI education content areas, elements, and packages were defined and designed for each major area to meet the objectives of the subject.

• Journal of the Korea Convergence Society
• /
• v.7 no.4
• /
• pp.123-131
• /
• 2016

In this paper, we discussed learner's capability enhancement education suitable for the age of artificial intelligence (AI) using game analysis and archival research based on the 2016 Google Deepmind Challenge match between AI that possessed the finest deep neural networks and the master Baduk player that represented the best of the human minds. AlphaGo was a brilliant move that transcended the conventional wisdom of Baduk and introduced a new paradigm of Baduk. Lee Sedol defeated AlphaGo via the 'divine move and Great idea' that even AlphaGo could not have calculated. This was the triumph of human intuition and insights, which are deeply embedded in human nature as well as human courage and strength. Convergence science education that cultivates student abilities that can help them control machines in the age of AI must be in the direction of developing diverse human insights and positive spirits embedded in human nature not possessed by AI via implementing hearts-on experience and topophilia education obtained from the nature.

• Journal of The Korean Association of Information Education
• /
• v.24 no.5
• /
• pp.511-518
• /
• 2020

Preparing for the Fourth Industrial Revolution and Corona-19, our education is expanding a new chapter of learning to the era of AI education that incorporates software technology beyond software education. In this study, we will analyze the case of learner-centered assessment in software education and examine the assessment direction of artificial intelligence education through its effectiveness. Through the case of applying learner-centered assessment to non-computer subjects including computer subjects, we sought the effects on learners' learning, environmental conditions and assessment models of learner-centered evaluation, and through the case of applying the learner-centered assessment model to software education, we wanted to find out what the learner-centered assessment in artificial intelligence education suggests to the educational site. According to the analysis, the learner-centered assessment had a significant effect on the learner's achievement goal, and it is expected that the learner-centered assessment in artificial intelligence education will be carried out smoothly when an objective evaluation system and objective evaluation model are designed to help the learner's assessment, building digital environment conditions based on intelligent information technology.

• Journal of Internet of Things and Convergence
• /
• v.10 no.6
• /
• pp.33-42
• /
• 2024

This study was conducted to explore the direction of artificial intelligence education for special education students through the educational experiences of digital sprout camp instructors and teaching assistants. To achieve the purpose of the study, the FGI technique was used. To this end, three areas and six questions were organized through literature analysis. The FGI subjects were selected from those who had teaching experience in both integrated and special school classes and had taught more than 10 times. As a result, three instructors and four teaching assistants were selected. This study conducted interviews through FGI, and extracted 39 meanings in three areas through the teaching experiences of the interview subjects. 19 meanings were extracted for integrated classes, 21 meanings for special schools, 19 meanings for instructors, and 20 meanings for teaching assistants. The educational directions extracted through the results of the study are as follows. Integrated classes are sufficient time and human resources support to operate education, sufficient infrastructure support, and customized education development that reflects the characteristics of students. Next, special schools should design and develop individualized classes that take into account the characteristics of students, provide sufficient infrastructure support, and provide prior training for teachers.

• The Journal of Korean Association of Computer Education
• /
• v.23 no.4
• /
• pp.1-11
• /
• 2020

The purpose of this study is to propose the direction of AI education in K-12 education through investigating and analyzing aspects of the purpose, content, and methods of AI education as the curriculum and teacher training factors. We collected and analyzed 9 papers as the primary literature and 11 domestic and foreign policy reports as the secondary literature. The collected literatures were analyzed by applying a descriptive reviews, and the implications were derived by analyzing the curriculum components and TPACK elements for multi-dimensional analysis. As a result of this study, AI education targets were divided into three steps: AI users, utilizer, and developers. In K-12 education, the user and utilizer stages are appropriate, and artificial intelligence literacy must be included for user education. Based on the current computing thinking ability and coding ability for utilizer education, the implication was derived that it is necessary to target the ability to create creative output by applying the functions of artificial intelligence. In addition to the pedagogical knowledge and the ability to use the platform, The teacher training is necessary because teachers need content knowledge such as problem-solving, reasoning, learning, perception, and some applied mathematics, cognitive / psychological / ethical of AI.

• Journal of Creative Information Culture
• /
• v.7 no.3
• /
• pp.145-155
• /
• 2021

In this study, a SW interactive education training program for elementary school teachers was developed in order to cultivate the SW competency of teachers who apply SW education to schools, and the effect was analyzed by applying it to the school training site. For the development of the training program, the training development direction was set based on the current SW teacher training program, and an interactive training program was opened so that training could be conducted in a non-face-to-face situation in the COVID-19 situation. The developed training program was applied to 104 elementary school teachers in Gyeonggi-do. In order to analyze the effectiveness of the interactive training program, a survey on professor efficacy and satisfaction was conducted, and positive results were confirmed in terms of professor efficacy and program satisfaction. As it is expected that various SW/AI education training for teachers will be conducted as interactive training in the future, it is judged that it is necessary to conduct an analysis study on the effect of SW/AI training training.

• Human Ecology Research
• /
• v.61 no.1
• /
• pp.15-28
• /
• 2023

The aim of this study was to develop, implement, and evaluate the use of Artificial Intelligence in the prevention of violence among middle-school students. The sample for this study consisted of 20 first-year middle-school students who participated in theme selection activities in a free semester program as part of their home economics studies. The data for the study consisted of nine class observation logs, four group activity outputs, 30 class results, an online survey, and in-depth interviews with three students. A program called "R.U.OK" was developed by setting problematic situation for school violence prevention linked to the contents of the Home Economics Education(HEE) curriculum. After the program was implemented, the survey on the students' class satisfaction content elements, with AI-based learning activities and PBL and interest, displayed high points, with an average of 4.0 or higher. Our qualitative analysis produced four significant results. First, students' concerns about school violence had increased and they showed a change in attitude, having more empathy with friends and more interest in their surroundings. Second, digital and AI literacy had improved, and students' interest in digital media learning had increased. Third, there had been an improvement in problem-solving ability in terms of being able to think more critically and independently. Fourth, the results also demonstrated that there had been a positive effect on self-direction and an improved capacity for teamwork. This study was significant in demonstrating the effectiveness of a program for the prevention of school violence based on the use of digital technology in the educational environment.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.25 no.8
• /
• pp.1013-1018
• /
• 2021

Due to the recent accident caused by the automated vehicle, discussions on the ethical aspects of AI have been actively underway. This paper confirms that AI is inevitably connected to ethical components through the concepts and techniques related to robots-AI, and argues that ethical aspects are built-in, not post facto. Furthermore, this devises a solution to the trolley dilemma that can serve as a clue to ethical problems associated with automated vehicles. Preferentially, that process contains writing Bayesian networks. Next, only important and influential data are left after the pre-processing stage, and crowd-sourcing & extrapolation is used to calculate the exact figures of the networks. Through this process, this argues that humans' subjects are certainly included in implementing algorithms and models and discusses the necessity and direction of engineering liberal arts, especially education of ethics that distinguished from major education to prevent distortions and biases abouts AI systems.