• Journal of Practical Engineering Education
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• v.9 no.2
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• pp.107-117
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• 2017

here are many cases that take a software education as a required course for non-major students in university curriculums. However, non-major students are experiencing various difficulties in the process of learning programming languages, and there is also the opposite opinion in terms of their effectiveness. In this study, we developed a design based software education model (DBSEM) and curriculum to solve these problems and applied it to undergraduate non-undergraduate students for the last 8 years. In the proposed method, we provide a specialized educational tool such as 'block-based programming tool', but developed 'core module' and 'concept learning module' for computational thinking and applied 'prototype design module' and coding strategy based on it. As a result, non-major undergraduates could easily learn block-based scripting tools and acquire core concepts of computational thinking.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2020.11a
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• pp.49-52
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• 2020

MPEG-I(Immersive) 그룹에서는 몰입형 미디어 영상처리 표준화의 일환으로 마이크로렌즈를 통한 다시점 영상 처리 기술인 Dense Light Field에 대한 성능 탐색을 진행하고 있다. 본 논문에서는 MPEG-I에서 정의된 라이트 필드 시퀀스에 대해 versatile video codec(VVC)에 대한 압축 성능 분석을 시행하였으며, 또한 렌즈렛(Lenslet) 형태의 특정적인 이미지 정보를 효율적으로 압축하기 위한 스크린 콘텐츠 코딩 툴의 효율 비교를 진행하였다. 또한 렌즈렛 영상에서의 화면 내 블록 카피(intra block copy) 기법이 선택되는 비율을 확인하고, 화면 내 블록 카피 기법을 통해 렌즈렛 영상이 효율적으로 압축될 수 있음을 보였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.407-408
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• 2022

본 논문에서는 AIoT를 위한 비주얼 블록 코딩 도구를 설계하였다. AI 블록 코딩이 가능한 EduB 플랫폼에 피지컬 컴퓨팅을 가능하게 하는 모듈을 추가함으로써 블록을 사용한 쉬운 피지컬컴퓨팅 코딩과 AIoT 코딩이 가능하다. 도구는 WebSocket과 Wifi를 사용해 EduB와 타겟보드인 RaspberryPi의 무선 통신을 하며, 블록으로 생성된 코드를 RaspberryPi 내부에서 실행하여 GPIO와 SenseHAT을 제어할 수 있게 하였다. 따라서, 코딩 결과를 콘솔 출력이나 그래프로만 확인할 수 있어 정적이던 AI 교육을 LED나 모터를 제어해 동적으로 결과를 확인할 수 있게 하여 흥미와 관심을 유발할 수 있도록 한다.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.45 no.5
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• pp.118-125
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• 2008

In this paper, an efficient frequency offset synchronization structure for OFDM(Orthogonal Frequency Division Multiplexing) is proposed. Conventional CORDIC(Coordinate Rotation Digital Computer) algorithm for frequency offset synchronization utilizes two CORDIC hardware i.e., one is vector mode for phase estimation, the other is rotation mode for compensation. But proposed structure utilizes one CORDIC hardware and divider. Through simulation, it is shown that hardware implementation complexity is reduced compared with conventional structures. The Verilog-HDL coding and front-end chip implementation results for the proposed structure show 22.1% gate count reduction comparison with those of the conventional structure.

• The Journal of the Korea Contents Association
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• v.13 no.6
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• pp.20-29
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• 2013

The compression of video data is intended for real-time transmission of band-limited channels. Compressed video bit-streams are very sensitive to transmission error. If we lose packets or receive them with errors during transmission, not only the current frame will be corrupted, but also the error will propagate to succeeding frames due to the spatio-temporal predictive coding structure of sequences. Error detection and concealment is a good approach to reduce the bad influence on the reconstructed visual quality. To increase concealment efficiency, we need to get some more accurate error detection algorithm. In this paper, We hide specific data into the motion vector difference of each macro-block, which is obtained from the procedure of inter prediction mode in H.264/AVC. Then, the location of errors can be detected easily by checking transmitted specific data in decoder. We verified that the proposed algorithm generates good performances in PSNR and subjective visual quality through the computer simulation by H.324M mobile simulation tool.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.7
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• pp.801-806
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• 2019

Recently, each university has been lecturing a lot on the liberal arts subject by emphasizing software education. However, students are often motivated by the difficulty of learning programming, the inability to recognize why they should learn programming, or even the fact that they do not try. The reason for the resilience is to guide programming learning to have the power to recover from the point of abandonment to proceed with the learning again. In this study, recovery elasticity pre-post-examination was conducted on the parts that learned scratches and those that learned Python. Studies have shown that while Scratch appears to be trying to accept and work harder, Python has been relatively more difficult than Scratch. It is expected that this study will help identify the factors that can sustain programming learning.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.49-54
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• 2022

Rapid changes in modern society after the COVID-19 have highlighted artificial intelligence talent as a major influencing factor in determining national competitiveness. Accordingly, the Ministry of Education planned a large-scale SW·AI camp education project to develop the digital capabilities of 4th to 6th grade elementary school students and middle and high school students who are in a vacuum in artificial intelligence education. Therefore, this study aims to develop a camp-type SW·AI education program for students in grades 4-6 of elementary school so that students in grades 4-6 of elementary school can acquire basic knowledge in artificial intelligence. For this, the meaning of SW·AI education in elementary school is defined and SW·AI contents to be dealt with in elementary school are: understanding of SW AI, 'principle and application of SW AI', and 'social impact of SW AI' was set. In addition, an attempt was made to link the set elements of elementary school SW AI education and learning with related subjects and units of textbooks currently used in elementary schools. As for the program used for education, entry, a software coding learning tool based on block coding, is designed to strengthen software programming basic competency, and all programs are designed to be operated centered on experience and experience-oriented participants in consideration of the developmental characteristics of elementary school students. In order for SW·AI education to be organized and operated as a member of the regular curriculum, it is suggested that research based on the analysis of regular curriculum contents and in-depth analysis of SW·AI education contents is necessary.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.17-33
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• 2023

This study examined inservice elementary teachers' thoughts on the development of educational apps by preservice elementary teachers and implications for TPACK education for preservice elementary teachers. A case study was conducted in which preservice elementary teachers developed a science education app, and the three teachers were surveyed for their thoughts regarding this. The results regarding the characteristics of the developed app by preservice teachers were as follows. First, "inquiry" had the highest value among educational goals intended by the preservice teachers. In addition, the scores for tool-type apps and apps in which interaction between learners and instructors occurs were relatively high. Second, most of the preservice teachers developed apps to meet curriculum goals, but their apps showed low-level characteristics in terms of the constructive and cooperative dimensions. The results of the analysis of the thinking of elementary school teachers regarding the education development apps are as follows. First, elementary school teachers assigned the lowest scores to the effectiveness of the apps, and to this problem, the achievement standard with respect to the curriculum and the evaluation and modification activities fir the apps were proposed. Second, the teachers indicated that it would be appropriate to provide the experience of making apps to directly improve the TPACK of preservice teachers. Third, the respondents thought that preservice teachers should develop block coding literacy to create apps using App Inventor. Fourth, the teachers considered it necessary to emphasize simulated instructions, as well as the experience of collecting and handling data through apps to improve preservice teachers' TPACK app development for educational use.