• The Journal of Information Technology and Database
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• v.4 no.1
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• pp.65-77
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• 1997

This paper describes and effective teaching approach to an undergraduate database course. This research draws on practical experience based on the hands-on practice approach which leads students to develop a database application utilizing various tools. Students not only learn concepts, methodologies and tools of database technology in class and through online multimedia learning aids, but also practice how to integrate them through collaborative team projects. The course employs collaborative learning approach and multimedia and internet technologies. Students are encouraged to work collaboratively on assignments and projects and to learn independently through online multimedia learning aids.

• Journal of Engineering Education Research
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• v.17 no.1
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• pp.26-41
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• 2014

This paper recommends to teach technical writing as a part of the curriculum of engineering design courses. Some features of both engineering design and keystone design course as well as capstone design course for engineering students are studied before the relationship of those features with written communication are investigated. After the characteristics of collaborative writing are reviewed, some aspects of integration of teaching technical writing into engineering design courses are evaluated. Technical writing for engineering students is best taught by collaborative writing approach in engineering design courses.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.497-506
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• 2013

The purpose of this study is to explore and develop a new instructional approach to a technology-enhanced, collaborative learning environment called Smart technology-enhanced Team-Based Learning (S-TBL). We designed a novel instructional model that combines mobile technology, collaborative teamwork, a problem-solving process, and a variety of evaluation techniques from the viewpoint of a conventional team-based model. Based on the traditional TBL model, we have integrated smart learning technologies: 1) to provide a holistic learning environment that integrates learning resources, assessment tools, and problem solving spaces; and 2) to enhance collaboration and communication between team members and between an instructor and his or her students. The S-TBL instructional approach combines: 1) individual learning and collaborative team learning; 2) conceptual learning and problem-solving & critical thinking; 3) both individual and group assessment; 4) self-directed learning and teacher-led instruction; and 5) personal reflection and publication.

• Korean Medical Education Review
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• v.19 no.3
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• pp.152-157
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• 2017

Interprofessional education (IPE) fosters effective team-based collaborative practice among members of different health care professions to advance high-quality and safe patient care. Although the importance of IPE has been recognized and IPE initiatives have expanded rapidly in the past decades, substantial difficulties in IPE assessment still exist. At present, a lack of consensus on the optimal approach to IPE assessment contributes to uncertainty about the level of attainment of collaborative team performance. This paper aims to provide an overview of the benefits and current challenges associated with IPE assessment. Furthermore, a multifactor model with an assessment matrix and assessment blueprints from a recent study is briefly discussed. We also provide examples of assessment blueprints for the team management of stroke patient discharge covering a competency examination at the levels of individuals, the team, and the task.

• Journal of Hospice and Palliative Care
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• v.27 no.2
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• pp.77-81
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• 2024

This case report explores the challenges and complexities associated with opioid management of cancer pain, emphasizing the importance of early involvement of a hospice consultation team and the adoption of a multidisciplinary approach to care. A 56-year-old man with advanced pancreatic cancer experienced escalating pain and inappropriate opioid prescriptions, highlighting the shortcomings of traditional pain management approaches. Despite procedural intervention by the attending physician and increased opioid dosages, the patient's condition deteriorated. Subsequently, the involvement of a hospice consultation team, in conjunction with collaborative psychiatric care, led to an overall improvement. The case underscores the necessity of early hospice engagement, psychosocial assessments, and collaborative approaches in the optimization of patient-centered palliative care.

• Journal of the Korean Society for Precision Engineering
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• v.16 no.10
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• pp.68-79
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• 1999

This paper describes an approach to collaborative design which focuses on the effects of individual activities on the overall design process. We utilize a new process modeling tool to define the process and then analyze and refine the process based on critical paths. This information is then shared over the Internet with all participants. The goal of this system is to detect critical errors at initial design stage and guide the designers to make better decisions based on the knowledge of the overall process. This system enables participating designers to publish his local process through an Internet bulletin board. Other members of the team can then provide feedback based on how the proposed process impacts their activities. The system provides a context-rich, persistent forum for collecting, preserving, and refining corporate expertise of the team. For example, designers can select any process from the bulletin board and use it as a template for his current project and then use it to maintain his own design history. This paper is based on the process modeling concepts of Design Roadamap and describe several key extensions in the area of CPM calculations and collaborative interfaces.

• Journal of Information Technology Applications and Management
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• v.13 no.4
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• pp.197-214
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• 2006

This study explores factors to facilitate web-based collaborative learning and the effect of learning, based on the PBL(Problem Based Learning) from the constructivist approach in e-learning. A research model, using the key variables such as situations, interactions, and systems, was developed. In order to test this proposed model, experimental design and post-survey was conducted to the learners who took on-line and off-line course with team project. In the research model, situation category was divided into instructor's support, unstructured problem, and self-directed learning. Interaction category was divided into three factors; 'interaction between learners', 'interaction between learner and instructor', and 'interaction between learner and technology'. System category was divided into.monitoring and incentives. As a result, it was found that collaborative learning can be improved by situations, interactions, and systems, and the effectiveness of learning can be improved by situations and interactions in PBL.

• Archives of design research
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• v.20 no.2 s.70
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• pp.53-64
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• 2007

Web development has multidisciplinary features involving diverse team members. Owing to the diverse backgrounds, however, there may be communication problems among web team members, especially between designers and programmers. Programmers often use a graphical modeling notation to communicate their designs. The graphical modeling concepts can also be helpful to designers, but most designers generally find graphical modeling notations hard to understand. We, therefore, propose an interactive computer-aided collaborative web design system including revised web graphical model notations to improve communication between web designers and programmers. We have designed and implemented a computational prototype to validate the approach and illustrate how the prototype works using concrete examples.

• Korean Journal of Construction Engineering and Management
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• v.15 no.1
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• pp.70-77
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• 2014

Collaborative processes among team members including communication, coordination, and information-handling processes either during pre-construction or project execution are required in order to accomplish the objectives of construction projects. However, current construction management practice does not explicitly take the effect of organizational aspects on project performance into account. This paper introduces a method to understand collaborative processes in an explicit and systematic fashion. An agent-based simulation of collaborative working processes within construction project teams was designed from game theory perspective and implemented. The simulation produced both individual behavior and network dynamics. Individuals represented as agents made efforts to improve performance by communication and coordinating with other members, and overall team network was emerged as a result of interactions among members. Interestingly, it was found that the tendency of forming cohesive subgroups increased when sustaining relations with between-group partners incurs higher cost. The primary contribution of this paper is that it presented an explicit approach to examining collaborative working processes in construction project teams and it extended existing computational organization and network studies by integrating individual behavior models and network models.

• Therapeutic Science for Rehabilitation
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• v.12 no.4
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• pp.23-37
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• 2023

Objective : This study systematically reviewed the collaborative team interventions of the Individualized Education Plan (IEP) using the International Classification of Functioning, Disability, and Health-Children and Youth (ICF-CY) framework to establish the professional domain of occupational therapists in Korea and their role as experts in IEP cooperative team interventions in special education. Methods : Articles were collected from the EBSCOhost, ProQuest, and PubMed databases. International search terms included "Special education," "Individualized education plan (IEP)," "IEP process," "IEP implementation," and "Occupational therapy." The study period was limited from January 2013 to February 2023, and the final 10 studies were analyzed using secondary classification. Results : Most studies were randomized experiments targeting individuals with autism, and often employed environmental improvements. The IEP collaborative team interventions using the ICF-CY framework emphasized goals related to activity (five studies), participation (four studies), and body structure/function (one study). Conclusion : Occupational therapists play a crucial role in collaborative IEP team interventions. This study established expertise in the context of special education in South Korea.