• Journal of Internet Computing and Services
• /
• v.23 no.5
• /
• pp.17-23
• /
• 2022

Network slicing is a promising paradigm and significant evolution for adjusting the heterogeneous services based on different requirements by placing dynamic virtual network functions (VNF) forwarding graph (VNFFG) and orchestrating service function chaining (SFC) based on criticalities of Quality of Service (QoS) classes. In system architecture, software-defined networks (SDN), network functions virtualization (NFV), and edge computing are used to provide resourceful data view, configurable virtual resources, and control interfaces for developing the modified deep reinforcement learning agent (MDRL-A). In this paper, task requests, tolerable delays, and required resources are differentiated for input state observations to identify the non-critical/critical classes, since each user equipment can execute different QoS application services. We design intelligent slicing for handing the cross-domain resource with MDRL-A in solving network problems and eliminating resource usage. The agent interacts with controllers and orchestrators to manage the flow rule installation and physical resource allocation in NFV infrastructure (NFVI) with the proposed formulation of completion time and criticality criteria. Simulation is conducted in SDN/NFV environment and capturing the QoS performances between conventional and MDRL-A approaches.

• Journal of the Korean School Mathematics Society
• /
• v.7 no.1
• /
• pp.49-69
• /
• 2004

The purpose of this study was to develop learning materials for the remedial curriculum, part of the 7th sequential differentiated math curricula, in an effort to fix the academic deficiencies of underachieving students, provide motivation to them and enhance their self-directed learning capabilities. The subjects in this study were the students in their second year of C middle school, who were in want of remedial education. After their mid-term and finals grades in the first semester of 2003 were analyzed to measure their academic deficiencies, remedial learning materials about math 8-A stage were developed, by modifying the textbook and existing materials, in consideration of 7-A stage. After they were utilized in remedial class, frequency analysis was conducted to find out what the students thought of the developed learning materials, and diagnosis evaluation was implemented to find out how many students passed the test, improve the materials, and suggest in which way their achievement could get better.

• Journal of the Korea Institute of Information Security & Cryptology
• /
• v.32 no.1
• /
• pp.99-107
• /
• 2022

In the current technological society, where various technologies are converged into one and being transformed into new technologies, new cyber attacks are being made just as they keep pace with the changes in society. In particular, due to the convergence of various attacks into one, it is difficult to protect the system with only the existing security system. A lot of information is being generated to respond to such cyber attacks. However, recklessly generated vulnerability information can induce confusion by providing unnecessary information to administrators. Therefore, this paper proposes a mechanism to assist in the analysis of emerging cyberattack convergence technologies by providing differentiated vulnerability information to managers by learning documents using deep learning-based language learning models, extracting vulnerability information and classifying them according to the MITRE ATT&CK framework.

• Journal of the Korean earth science society
• /
• v.32 no.5
• /
• pp.504-513
• /
• 2011

In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.

• Journal of Gifted/Talented Education
• /
• v.21 no.2
• /
• pp.485-510
• /
• 2011

This study aimed to analyze the appropriateness of chemistry teaching-learning programs for the gifted in science in middle school gifted classes and to propose improvements. For this study, 5 chemistry teaching-learning 4-6 hour programs developed for science gifted classes by Korea Education Development Institute (KEDI) and 3 chemistry teaching-learning programs developed for science gifted classes by three middle schools in K province were selected. A standard model for gifted education programs was used as tool for analyzing the program targets, program contents, teaching-learning methods, and assessment items. The results showed that all chemistry teaching-learning programs for the gifted in science presented well attainable objectives in the program targets. However, most program targets did not offer differentiated objectives from the general education. Program contents of KEDI stresses intensified education, and also presented a high ratio of sub-elements of creativity, which can enhance gifted creativity. On the other hand, program contents developed by three middle schools focused on acceleration in advancement, and presented low ratio of creativity sub-elements, which could be insufficient in enhancing gifted creativity. Differentiated and personalized, integrated science and interscience, updated research contents were hardly found in programs developed by KEDI and three middle schools. However, teaching-learning methods were composed to fit the learning objectives in the teaching process and the procedures, and were made to self-directed learning. There were no assessment for the feedback after class. Therefore, teaching-learning programs for the gifted in science should be developed further in order to fulfill the objectives of gifted education and gifted characteristics. Also, it is necessary to construct infrastructure to carry out the developed teaching-learning programs.

• Journal of Gifted/Talented Education
• /
• v.25 no.4
• /
• pp.529-546
• /
• 2015

The purpose of the present study was to verify the structural relationship among task commitment, self regulation learning ability, parent support, satisfaction and achievement in gifted education. In this study, factors affecting the performance of gifted education are based on Differentiated Model of Gifted and Talent($Gagn{\acute{e}}$, 2004). Participants attended a 182 student in institutes for the gifted education in the city office of education in Korea. A hypothetical model was proposed, which was composed of task commitment, self regulation learning ability and parent support as exogenous variables; and satisfaction and achievement as endogenous variables. The results of this study are as follows: First, task commitment, self regulation learning ability and parent support had significant effects on gifted education's satisfaction. Second, task commitment and parent support had significant effects on gifted education's achievement.

• Journal of Elementary Mathematics Education in Korea
• /
• v.18 no.1
• /
• pp.149-168
• /
• 2014

Growing in its size, the contents of the teaching-learning programs for mathematically gifted children from A program in Seoul Metropolitan Office of Education were examined in terms of the individual subjects provided through the courses of gifted education programs, and it was evaluated based on the revised version of the existing module. As a result, the educational objectives of teaching-learning program were clear, differentiated and obtainable. Among the program, the advanced parts were more than the selective parts, which mainly consisted of numbers and calculation, shapes, regularity and problem solving parts and had latest contents of research in balance. Additionally, every part of the program needs mathematical and creative thinking and approach and has proper evaluation index for problem solving. The presented materials in the programs are specific and appropriate, though some of them did not suggest the evaluation index for cultivating personality and value clearly and the reference books. The teaching-learning programs were focusing on problem-based learning and cooperative learning and using performance assessment for evaluation.

• Korean Institute of Interior Design Journal
• /
• v.26 no.6
• /
• pp.97-105
• /
• 2017

Korea is promoted STEAM education since 2011. Furthermore, in high school education, based on the in-depth elective course's teaching and learning contents of science. The STEAM program can improve students' competence because it encourages to self-directed learning through the vocational project performance. Therefore, in this study, we researched a design education program for the experience of fusion and complex design based on STEAM education concept. We developed an education program to design insulation wall systems using up-cycling concepts to increase energy efficiency. As a result, the characteristics of the fusion education and the theoretical study about the learner-centered education curriculum, the analysis of the high school curriculum, the STEAM elements, The program was revised and supplemented through consultation with STEAM experts. In addition, the developed program was applied to high school students, and each step were analyzed based on the educational method theory. The following results were obtained. First, this study presented a program to cope with the needs of high school intensive education. Second, it provided learning motivation by combining flipped-learning as a way to train STEAM education contents. Third, it is required to develop differentiated and continuous program development and data sharing Fourth, in order to operate and promote the future environment design STEAM school, it is necessary to expand educational programs for high school students in the region through linkage with various universities.

• The Journal of the Korea Contents Association
• /
• v.19 no.10
• /
• pp.157-164
• /
• 2019

This paper investigates applicable methods of using machine learning(ML) in design process that is currently at infant stage and discuss how designers can use machine learning in UX design process. This research is differentiated from design method for machine learning-based products or services. For this purpose, this paper conducted literature reviews and case investigation and discussed three categories of design method of combination with such as 1) UX design centered ML, 2) ML system centered UX, and 3) UX-ML matchmaking. With this investigation, the workshop was conducted with specifically applicable methods of 2) and 3) for designers. Throughout the workshop, this paper analyzed each method' process with pros and cons in details. Throughout the process, this paper suggests precise methods of applying ML into UX design process.

• Journal of Intelligence and Information Systems
• /
• v.29 no.2
• /
• pp.285-301
• /
• 2023

Due to the increasing demand and importance of non-face-to-face education, open online learning platforms are getting interests both domestically and internationally. These platforms exhibit different characteristics from online courses by universities and other educational institutions. In particular, students engaged in these platforms can receive more learner autonomy, and the development of tools to assist learning is required. From the past, researchers have attempted to utilize process mining to understand realistic study behaviors and derive learning patterns. However, it has a deficiency to employ it to the open online learning platforms. Moreover, existing research has primarily focused on the process model perspective, including process model discovery, but lacks a method for the process pattern and instance perspectives. In this study, we propose a method to identify learning patterns within an open online learning platform using process mining techniques. To achieve this, we suggest three different viewpoints, e.g., model-level, variant-level, and instance-level, to comprehend the learning patterns, and various techniques are employed, such as process discovery, conformance checking, autoencoder-based clustering, and predictive approaches. To validate this method, we collected a learning log of machine learning-related courses on a domestic open education platform. The results unveiled a spaghetti-like process model that can be differentiated into a standard learning pattern and three abnormal patterns. Furthermore, as a result of deriving a pattern classification model, our model achieved a high accuracy of 0.86 when predicting the pattern of instances based on the initial 30% of the entire flow. This study contributes to systematically analyze learners' patterns using process mining.