• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.286-301
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• 2017

Nowadays, the public as well as science educators pays much attention to the fourth industrial revolution and wonders what will happen to the societies in the future. Thus, this study aimed at predicting the education environment which will be brought from the fourth industrial revolution, and suggesting the solutions or tasks to be investigated in science education. Through the literature review, this study categorized the major changes of future society into a wild fluctuation of job market, the shift from possession-based economy to sharing economy, post-urbanized and distributed system, and the crisis of dehumanization. According to the four major changes, this study predicted the future environment that will occur to the educational system. First, the students should the competences necessary for the future and the school curriculum will be changed in terms of width and depth. Second, sharing economy may bring about the open platform similar to MOOC (Massive Open Online Course) or TED. Third, the manifestation of artificial intelligence in education will enable the individual and paced learning, and thanks to the change, the concept of distributed cognition will be more focused in education research. Fourth, the collaborative learning and character education should be more stressed to resist the dehumanization. This study suggests relevant tasks and issues that should be tackled for the successful change in primary and secondary schools.

• 교육녹색환경연구
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• 제10권3호
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• pp.17-26
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• 2011

National efforts responding to climate change is directly connected to competitiveness of the urban environment. Practice in the daily life of the individual citizens is prerequisite for the paradigm shift that can be made by the reduction of the city's energy consumption and low-carbon green growth. Therefore, the comprehensive understanding combined with the educational programs is required on the issue of the ecological environment and the urban environment competitiveness. In this paper, the meaning and role of urban ecological environment will be researched first. it also takes a look at the content of curriculum and analyses domestic policies related to environmental education of primary and middle schools. In addition, video documentary on urban ecological environment will be analyzed for the development of educational media dealing with environmental training in schools. Consequently, urban ecological environment shown in video media content will be identified and the advantage of this possibility as a medium of education is to be proposed.

• 한국실천공학교육학회논문지
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• 제4권2호
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• pp.104-109
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• 2012

협력 교육은 학업과 전공에 관련된 업무경험을 통합시킨 새로운 패러다임의 교육으로, 학생이 회사 조직에 잘 적응하고 현장실습을 통해 적절한 학습 경험을 얻기 위해서는 현장실습 과정 동안 학생들을 관리 감독하고 학생에게 업무나 업무 외적인 부분에 있어서 유익한 조언을 제공할 산업체 멘토가 필요하다. 산업체 멘토는 기본적으로 현장 실습생이 산업체에서 현장 학습을 효과적으로 수행할 수 있도록 도우는 역할을 수행하며 그 역할의 범위가 매우 넓다. 본 논문에서는 효율적인 산업체 멘토의 활용을 위해 산업체 멘토의 역할을 각각의 성격에 따라 구분하였고, 이에 따른 적절한 운영형태 및 현장 실습 단계에 따른 세부 업무 내용에 대해 기술하였다.

• 디지털융복합연구
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• 제13권10호
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• pp.33-40
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• 2015

오늘날 전 세계적으로 사회 전 분야에서 컴퓨터화가 진행 중이며, 소프트웨어는 모든 융복합 분야에서 중심 역할을 수행하고 있다. 이러한 정보 환경의 변화는 가치관의 변화와 패러다임의 전환을 주도하고 있으며, 이와 더불어 국내 교육정책 또한 변화하고 있다. 머지않아 인간과 컴퓨터의 상호작용이 일상화됨에 따라 기본적인 소양으로서 코드 리터러시는 중요한 역할을 수행할 것이다. 이러한 변화에도 불구하고 국내 대학 정보화 교육은 시대적 변화를 반영하지 못한 채 사무용 응용프로그램의 단순 활용 능력의 배양에만 그치고 있는 실정이다. 본 논문에서는 현재 국내 대학교육에서 디지털리터러시의 배양을 위해 운영 중인 제도적 수단과 교육과정을 종합적으로 살펴본다. 이를 바탕으로 시대적 요구에 부합하는 교육 과정의 토대를 마련하기 위해 교육 수준과 교육 내용에 따른 교육적 요소를 제시한다. 제시하는 교육적 요소는 3가지 교육 내용과 3단계 교육 수준을 결합하여 다섯 가지로 설정하였으며 이를 바탕으로 교육과정의 설계에 활용할 수 있을 것이다.

• 한국의상디자인학회지
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• 제12권3호
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• pp.83-92
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• 2010

The current design paradigm shift which has been in progress around the world would be a good opportunity for Korea, which has led the age of information, to build design competence and gain international competitiveness. In addition, it would be a good idea for colleges as well as firms to develop a new educational system and create academia-industry-research synergy. This paper researches the market KU project promoted by Design Venture KU which has been established by the College of Artand Design of Konkuk University as a part of differentiation strategy. The methods to improve the competitiveness of Korean fashion design by uniting college creativity and market practicality are as follows: First, for convergence of creativity and practicality, it is necessary to come up with a systematic design-based educational system. In other words, the undergraduate program needs to gradually expand courses by focusing on creativity instead of functions while the graduate program should be able to develop design pattern, textile and marketing products and secure the market to gain competitiveness as a business incubator. Second, the working-level engineers as well as professors will be encouraged to participate in special lectures or seminars and take necessary lessons. In addition, academia-industry cooperation courses will be further strengthened. It is also important to actively participate in an official contest or exhibition and receive a prize. Third, to elicit creativity from students, it is necessary to help them think in a flexible and experimental way with voluntary and interesting programs. As mentioned above, it is expected that 'Market KU Project' would help students build expertise by offering them a chance to experience the real world and become the world's leading designers in Korean fashion design.

• 한국정보시스템학회지:정보시스템연구
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• 제14권2호
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• pp.75-99
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• 2005

Today, many universities are confronted with the changing education paradigm such as e-learning, Distance Education, Virtual University, This IT-based teaming paradigm shift is certainly a new opportunity or a threat to our universities. To overcome this problem the universities should think e-Learning as strategic weapon, such as many firms created competitive weapons from the information systems at the 1980s. So, e-Learning system can be a SIS(Strategic Information System) which supports university's future education strategies. To build a e-Learning system, not only many H/W and S/W resources but also expert personnels are required. An organization such as local university who is week at financial status can't himself plan the system. The Local University Community e-Learning Centers that support the demand of e-learning for their community are recommended. In order to operate these centers efficiently, the strategic roles of the e-Learning center should first be defined. To define the strategic roles, We classified the strategic roles of the e-Learning center into four dimensions, (1) to improve management efficiency, (2) to enhance educational service, (3) to acquire competitive advantages, (4) to build new education infrastructure, and each dimension has 5 or 6 measurement items. As result, to enhance the educational service was considered as the most significant factor among the four dimensions of strategic roles, and the infrastructure building was the next. We also tried to find the difference for each factor by the characteristics of responsor. The data showed that there was litter difference between the groups in evaluating the significance of strategic roles of e-learning centers. Through the strategic roles definition and analysis of expected role ratings, we could have recommended the direction and operation policies of the e-Loaming centers.

• 한국정보시스템학회지:정보시스템연구
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• 제17권4호
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• pp.31-49
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• 2008

As the development of information technology, the biggest change in educational paradigm is apparent in the shift that the emphasis of education is layed on from teachers to learners. E-learning education service through the internet is less restricted in the respect of time and places in comparison with off-line education. Therefore e-Learning is spreaded rapidly and the educational effectiveness of that is needed to be investigated. In this study theoretical research was performed firstly and framework of the study was constructed. After establishment of hypotheses the survey data were collected by the learners of e-Learning and the hypotheses were verified by the SPSS version 12.0. The results are as follows : First, the quality of e-Learning service influences significantly to the technology acceptance of users. Secondly, perceived usability and perceived easiness of technology acceptance model influences significantly to the intention of reuse of users of e-Learning services. Lastly, the playfulness of the Flow theory influences significantly to the intention of reuse of users of e-Learning services. Although there are some limitations in the respect of the numbers of variables, parameters, or samples, this study will contribute for enhancing the effectiveness of education in e-Learning service by providing the acceptance factors of e-learners.

• 융합정보논문지
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• 제9권8호
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• pp.198-204
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• 2019

4차 산업혁명 시대의 도래로 각 대학과 우리나라 정부는 이러한 패러다임의 변화의 시대에 능동적으로 적응하고 창의적 역량을 키울 수 있는 인재를 육성하기 위한 일환으로 다양한 융합교육과정을 개설하고 있다. 새로운 교육과정의 만족도에 영향을 미치는 요인을 분석하고 교육과정의 지속적 개선이 필요하다. 본 연구는 이러한 필요성에 따라 사업내용이 차이가 있는 3개의 세부과정으로 구성된 융합교육과정에 대한 학생들의 만족도에 영향을 미치는 요인의 차이를 분석하였다. 측정도구는 SERVQUAL을 기반으로 한 만족도 조사도구를 사용 요인분석을 실시하였다. 지역학부분은 다양한 프로그램을 개발이 인문융합과정과 인문심화 과정은 교수자의 자질 및 신뢰가 중요한 것으로 나타났다.

• Educational Technology International
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• 제6권1호
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• pp.41-63
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• 2005

E-Learning is widely introduced with cyber universities in Korea from 2001 whencyber universities were first authorized by the Ministry of Education and Human Resource Development. E-learning amplified by cyber university gave a big impact in the campus based university which became the cause for the educational paradigm shift. The changes of status of cyber university shows important trend in college education which was analyzed by enrollment rate, types of cyber university, demography, and study areas. The enrollment rate of cyber universities is ever since 2001 and variety of study areas gives popularity to students. The demography of students is as expected older than traditional students. Female students at the cyber university outnumbered that at campus based university in Korea. For analyzing the trend of e-learning in Korea, there were studies twice in 2001 May-June from 213 faculty members and staff, 630 students and in 2004 May-June with 401 students. Most of e-learning students tent to spend less time yet, students feel more burden with e-learning. Professors tend to load more materials for the e-learning in 2001but in 2004 study, the difference no longer exists. Professors and students feel the academic achievement through e-learning is not as good as from the traditional classes. Difficulties for e-learning in 2001 were the lack of administrative information but in 2004, boring contents and lack of instructional strategies for e-learning. Technical problems still do exist but less serious. Suggestions for e-learning are blended learning, online students prefer video streaming with their own lecturer, new definition of instructor is needed, professional development for content development and online instruction is needed, success story of online learning should be encouraged, guidance for online students needed. The cyber university experiencegave a positive impact on the traditional universities such as rethinking the roles of universities, the quality control of classes, professional development, student oriented educational service of e-learning pedagogy.

• 교육녹색환경연구
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• 제21권1호
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• pp.11-23
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• 2022

본 연구는 포스트 코로나 시대에 한국판 뉴딜 정책을 보다 발전시키고, 더 나아가 정책을 성공적으로 실현하는 데 도움을 줄 수 있는 바람직한 미래 교육시설환경 관련 핵심 영역과 영역별 의제를 발굴, 제시함으로써 관련 정책 수립 시 실질적으로 참고할 수 있는 기초 자료를 제공하고자 하였다. 이를 위해 국내, 외 관련 정책, 보고서, 자료집 등을 통해 포스트 코로나 시대의 교육 뉴딜 및 미래 교육시설환경에 대한 새로운 패러다임의 변화를 탐색하고, 미래 교육시설환경 분야의 핵심 영역을 탐색하였으며, 일선 교육 현장과 학계 및 산업계 전문가 패널을 대상으로 한 델파이조사를 실시하였다. 그 결과 포스트 코로나 시대의 교육시설환경의 핵심 영역으로 5개 영역을 도출하였으며, 총 33개의 의제(그린 영역 8개, 스마트 영역 9개, 공간혁신 영역 9개, 학교시설 복합화 4개, 기타(안전) 영역 3개)를 도출하였다.