• 산업공학
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• 제13권1호
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• pp.54-59
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• 2000

Presented in this paper is a development of knowledge management system based on knowledge life cycle. Knowledge processes in an organization have a life cycle from creation to disposal. So, KMSs have to support the entire life cycle of knowledge. This paper proposes desired knowledge life cycle model, and extracted functional requirements for KMS. For the fulfillment of this requirements, we developed KMS called XM-Brenic/MSX. This system has 6 components for supporting the knowledge life cycle.

• 한국지능정보시스템학회:학술대회논문집
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• 한국지능정보시스템학회 2001년도 The Pacific Aisan Confrence On Intelligent Systems 2001
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• pp.249-255
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• 2001

Different kinds of information are used when solving tasks that arise in the life cycle of an applied knowledge based system (KBS). Many of these tasks are still under investigation. Their solving methods are often researched independently of each other due to complexity of the tasks. As a result, systems that realize these methods turn out to be incompatible and therefore could not be used together in the lifecycle of a KBS. The following problem arises here: how to support the full life cycle of a KBS. This paper introduces a class of computer knowledge banks that are intended to support the full life cycle of KBSs. Primary tasks that arise in the full life cycle of a KBS are analyzed. The architecture of a knowledge bank of the introduced class is presented, including an Information Content, a Shell of the Information Content and a Software Content. General requirements on these components are formulated on the basis of the analysis. These requirements depend on the current state of understanding in the life cycle of KBSs.

• 한국데이타베이스학회:학술대회논문집
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• 한국데이타베이스학회 1999년도 춘계공동학술대회: 지식경영과 지식공학
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• pp.75-84
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• 1999

본 논문에서는 지식에 대한 개념을 정의하기 보다 지식의 life-cycle을 통한 지식의 생성과 소멸을 모델화함으로 지식을 설명하려 한다. 본 논문은 노나카의 지식 창조 모델을 기반으로 하고 기존의 KMS들을 분석하여 일반적인 지식 life-cycle 모델을 도출하였으며, 기존 모델의 문제점을 보완하여 새로운 지식 life-cycle 모델을 만들었다. 이 모델과 앞으로의 지식관리 시스템 발전 방향을 고려하여 지식 관리 시스템 아키텍쳐를 제시하였다. 본 논문에서는 이 아키텍쳐를 근거로 지식 관리 시스템을 구현하기 위한 6개의 컴포넌트를 도출하였다 6개의 컴포넌트는 지식 생성, 지식 분배, 지식 측정, 지식연결, 지식 검색, 지식 저장이다. 이 컴포넌트들로 지식 관리 시스템의 prototype을 구현해 본 결과 지식life-cycle을 단계적, 부분적으로 지원하지만 부족한 부분이 있는 것을 발견하였다. 향후에는 지식 생성과 지식 연결 컴포넌트를 강화하여 전체적인 지식 life-cycle을 지원할 예정이다.

• 한국지능정보시스템학회:학술대회논문집
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• 한국지능정보시스템학회 1999년도 춘계공동학술대회-지식경영과 지식공학
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• pp.75-84
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• 1999

본 논문에서는 지식에 대한 개념을 정의하기 보다 지식의 life-cycle을 통한 지식의 생성과 소멸을 모델화함으로 시식을 설명하려 한다. 본 논문은 노나카의 지식 창조 모델을 기반으로 하고 기존의 KMS들을 분석하여 일반적인 지식 life-cycle 모델을 도출하였으며, 기존 모델의 문제점을 보완하여 새로운 지식 life-cycle 모델을 만들었다. 이 모델과 앞으로의 지식관리 시스템 발전 방향을 고려하여 지식 관리 시스템 아키텍쳐를 제시하였다. 본 논문에서는 이 아키텍쳐를 근거로 지식 관리 시스템을 구현하기 위한 6개의 컴포넌트를 도출하였다. 6개의 컴포넌트는 지식 생성, 지식 분배, 지식 측정, 지식 연결, 지식 검색, 지식 저장이다. 이 컴포넌트들로 지식 관리 시스템의 prototype을 구현해 본 결과 지식 life-cycle을 단계적, 부분적으로 지원하지만 부족한 부분이 있는 것을 발견하였다. 향후에는 지식 생성과 지식 연결 컴포넌트를 강화하여 전체적인 지식 life-cycle을 지원할 예정이다.

• 한국초등과학교육학회지:초등과학교육
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• 제38권4호
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• pp.484-495
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• 2019

This study divided pre-service elementary school teachers' knowledge conversion into four types, socialization, externalization, combination and internalization, based on their inquiry activities on the life cycle of cabbage butterfly. As research subjects, this study collected results from 24 pre-service elementary school teachers who carried out inquires on the life cycle of cabbage butterfly for about 2 months. The type of socialization indicates the conversion of tacit knowledge into tacit knowledge, and this study found out that pre-service elementary school teachers acquired and accumulated tacit knowledge from their fellow pre-service teachers, professors and even acquaintances inside and outside the lab. However, there appeared no process that they shared their tacit knowledge with other pre-service teachers or delivered it to them. The type of externalization indicates the conversion of tacit knowledge into explicit knowledge, and this study discovered some cases that pre-service elementary school teachers expressed their inner tacit knowledge into explicit knowledge. However, there was no case found that they converted the verbally-unexpressed tacit knowledge of their fellow teachers or experts into well-defined explicit knowledge. The type of combination indicates the conversion of explicit knowledge into explicit knowledge, and this study discovered some cases that they collected explicit knowledge and converted it into new explicit knowledge for the acquisition, integration and delivery or distribution of explicit knowledge. However, there were few cases that they creatively devised new explicit knowledge by acquiring new knowledge through direct observation and supplementing the existing explicit knowledge. The type of internalization indicates the conversion of explicit knowledge into tacit knowledge, and this study discovered both explicit knowledge embodied through personal experiences and explicit knowledge embodied through simulations and experiments that formed tacit knowledge in process of examining the existing explicit knowledge.

• 한국정밀공학회지
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• 제23권3호
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• pp.22-31
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• 2006

This paper introduces an approach to an ontology-based knowledge framework for product life cycle management (PLM). Participants in a product life cycle want to share comprehensive product knowledge without any ambiguity and heterogeneity. However, previous knowledge management approaches are limited in providing those aspects. Therefore, we suggest an ontology-based knowledge framework including knowledge maps, axioms and specific knowledge far domain. The bottom level, the axiom, specifies the semantics of concepts and relations of knowledge so that ambiguity of the semantics can be alleviated. The middle level is a product development knowledge map; it defines the concepts and the relations of the product domain common knowledge and guides engineers to process their engineering decisions. The middle level is then classified further into more detailed levels, such as generic product level, specific product level, product version level, and product item level for PLM. The top level is specialized knowledge fer a specific domain that gives the solution of a specific task or problem. It is classified into three knowledge types: expert knowledge, engineering function knowledge, and data-analysis-based knowledge. This proposed framework is based on ontology to accommodate a comprehensive range of unambiguous knowledge for PLM and is represented with first-order logic to maintain a uniform representation.

• 대한가정학회지
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• 제48권9호
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• pp.41-54
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• 2010

This study attempted to determine how the subjective knowledge related to a consumer's life cycle influences their information search in the decision making process. The data was collected using a total of 349 questionnaires for the final analysis of this study. SPSS 12.0 for windows was used for the data analysis and the detailed analyses included descriptive analysis, factor analysis, reliability tests, one way ANOVA, multiple regression analysis and t-tests. The results of this study showed that there are differences in the subdivisions of subjective knowledge of apparel according to the consumer's life cycle and there is a difference in the types of information searches according to the consumer's subjective knowledge, and the subdivisions of subjective knowledge of the consumers influence their information search. This study showed that although it affected the internal search, the media search, and the store search, it did not influence the personal search in the decision making process.

• 지식경영연구
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• 제22권2호
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• pp.209-225
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• 2021

제품수명주기관리(Product Lifecycle Management)는 8개의 지식영역으로 구성된 잘 정의된 관리방법이다. 4차 산업혁명이 스마트 팩토리와 밀접한 관련이 있기 때문에 궁극적으로 제품의 아이디어 생성에서 폐기까지의 전 과정을 효과적으로 관리하는 제품수명주기관리의 중요성이 부각되고 있다. 본 연구는 제품수명주기관리 분야의 전문가를 대상으로 제품수명주기관리의 지식영역의 현재와 향후 적용정도를 4차 산업혁명의 관점에서 분석하였다. 제품수명주기관리의 지식영역이 현장에서 어느 정도 적용되고 있는지를 현재의 관점과 가까운 미래의 관점에서 전문가 인식을 분석하였다. 제품수명주기관리의 지식영역의 현재 및 미래의 적용정도를 분석하고, 적용정도의 관점에서 지식영역 간의 차이가 있는지를 분석하였다. 분석된 결과를 중심으로 그 의미와 향후 흐름을 제시하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권2호
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• pp.306-321
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• 2014

This study aims to analyze difficulties that pre-service elementary teachers experience in investigating the life cycle of a common cabbage butterfly in person. As difficulties they face during the process of this research, they pointed out collecting eggs, observing molting, creating environments for a breeding cage, feeding, building a breeding cage, and making butterfly specimens. Out of all the environmental difficulties related to their school fields, they pointed out a difficulty of time management most of all, followed by placing a breeding cage in the classroom and the lack of microscopes for observation. In regard to difficulties related to their evaluations on students' activities, they found it difficult to evaluate students' activity with the life cycle of an insect in the aspect of knowledge and even to set evaluation criteria. Besides, many of them responded that it would be appropriate to evaluate a research on the life cycle of an insect through a portfolio or an observation journal. In regard to difficulties in terms of teachers' knowledge, they found it difficult to understand insect molting, metamorphoses, complete metamorphoses, incomplete metamorphoses, the structure of an insect body, and how to distinguish a female insect from a male one. In regard to the application of class models, they knew it is important for students to have various experiences through direct observation, so the experience-based learning model was proper for the process of observing the life cycle of a common cabbage butterfly. However, they found it difficult for students to observe each stage of the life cycle in person.

• 한국응급구조학회지
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• 제25권3호
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• pp.111-125
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• 2021

Purpose: This study aimed to analyze the impact of rapid cycle deliberate practice (RCDP) simulation education on advanced cardiac life support knowledge, confidence, satisfaction, and performance ability among paramedic students, and provide basic data on the appropriate methods of educational instruction. Methods: The 48 subjects to be instructed were divided into the traditional simulation education group and the RCDP simulation education group. Six participants were randomly assigned to each group and pre-surveyed. They were then exposed to a lecture about advanced cardiac life support related theories for 60 min and post-surveyed through questionnaires with the same learning goals and scenarios. Results: The advanced cardiac life support knowledge (t=-4.813, p=.000) and performance ability (t=-2.903, p=.006) were significantly different between the traditional simulation education and RCDP simulation education groups The results also showed a significant difference in attach monitor (z=6.857, p=.009), analyze EKG rhythm (z=11.111, p=.001), and defibrillation (z=12.632, p=.000), indicating differences in performance capabilities between the two groups. Conclusion: To improve advanced cardiac life support knowledge, performance ability, and confidence in the paramedic students who receive RCDP simulation education, simulation education methods that are appropriate for the subjects being taught, and detailed learning goals and feedback are necessary.