• 대한공업교육학회지
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• v.32 no.1
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• pp.93-116
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• 2007

The purpose of this study was to improve the academic achievement at the public practical center of technical high school in Busan. For this study, 1 class(31 students) in the second grade at "B"technical high school were selected and these students were divided into two groups. One is the experiment group which blended learning was applied to and the other is control group which traditional lecture method was applied to. Each group was divided into three sub-groups by the level of learning ability. Non-randomized control-group pretest-posttest design was applied for this experiment planning. The subject of experiment was the unit of "3D Modeling and Making NC code" in the textbook of "Application of Automatic System" applied by the public practical center of technical high school in Busan. On-line contents were developed and applied to the blended learning to control group. In order to analyze the test result, t-test with a significance level of 0.05 was carried out using SPSS 10.0. The results of this study was summarized as follows; First, as a result of the post test performed on the experiment and the control group, there was a significant difference between two groups, that was, the blended learning was more effective than the traditional lecture method in improving academic achievement. Second, blended learning was more effective than the traditional lecture method in the group of high-leveled and middle-leveled, but was little effective on the low-leveled group. Third, blended learning was more effective than the traditional lecture method in the functional domain, but was little effective in the cognitive domain and psychomotor domain.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.349-358
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• 2005

It is not sufficient to give a lecture in programming language without programming practice since lectures on programming must be given at lecture room with H/W and S/W for programming. In this paper, learning for Visual Basic programming has been designed and embodied with the leveled learning system in order to give an effective and positive result to both teacher and learner under the constructivism theory of education (Problem Based learning, Self-Directed learning) for the theoretical basis of the seventh education curriculum. We implemented a web courseware for Visual Basic programming using ActiveX and Tutor System. As the result of education using this courseware, it is verified as a leveled education method to adapt the learning ability of individual students, and it can raise the achievement, enthusiasm of learning and provide various opportunity of education with this various education methods. Also it enhances the problem solving ability and the logical thinking power by providing students with error correction learning.

• The Journal of Korean Association of Computer Education
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• v.6 no.1
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• pp.95-107
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• 2003

For effective web-based teaching and learning, it is necessary to estimate. whether activities for it have attained to the learning goal. In HTML and file based item pool systems, it is difficult to manage, to create questions into various forms, and to share with other systems. It is also not easy to provide suitable questions according to the level of learners. On the contrary, XML document can systematically create a structured information. Since XML represents a structure with meaningful information units, it can be effectively used to manage, search, and store documents. Therefore, we designed and implemented a web-based item pool system based on XML, which can support leveled assessment by analyzing the level of learners and providing appropriate questions according to it.

• Journal of The Korean Association of Information Education
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• v.10 no.2
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• pp.191-200
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• 2006

Our research team has developed diagnosis papers which diagnose reading ability of students, reading materials and guidance of reading method which are proper for reading ability and various appreciation expression activities in the leveled reading supporting system applying the multimedia techniques, which is developed as a previous research for reading education that considers the reading ability and level of elementary school students. However some difficulties have been raised in activities after reading proper for level because we suggested them all the same regardless of level though we proposed the reading methods and reading materials by level, We tried to develop the leveled activities post-reading applying multimedia techniques which are proper for reading ability of students and exam the effects of leveled reading supporting system considering the subordinate goal of 7th Korean curriculum of elementary school and the ICT standard of the Education Ministry on this thesis for promoting an interest in reading of students. The leveled activities after reading which are applying multimedia techniques could be guided and applied on the web, and helped develop the reading ability and self-leading learning ability by raising the interest and concern of students in the activities after reading because the multimedia elements, instead of existing text, were added to the expression.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.10a
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• pp.492-497
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• 1998

본 논문에서는 기존의 교사 주도적이고 획일화된 주입식 교육 방식의 문제점을 해결하기 위한 수준별 학습평가시스템을 제안한다. 수준별 학습을 위한 교육평가의 문항분석에 퍼지이론을 적용하여 평가문항을 수준별로 분류하고 학습자의 수준에 따라 문제를 선정하여 평가할 수 있다. 따라서 학습자의 개인차를 정확하게 파악하고 개별 학습지도를 할 수 있으므로 학습자의 능력을 향상 시킬 수 있다.

• Journal of IKEEE
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• v.18 no.4
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• pp.593-602
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• 2014

One of the purposes of an artificial neural netowrk(ANNet) is to implement the largest number of functions as possible with the smallest number of nodes and layers. This paper presents a CoreNet which has a multi-leveled input value and a multi-leveled output value with a 2-layered ANNet, which is the basic structure of an ANNet. I have suggested an equation for calculating the capacity of the CoreNet, which has a p-leveled input and a q-leveled output, as $a_{p,q}={\frac{1}{2}}p(p-1)q^2-{\frac{1}{2}}(p-2)(3p-1)q+(p-1)(p-2)$. I've applied this CoreNet into the simulation model 1(5)-1(6), which has 5 levels of an input and 6 levels of an output with no hidden layers. The simulation result of this model gives, the maximum 219 convergences for the number of implementable functions using the cot(${\sqrt{x}}$) input leveling method. I have also shown that, the 27 functions are implementable by the calculation of weight values(w, ${\theta}$) with the multi-threshold lines in the weight space, which are diverged in the simulation results. Therefore the 246 functions are implementable in the 1(5)-1(6) model, and this coincides with the value from the above eqution $a_{5,6}(=246)$. I also show the implementable function numbering method in the weight space.

• Journal of IKEEE
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• v.15 no.4
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• pp.354-362
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• 2011

One of the unsolved problems in Artificial Neural Networks is related to the capacity of a neural network. This paper presents a CoreNet which has a multi-leveled input and a multi-leveled output as a 2-layered artificial neural network. I have suggested an equation for calculating the capacity of the CoreNet, which has a p-leveled input and a q-leveled output, as $a_{p,q}=\frac{1}{2}p(p-1)q^2-\frac{1}{2}(p-2)(3p-1)q+(p-1)(p-2)$. With an odd value of p and an even value of q, (p-1)(p-2)(q-2)/2 needs to be subtracted further from the above equation. The simulation model 1(3)-1(6) has 3 levels of an input and 6 levels of an output with no hidden layer. The simulation result of this model gives, out of 216 possible functions, 80 convergences for the number of implementable function using the cot(x) input leveling method. I have also shown that, from the simulation result, the two diverged functions become implementable by precalculating the weight values. The simulation result and the precalculation of the weight values give the same result as the above equation in the total number of implementable functions.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2003.05a
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• pp.477-480
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• 2003

The development of distant education on the internet has undergone a great change. However, many of the educational ways force to students to acquire the technical skills by repeatedly practising the contents. These learning styles have certain advantages, for example, providing feedback without delay and constant learning, but they also have disadvantages. For instance, they reduce the motivation and interest level of the students. And if the students don't participate in class, they simply will not improve in their ability. This study provides a solution which will has an influence on the other classes. We can utilize self-learning, interactive and leveled studying with animation and teaching aids.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.165-174
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• 1998

This is the study on a teaching method for improving problem-solving ability in mathematics. If this method is performed step by step in solving problems, learners can approach problems in a variety of ways. This step-by-step teaching method will create some changes among learners. The purpose of this experiment was to determine what effects resulted from this method, especially which effects arose in the affective areas of learning math. For the experiment, learning materials were divided into 73 parts. And the subjects, who are low-leveled and have negative attitudes towards mathematics, were divided into two groups. One group was exposed to this method for four months (treatment group), and the other group(control group) was not. According to the result, though there were few changes, the treatment group came to be more interested in math than before and also negative attitudes towards math were reduced gradually, as compared with the control group. In this study, three factors were investigated: interest in math, attitudes toward math, and learning -achievement in math. Significant changes were found in two factors: interest in math and learning-achievement in math. No significant changes were found in the area of attitudes towards math. In conclusion, if this method is adopted and performed regularly, it is likely that the problem-solving skills will be improved and the negative attitudes towards math will be reduced.

• Proceedings of the Korea Information Processing Society Conference
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• 2013.11a
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• pp.1226-1229
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• 2013

우리의 교육은 다양한 매체의 등장과 기술의 발달로 인해 이러닝, 모바일 러닝, 소셜 러닝, 스마트 러닝에 이르기까지 다양한 방식으로 발전 하고 있다. 빠르게 변화하는 교육환경 속에서 우리가 지금 해야 하는 것은 기술의 발전이 가져다준 미래지향적인 교육 패러다임의 방향을 알고, 교육 현장에 적용하는 것이다. 스마트 시대에 적합한 학습환경을 마련하기 위해서는 이러닝의 주요 학습 환경 구성요소인 학습관리시스템(LMS: Learning Management Systems)의 변화가 매우 중요한 역할을 담당한다. 국내 외 이러닝 분야의 표준은 빠르게 신규 버전이 개발되고 새로운 영역의 표준들이 등장하고 있다. 본 논문에서는 디지털 콘텐츠 및 출판의 융합모델에 대한 표준으로 급부상중인 IMS의 Common Cartridge를 기반으로 하는 수준별 오답분석 시스템을 설계하였다.