• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.505-512
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• 2022

The purpose of this study is to synthesize effects of the living lab-based education through meta-analysis. Seven primary studies reporting the effect of living lab-based education were carefully selected for data analysis. Research questions are as follows. First, what is the overall effect size of the living lab-based education? The overall effect size refers to the effect on the cognitive and affective domains. Second, what is the effect size of the living lab-based education according to categorical variables? Categorical variables are outcome characteristics, study characteristics, and design characteristics. Results are summarized as follows. First, the overall effect size of living lab-based education was 0.347. Second, the effect size according to the cognitive domain was 1.244 for information process, 0.593 for communication, 0.261 for problem solving, and 0.26 for creativity. Third, the effect size according to subject area was shown in the order of electrical and electronic engineering 1.146, technology and home economics 0.489, artificial intelligence 0.379, and practical arts 0.168. Fourth, the effect size according to school level was 1.058 for high school, 0.312 for middle school, and 0.217 for elementary school. Fifth, the effect size by grade level was 0.295 when two or more grades were integrated and 0.294 for a single grade.

• Journal of Engineering Education Research
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• v.21 no.4
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• pp.10-19
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• 2018

This study introduces an engineering design class which is experimental in a sense that it is planned and implemented with three key concepts such as learner-centered education, living lab and community based learning. With the class run in being connected with one regional community in Seoul, it focuses on its educational effects acquired through the living lab-based approach. And this research investigates the student's experiences of when, what and how they learn in a learner-centered class. It shows that, rather than taking professor's one dimensional lectures in classroom, the students learn actively when they face with the problem in the field. Students have come to carry out engineering design from the perspective of stakeholders, not from the supplier or producer's perspective in the process of meeting with the problem in reality. Team based collaborative activities are crucial in the entire design process. More importantly, students' design products have been transformed into more useful and meaningful ones as stakeholders of the local community have participated into the students' works. However, we need to recognize that there are some important issues that need to be solved institutionally and systematically in order for such educations to spread. This study suggests several educational arrangements for those issues.

• Journal of The Korean Association of Information Education
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• v.26 no.2
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• pp.105-120
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• 2022

In addition to the rapid changes in the times caused by the pandemic, the revision of the new curriculum coincides with the change in the proportion of the three elements of learners, society, and subjects that make up the curriculum. In particular, along with the proportion of 'social' in the curriculum, the scope of the word 'educational community' has increased, and the allowable range of curriculum restructuring centered on it has expanded. In order for the intended direction of education to be properly established in the new curriculum, various educational method studies are needed to cultivate newly emerged competencies and literacy. In this study, after selecting the contents and goals of the convergence curriculum based on various criteria for subject selection, the data science program was designed by reconstructing Living Lab's PDIE methodology. As an evaluation factor for this, we tried to analyze the effectiveness of 'creativity', 'problem-solving ability', 'communication ability', 'collaboration ability' among future competencies emphasized in the curriculum. As a result of the study, it was effective in improving creative and communication skills, and this study focuses on verifying the effectiveness of School Living Lab, suggesting the necessity of post-research that expands the application space of research and diversifies the role of educational community subjects.

• The Journal of Korean Society for School & Community Health Education
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• v.20 no.2
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• pp.13-24
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• 2019

Objective: Recently, Korean adolescent has the problems of nutrition unbalance due to bad eating habits. Also, single-parent and step-parent families have consistently increased because of the increase of divorce rates. Adolescent who lives with a single or step family tends to have unhealthy behaviors and habits. The purpose of this study was to analyze relationship between family structure and irregular breakfast among Korean adolescent. Method: We analyzed 60,040 participants from Korean Youth Risk Behavior Web-based Survey 2018. Study variables included family structure and irregular breakfast. Control variables were sex, school, economic status, parent education levels, drinking, smoking and nutrition education. In terms of this study, descriptive, Chi-square and multivariate logistic regression analysis were performed. Results: After adjusting for socio-demographic variables among boys, family structure was associated with irregular breakfast (living with both parents reference group vs living with single-parent : OR 1.250, 95% CI: 1.142, 1.368). Among girls, after adjusting for control variables, family structure was also associated with irregular breakfast (living with both parents reference group vs living with no both parents : OR 1.409, 95% CI: 1.065, 1.865). Conclusion: According to this study, family structure would be a risk factor of adolescent breakfast habit. Nutrition programs for adolescent should consider these factors.

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.57 no.4
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• pp.302-315
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• 2021

In this study, factors such as improvement of a fishing process and safety, reduction of the labor force and headcount and development of the automation technology for offshore (eel and crab) pot fishing vessels were analyzed. A questionnaire survey was conducted to analyze and select the key factors using independent/paired sample t-test and correlation analysis, and a living lab was operated with ship owners, skippers and experts to discuss practical needs of the site. From the result of questionnaire survey and field requirements, it was possible to understand the level of awareness of ship safety, general safety equipment, fishing work process and fishing safety equipment from the point of view of the field. In addition, there were differences in the measurement results of each items because the working environment and experience were different according to the position of the ship owner and the skipper. The results of the questionnaire survey and various perceptions of field stakeholders were reflected when analyzing the fishing system and fishing process to choose the development equipment applicable to the field. From the analysis results, the selected development equipment based on the fishing equipment and process currently in operation are pot washing device, catch separation and fish hold injection device, length limit regulations and bait ejection device after use, automatic main line winding device, bait crusher, automatic (crab) pot hauling separator and so on.

• Educational Technology International
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• v.9 no.2
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• pp.97-121
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• 2008

The purposes of the present study are to describe the design of mobile learning scenarios based on learning sciences theories, and to discuss implications for the future research in this area. To move beyond mere speculations about the abundant possibilities of mobile learning and to make real impact in K-12 school settings, it is critical to conduct school-based research grounded on the learning sciences theories. Towards this end, this paper describes school-based mobile learning projects conducted by a research team at the Learning Sciences Lab in Singapore, and then discusses the possibilities and challenges of mobile learning to further inform future research. Specifically, this paper explores the affordances of mobile technology, such as portability, connectivity and context-sensitivity, to design seamless learning scenarios that bridge formal and informal learning experiences. The authors present a framework for re-conceptualizing different types of learning based on physical settings and intentionality, and then describe two seamless learning scenarios, namely 3Rs and Chinatown Trail, which were implemented in one primary school in Singapore. In conclusion, the authors discuss the affordances of seamless mobile learning for enhancing one's lived experiences to build a living ecological relationship between the person and the environment, and how mobile technology can play a critical role for enabling such lived experiences.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.159-166
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• 2023

Humanities are as crucial as the technology itself in the intelligent information society. Human-centered convergence information technology (IT), which reflects emotional and human nature, can be considered a unique technology with an optimistic outlook in the unpredictable future. Based on this research background, this paper proposed an education model that can improve the IT humanities capabilities of various learners, including elementary and secondary students, prospective teachers, incumbent teachers, school managers, and the general public, through analysis of previous studies on convergence education models. Furthermore, the practical aspects of the proposed model were closely examined so that the proposed education model could be stably incorporated and utilized in the educational field. There are seven strategies for implementing the education model proposed in this paper, including research on textbooks, teaching and learning materials, activation of research results, maker space creation, global joint research, online education operation, developing living lab governance, and diversification of self-sustaining platforms for sustainable and practical education. In the future, validity verification through expert Delphi is required as a follow-up study.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.