• Journal of Engineering Education Research
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• v.17 no.5
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• pp.13-16
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• 2014

This paper describes the evaluation procedures which was applied to the team teaching-based technical writing and presentation class. Among the various evaluations for the class, three major cases are introduced. Self-established goal evaluation, presentation evaluation and team evaluation are those. Each evaluation is designed to promote or evaluate student activities from the class. And it was found to be effective for team-based writing class.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.20-25
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• 2024

The qualitative effect of class is influenced by the instructor's class design and operation method, but it comes from motivating students to actively participate in class and utilizing potential qualities that lead to student-centered learning. Students' activities and the quality development of class participation can be utilized in presentation-based classes. This could be confirmed through the presentation classes in English language curriculum applied to English major students in Korea. In other words, with presentations conducted in language-theoretic classes such as phonetics/phonology, and syntax, it turned out that immersion in learning, concentration on class, and motivation for learning can be improved, developing systematic self-directed learning ability and cooperative mutual communication ability. Instructors need to lead the direction and design of the classes, but the actual educational effect depends on how students accept the academic tasks, how well they understand the learning contents, and how well they can systematically transmit them to others. In this respect, this study aims to investigate that learner-centered presentation classes contribute to making learners develop their competencies in class design, data utilization, imparting knowledge, and communication, which would bring about the improvement of learning quality and educational effects.

• Proceedings of the Korea Database Society Conference
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• 1998.09a
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• pp.406-420
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• 1998

Users want to browse various stoups of nested attribute values of an object. On the other hand, in case of the presentation of a multimedia object, the form-based presentation is superior to the graph-based presentation. Therefore we propose o form-based presentation transformation scheme that allows users to reorganize the presentation layout to ft the limited screen and to show the values of all the needed attributes. For the representation of the presentation scenario of an object a presentation information class and the presentation transformation operations are defined. We show how these operations transform the default presentation into the wanted presentation by navigating through a multimedia object with the COMIB (COMposite Icon Browser).

• The Journal of Information Technology and Database
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• v.5 no.1
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• pp.109-119
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• 1998

Users want to browse various groups of nested attribute values of an object. On the other hand, in case of the presentation of a multimedia object, the form-based presentation is superior to the graph-based presentation. Therefore we propose a form-based presentation transformation scheme that allows users to reorganize the presentation layout to fit the limited screen and to show the values of all the needed attributes. For the representation of the presentation scenario of an object a presentation information class and the presentation transformation operations are defined. We show how these operations transform the default presentation into the wanted presentation by navigating through a multimedia object with the COMIB (COMposite Icon Browser).

• IMMUNE NETWORK
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• v.6 no.2
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• pp.102-110
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• 2006

Background: Dendritic cells (DC) are professional antigen-presenting cells in the immune system and can induce T cell response against virus infections, microbial pathogens, and tumors. Therefore, immunization using DC loaded with tumor-associated antigens (TAAs) is a powerful method of inducing anti-tumor immunity. For induction of effective anti-tumor immunity, antigens should be efficiently introduced into DC and presented on MHC class I molecules at high levels to activate antigen-specific $CD8^+$ T cells. We have been exploring methods for loading exogenous antigens into APC with high efficiency of Ag presentation. In this study, we tested the effect of the cationic liposome (Lipofectin) for transferring and loading exogenous model antigen (OVA protein) into BM-DC. Methods: Bone marrow-derived DC (EM-DC) were incubated with OVA-Lipofectin complexes and then co-cultured with B3Z cells. B3Z activation, which is expressed as the amount of ${\beta}$-galactosidase induced by TCR stimulation, was determined by an enzymatic assay using ${\beta}$-gal assay system. C57BL/6 mice were immunized with OVA-pulsed DC to monitor the in vivo vaccination effect. After vaccination, mice were inoculated with EG7-OVA tumor cells. Results: BM-DC pulsed with OVA-Lipofectin complexes showed more efficient presentation of OVA-peptide on MHC class I molecules than soluble OVA-pulsed DC. OVA-Lipofectin complexes-pulsed DC pretreated with an inhibitor of MHC class I-mediated antigen presentation, brefeldin A, showed reduced ability in presenting OVA peptide on their surface MHC class I molecules. Finally, immunization of OVA-Lipofectin complexes-pulsed DC protected mice against subsequent tumor challenge. Conclusion: Our data provide evidence that antigen-loading into DC using Lipofectin can promote MHC class I- restricted antigen presentation. Therefore, antigen-loading into DC using Lipofectin can be one of several useful tools for achieving efficient induction of antigen-specific immunity in DC-based immunotherapy.

• International Journal of Contents
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• v.18 no.3
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• pp.58-65
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• 2022

This study proposed a soft skill integration activity for online EFL classrooms and investigated student responses. Toward this end, this study recruited 54 college students taking an English Presentation and Discussion class in South Korea. Participants were assigned into high and low-proficiency groups based on the Test of English for International Communication. This study employed questionnaire, class video recordings, and interview to obtain responses. Moreover, problem-based learning with challenge questions was applied to develop soft skills in online synchronous classes. Responses were examined in terms of whether a difference existed according to English proficiency. Major findings of this study were as follows. Regardless of proficiency levels, participants reported improvements in their IT and problem-solving skills and exhibited positive attitudes toward live online presentations via Zoom. However, this study observed significant differences in communication and teamwork skills, perceived learning, and confidence. Interviews with students with low English proficiency levels revealed that they were negatively affected by the lack of non-verbal cues, mechanical skills, and socialization time provided by online classes. Based on these results, pedagogical implications and directions for future studies are discussed.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.60-63
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• 2012

This paper is about one practical case on applying interdisciplinary collaboration on the education of technical writing and presentation for the engineering students. There are many points for the collaboration on various stages. Points of collaboration from the literature faculty and engineering faculty are discussed. Also collaboration forms in each educational stage are discussed. Finally a practical case of applying the collaboration scheme are described based on a real class example.

• The Journal of Korean Association of Computer Education
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• v.10 no.6
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• pp.51-59
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• 2007

According to developments in info-communication, the recent educational paradigm asks not for a passive transmitter but an active constructor who can solve a variety of complicated problems in real situations. Such a change asks for an educational setting which includes sharing ideas and information rather than simply possessing them. Learning through presentation has many problems including few presentation opportunities as well as the reuse of presentation data. This study suggests such strategies as promoting interactions through presentations and the practical use of these strategies in class. For this, the role of the presentation data provider and learner, and strategies to implement the step by step learning support system have been suggested. Using presentations, as described in this study, allow for communication with students outside the original class time and location. The degree of learning students experience through presentations is expected to be high.

• 대한공업교육학회지
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• v.40 no.1
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• pp.121-141
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• 2015

The study applied a narrative inquiry to the undergraduate interdisciplinary course taught for three years(2012~2014). Narratively I have described interactions among teachers' and students' performing the interdisciplinary consilience course with various situations such as place, curriculum and class interaction. I have specifically illuminated a three-dimensional narrative inquiry space embracing the dilemma of the consilience curriculum, PBL(Problem Based Learning) and TBL(Team Based Learning), and an effective presentation. The result of the study is as follows: First, the ratio of giving lecture is high. The burden of doing project will be reduce if the teacher decreases the lecture up to one fourth, gives students enough time to finish their tasks, and gives them advice for a better project. Second, for opening the interdisciplinary consilience class maintaining previous college curriculum, each department has to put a 'consilience course' on the existing curriculum that allows teachers open the consilience course whenever they need to teach with other department teachers. Third, an effective teaching method using the PBL(Problem Based Learning) in Team Based Learning environment is making students to consider projects as problem situations to solve and to apply the problem situations to PBL method. Lastly, teachers should give students lots of opportunities for presenting what they have learned in the class. Three times of presentation as a team member is ideal in a semester but the way of presenting has to be changed. The students in next year will relieve the tension of 30 minute instead of 15 minute, two days instead of one day for the team presentation.

• Research in Community and Public Health Nursing
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• v.18 no.1
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• pp.156-164
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• 2007

Purpose: This study was to investigate adequate strategies of PBL in community health nursing for learning in the real community situation. Method: Data were collected in a PBL class of 14 third-year students who solved problems and assessed PBL in community health nursing related to visiting nursing and chronic diseases. Results: The students guessed situations diversely, chose learning issues widely and mapped the learning concepts specifically. In the assessment of the presentation, the peers of the same group gave the highest score $29.00{\pm}3.36$, the tutor lowest score $22.83{\pm}5.15$. In 5-point Likerts scale, the group dynamic was highest ($4.18{\pm}.61$) and the presentation was lowest ($3.59{\pm}.84$). Conclusion: The group needs to include students who have experiences in the practice at the health centers. The PBL class should be managed by the block system along with the conventional learning. Students needs to practice the self-directed learning and the presentation in a first semester and then PBL. The introduction of community health nursing begins with the conventional lecture and the programs on life circle and health centers through PBL in the comprehensive curriculums.