• International Journal of Contents
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• v.10 no.2
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• pp.1-8
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• 2014

This paper discusses designing an interdisciplinary learning environment to promote learning of the liberal arts for advanced music students in order to expand the boundaries of their education experience beyond the technical mastery of their musical instruments. The paper discusses the utilization of salient features of information, communications, and technology and the use of instructional theory to promote the understanding of how individual pieces of music can be connected to knowledge of the context in which they were created to support the understanding of the relationship between experience in the world and musical composition.

• Journal of Fisheries and Marine Sciences Education
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• v.23 no.3
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• pp.445-460
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• 2011

Recently, worldwide attention has been placed on being able to develop a person with interdisciplinary abilities. Specifically, there has been an emphasis on the integration of the previous STEM education and the arts, as well as the role of IT in technology and engineering education. Therefore, for this study, our goal is to help pave the way for the increased use of the teaching-learning methods of the IT-based STEAM education in developing people with interdisciplinary abilities. Firstly, we searched through domestic and foreign papers for example related to the recent trend towards the STEAM and integrative IT education models. In this study, we also presented a realistic teaching model based on STEAM education, applied mainly in the U.S., and on the teaching-learning methods of science and technology. The method we suggested is rated by expert assessments as a highly effective teaching-learning method for science and math. The use of educational IT technology in the STEAM education method is also analyzed with positive results.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.7
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• pp.37-47
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• 2017

The purpose of this study is to investigate how flip learning based interdisciplinary fusion creativity promotion program using movie is effective for university students creativity and fusion talent literacy. To do this, we conducted a total of 15 sessions for a total of 89 students from 44 college students and 45 non - attendance college students who attended the "Creative Fusion Creative Encounters with Film" course at Busan Metropolitan City. The collected data were analyzed by independent sample t-test using SPSS 23.0 program. The results of this study are as follows. First, flip learning based interdisciplinary fusion creativity enhancement program using movie was significant in the order of patience / attachment, humor, self - confidence, imagination, openness, independence, and curiosity in the creativity sub - domain of college students. Second, flip learning - based interdisciplinary convergence creativity enhancement programs using movies were found to have a significant effect in the order of convergence, care, communication, and creativity in the sub - areas of university students' literacy achievement. The findings of the study proved the educational effects of the interdisciplinary creativity promotion program that was based on movie-assisted flipped learning, and this study is expected to suggest some of the right directions for education-based interdisciplinary research and to give some suggestions on that.

• Journal of Biomedical Engineering Research
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• v.43 no.2
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• pp.102-108
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• 2022

Purpose: To propose a deep learning-based clinical decision support technique for laryngeal disease on epiglottis, tongue and vocal cords. Materials and Methods: A total of 873 laryngeal endoscopic images were acquired from the PACS database of Pusan N ational University Yangsan Hospital. and VGG16 model was applied with transfer learning and fine-tuning. Results: The values of precision, recall, accuracy and F1-score for test dataset were 0.94, 0.97, 0.95 and 0.95 for epiglottis images, 0.91, 1.00, 0.95 and 0.95 for tongue images, and 0.90, 0.64, 0.73 and 0.75 for vocal cord images, respectively. Conclusion: Experimental results demonstrated that the proposed model have a potential as a tool for decision-supporting of otolaryngologist during manual inspection of laryngeal endoscopic images.

• Journal of Engineering Education Research
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• v.19 no.1
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• pp.37-46
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• 2016

The purposes of the study were to examine engineering students' concerns and problems while they were choosing a project topic in interdisciplinary collaboration and to suggest ways to support them in an early stage of collaboration phase. To answer the research questions, we conducted a case study with engineering participants in GCTI 2015, an interdisciplinary collaborative and creative group project. Multiple data sources including focus group interviews, online survey and researchers' observation notes were used to triangulate research findings. We found four main concerns of engineering students. These concerns include (1) lack of self-efficacy, (2) limited resources, (3) lack of shared, meaningful, and common goals, and (4) lack of content knowledge. Based on these concerns we proposed four supports in an early stage of the collaborative project. These supports includes (1) implementing an orientation program, (2) providing opportunities for social interactions, (3) providing expert feedback, and (4) providing consultation for team building.

• Journal of Engineering Education Research
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• v.9 no.4
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• pp.10-18
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• 2006

Today it is critical for all engineers to have the capability of interacting in teams with members of different background and to meet the challenges that they will encounters in their careers. To satisfy such needs multidisciplinary engineering-design courses are attracting more attentions than ever in the engineering education community. In this paper we analyze the learning effectiveness of interdisciplinary design teams in an engineering design course in Dongguk University. The comparison analysis between monodisciplinary teams and interdisciplinary ones demonstrates higher learning effectiveness of interdisciplinary teams. In addition, the student evaluation of learning effectiveness points out that communication skill is one of the most important factors for a successful project. Such results show that multidisciplinary design courses must gain wider acceptance in engineering education and engineering students must have more chances to experience multidisciplinary teamwork.

• 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.

• Genomics & Informatics
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• v.19 no.1
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• pp.11.1-11.8
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• 2021

For the novel coronavirus disease 2019 (COVID-19), predictive modeling, in the literature, uses broadly susceptible exposed infected recoverd (SEIR)/SIR, agent-based, curve-fitting models. Governments and legislative bodies rely on insights from prediction models to suggest new policies and to assess the effectiveness of enforced policies. Therefore, access to accurate outbreak prediction models is essential to obtain insights into the likely spread and consequences of infectious diseases. The objective of this study is to predict the future COVID-19 situation of Korea. Here, we employed 5 models for this analysis; SEIR, local linear regression (LLR), negative binomial (NB) regression, segment Poisson, deep-learning based long short-term memory models (LSTM) and tree based gradient boosting machine (GBM). After prediction, model performance comparison was evelauated using relative mean squared errors (RMSE) for two sets of train (January 20, 2020-December 31, 2020 and January 20, 2020-January 31, 2021) and testing data (January 1, 2021-February 28, 2021 and February 1, 2021-February 28, 2021) . Except for segmented Poisson model, the other models predicted a decline in the daily confirmed cases in the country for the coming future. RMSE values' comparison showed that LLR, GBM, SEIR, NB, and LSTM respectively, performed well in the forecasting of the pandemic situation of the country. A good understanding of the epidemic dynamics would greatly enhance the control and prevention of COVID-19 and other infectious diseases. Therefore, with increasing daily confirmed cases since this year, these results could help in the pandemic response by informing decisions about planning, resource allocation, and decision concerning social distancing policies.

• Journal of Korea Multimedia Society
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• v.24 no.9
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• pp.1224-1241
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• 2021

Recent development of deep learning techniques for image generation has led to straightforward generation of sophisticated deepfakes. However, as a result, privacy violations through deepfakes has also became increased. To solve this issue, a number of techniques for deepfake detection have been proposed, which are mainly focused on RGB channel-based analysis. Although existing studies have suggested the effectiveness of other color model-based analysis (i.e., Grayscale), their effectiveness has not been quantitatively validated yet. Thus, in this paper, we compare the effectiveness of Grayscale channel-based analysis with RGB channel-based analysis in deepfake detection. Based on the selected CNN-based models and deepfake datasets, we measured the performance of each color model-based analysis in terms of accuracy and time. The evaluation results confirmed that Grayscale channel-based analysis performs better than RGB-channel analysis in several cases.

• Research in Mathematical Education
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• v.24 no.3
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.