• Journal of Digital Convergence
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• v.11 no.5
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• pp.211-223
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• 2013

In today's rapidly changing business environment, "core value" has been emerging for companies to survive as "going concern" and respond to the conditions of the market environment and prosper together as the uncertainty about the future grows. LG Way states the contents to achieve "Number 1 LG" which is the vision of LG through achieving "Do it the right way and concentrate to what we can do best" which is the LG behavior methods through "value creation for customers" and "management of human dignity" which are LG corporate philosophy. It provides directions of various management activities and institutional development and also provides the foundation of core competencies. the core value provides the future directions in an uncertain business environment and plays an important role in maintaining a continuous going concern through members of the organization and the growth of the organization. Therefore, in order for the core values to be shared among the members of the company, the chief executive officer of the company should present a clearer core value. By conducting continuous monitoring if the members have properly settled, they should be able to conduct going concern by the core value acting as the source of competitive advantage of the company.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.23-31
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• 2024

The purpose of this study is to present the direction of teacher training to the future society by analyzing the key directions for teacher training announced by the Teacher Education and Training Department of the Ministry of Education for the past three years (2021, 2022, and 2023). The research results are as follows. First, there has been no change in the background for teacher training over the past three years. The background for the promotion of teacher training over the past three years is to increase teacher expertise, respond to the future environment, improve the quality of teacher training, and secure momentum for educational policy. The details of the background for the promotion have also remained unchanged over the past three years. Second, the teacher training vision for the past three years is innovation in the teacher training system. To this end, the vision is to lead changes in the future educational environment in 2021, to lead future public education in 2022, and to provide customized educational support for individual students in 2023. In terms of training goals, in 2021, the goal is to continuously develop professionalism appropriate for the life stage of teachers and enhance teacher core competencies suitable for the future educational environment, and in 2022, to strengthen teacher capabilities appropriate for the future education system and secure social trust through enhancing teacher training. In 2023, the focus is on changing classroom teaching through strengthening teacher capabilities suitable for the future education system and improving teacher training. There are three main directions for teacher training over the past three years. First, customized training support, second, strengthening the future training system, and third, improving teacher training. These three are all similar over the past three years. In conclusion, there has been no significant change in the direction of teacher training over the past three years.

• Journal of Korean Library and Information Science Society
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• v.50 no.4
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• pp.249-272
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• 2019

This study aims to investigate the experiences of librarians/staff members who are responsible for facilitating makerspaces in public libraries, including their works and core competencies, their needs and experiences of training, and future plans in makerspaces. To do that, we carried out semi-structured interviews with 11 librarians/staff members and 1 library director from 7 public library makerspaces. Findings show that the participants received financial supports from the government agencies or/and relied on their library budget to run makerspaces. They identified competencies such as technology literacy, domain knowledge, teaching/programming, willingness to learn and curiosity, communication skills, leadership, and design-thinking. They have future plans for expanding spaces, purchasing equipments, program development, and so on. We believe findings could be useful for those who currently manage or plan to implement a public library makerspace by understanding practical issues and training needs in makerspaces.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.11-21
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• 2021

The aim of this study is to examine the effectiveness of learning by running an extracurricular program to make effective learning of unfamiliar and difficult programming education possible for students in the humanities. Analysis of learning-related data for one semester of lectures that were collected from 70 humanities students in departments A and B, data collected from a creative convergence app development contest extracurricular program, and data obtained through a questionnaire show that extracurricular program activities affect academic performance. The results of the core competency diagnosis test for students that was conducted before and after participating in the curriculum showed that core competencies improved for both A and B departments after participating in the curriculum. This study shows that extracurricular program activities can help individuals improve their abilities, while also providing customized guidance to reclusive students to improve their academic performance. By carrying out customized coaching for each department to develop apps related to the major field rather than general apps, we hope for improvements in ability to solve problems by converging with the major field, computational thinking, and creative thinking, in the future.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.177-186
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• 2021

The 2015 revised curriculum is structured around the core competencies of the 21st century, this is in line with the world's flow of education, such as OECD Education 2030. A future practical leading model was studied to provide a variety of creative teaching and learning experiences to elementary and Secondary students using intelligent information technology to cultivate core competencies such as ICT and computing thinking. In order for this practical model to stably settle the school field, the training was planned and operated to strengthen the creative convergence education capacity required by the teachers at the unit school through various types of the training. In particular, a nationwide administrators training program was operated for three years, reflecting the new curriculum, teaching and learning methods, and evaluation that can lead to future convergence talent training. In this paper, the perception of creative convergence education was investigated and analyzed considering the influence that administrators may have on the school field. Based on this, through the three-year operation results of the training, it was intended to establish a new training method for stable access to future creative convergence education under the post-corona era's social issues.

• Journal of the Korea Society of Computer and Information
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• v.27 no.10
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• pp.267-274
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• 2022

The purpose of this study is to investigate the learning satisfaction and perception of the students who have taken the online classes of the Digital Innovation Sharing University in the field of new energy industry, and to analyze the relationship between the learning satisfaction and core competencies. In order to achieve this purpose, the results of the learning satisfaction survey of a total of 470 students who took the digital innovation sharing university classes in the new energy industry were analyzed in both quantitative and qualitative methods. As a result of quantitative analysis, students' learning satisfaction was generally above average, and they were particularly satisfied with the setting and operation of educational goals. In addition, it was found that students' learning satisfaction had a statistically significant effect on students' core competencies. As a result of the qualitative analysis, it was possible to confirm the direction of improvement of the curriculum in the areas of function, operation, and content. Based on the results of this study, it is expected that the digital innovation sharing university curriculum quality management feedback system will be prepared in the future, and it will be the foundation for the continuous establishment of the curriculum quality management system.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.1
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• pp.139-156
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• 2015

The knowledge-based society of the 21st century requires a new kind of professional. Studio education has been the core pedagogical method to bridge the practical world and higher education in the field of landscape architecture. However, it is questioned whether studio classes have truly been performed from the learners' perspectives to solidify the competencies to meet the demands of the changing society. This study tries to draw key issues related to studio pedagogy in order to make a foundation for the improvement of studio classes in landscape architectural education. Five issues regarding landscape architectural studio education have been suggested through the literature review of three categories: the core competencies required for the future professionals, the pedagogical paradigm shift, and the changes along the evolution of landscape professions and curricula. The first issue is suggested as to approach the competencies from the holistic and systematic approach to define landscape architectural professionals for the 21st century. Second, studio classes should be redefined in the context of an entire curriculum, and, as a consequence, the linkage among the individual courses is found to be important. Third, design studio classes need to be restructured to have differentiated pedagogical objectives for the development of the learning phase. Fourth, it becomes crucial to research the pedagogical methodology and the reflective actions of instructors. Finally, it is required to think about what it means to be practical in the context of studio classes and the enhancement of educational infrastructure for the studio classes is to be important.

• Journal of the Korea Convergence Society
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• v.12 no.1
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• pp.143-151
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• 2021

In the era of the Fourth Industrial Revolution, where the importance of cutting-edge technology and software is highlighted, there is a growing need for education to think deeply about humans and the future and foster creative human beings who can contribute to the whole of humanity. This paper proposes a plan to introduce core competencies and evaluations analyzed according to international Baccalaureate orientation so that it can be applied to education using creative storytelling applied to the 『Creative storytelling class that is easy even by yourself』 textbook developed by the Science and Technology in Society Research Center at Jeju University. Furthermore, the proposed core competencies, evaluation criteria, and their measures were applied flexibly to existing classes by incorporating IBs to expand utilization opportunities. I hope this paper will help open up positive possibilities for introducing domestic IBs, and further fostering internationally recognized creative convergence talent.

• Journal of the Korean School Mathematics Society
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• v.22 no.3
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• pp.277-302
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• 2019

In this study, we identified the effects of Self-Reflective Note(SRN) strategy, which used on 'college mathematics' courses, operated as a liberal arts curriculum course in university. For this purpose, we used SRN strategy on 'college mathematics' 3 classes, 'college mathematicsII' 1 class enrolled 95 students, and then analyzed the data. For identifying a change of students' learning, we conducted surveys related to the affective domain, core competencies, satisfaction. From this, we identified the followings. First, the interest, self-confidence, future expectation of students who attended classes in which SRN strategy is used are positively changed. Second, core competencies(self-directed ability, communication ability) of students who attended classes in which SRN strategy is used are improved. Third, the students who attended classes in which SRN strategy is used evaluated such as mathematics learning using the strategy help their mathematics study. Fourth, the students who attended classes in which SRN strategy is used evaluated such as the strategy improved their learning habit, supplemented their weakness, and activate realistic communication between professor and them.

• Women's Health Nursing
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• v.9 no.4
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• pp.410-421
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• 2003

Purpose : The purpose of this study was to develop core competency of midwife practices to improve midwifery education, national examination and clinical practices. Method: Literature and. document review and internet search and survey were used. 127 registered in the Korean Midwifery Association midwives by structured instrument were surveyed to analyze midwife's practices and work situation. Result : Midwifery education program has to be either a post graduate or a graduate program for people with nursing license. Midwifery practice has to be extended to a lifelong health care of all women including non-pregnant women, not just a health care of pregnant women and newborns. Thus, a primary health care of women, laws/ethics, and management skills were included in the core competencies of midwifery practice considering the international trend of future-oriented and extended role of a midwife. Also, newborn care and ability to cope with emergency situations were emphasized based on the midwife´s opinion. Conclusion: This study has to be developed midwifery practices and education and the standard of midwifery practice has to be stated based on that result.