• 한국어교육
• /
• 제28권4호
• /
• pp.121-147
• /
• 2017

This study shows the current management status and the results of B University's multicultural creative-HR team's voice training supporters' preparation course that is part of the local funding project at the university. For this, the concept of voice training and educational contents of the multicultural members are first extracted from several documents. Then, a description of the management case of B University's voice training supporters' education course is given regarding the goals, operator of management, propulsion progress, and contents of previous education. For analyzing the management results of this work, in-depth interviews with the supporters and a half-structured survey are conducted with the voice academy main instructors. Moreover, reports of the work results, work journals of supporters and etc. are used for analyzing the results. According to the results of this analysis, the aspect of education, previous education contents, and teaching practicum are not organically connected. A more detailed curriculum about the comprehension ability of practical affairs is needed for managing a classroom. In aspect of management, the preparatory stage of voice training course and the practice stage were not linked, and thus, more cooperation is required with the main instructors. Although the results are limited, the voice training of the supporters' training course has its implications. First, the education of Korean pronunciation and intonation are provided for the supporters, thereby being able to facilitate learner-centered education. Second, it demonstrates in an empirical case that a class can be administered by specializing in Korean pronunciation and intonation. At last, it can provide a chance to practice teaching and offer field experience for students who have a Korean education major.

• 치위생과학회지
• /
• 제22권1호
• /
• pp.9-19
• /
• 2022

Background: The purpose of this study was to identify the differences in the importance of oral pathology learning objectives for instructors and clinical dental hygienists and provide basic data that can guide learning objectives for acquiring practically necessary basic knowledge in the clinical field. Methods: Through the first-stage expert meeting, 27 items with less than four points out of 129 learning objectives in 15 detailed areas were deleted, 12 additional opinions were reflected, 114 learning objectives were set, and a survey was conducted with 253 people. Results: There were statistically significant differences in 92 items after examining the difference between professors and clinical dental hygienists. Among the areas of inflammation and repair, "Can explain the five symptoms of inflammation" had the highest with a score at 4.76 in the case of the professors. Among the areas of tooth damage, "Can explain abrasion" had the highest with a score at 4.61 in the case of the clinical dental hygienists. Conclusion: I would like to propose the existing 15 detail areas and 129 learning objectives as 14 detail areas and 98 learning objectives and strengthen the job competency of dental hygienists in the future. First, you need to develop competencies that are highly relevant to your work. Second, it is necessary to develop related textbooks and educational materials based on revised learning objectives and competencies. Third, based on revised learning objectives, the dental hygienist national examination should be improved. Through these changes in education, the education of oral and maxillofacial disease subjects should strengthen job competencies among dental hygienists with learning objectives that can be applied to actual clinical practice based on basic knowledge rather than knowledge orientation. In addition, it is possible to improve the quality of dental hygiene studies.

• 공학교육연구
• /
• 제20권3호
• /
• pp.25-31
• /
• 2017

As the world enters the era of the Fourth Industrial Revolution, which is represented by advanced technology, it not only changes the industrial field but also the education field. In recent years, Smart Learning has enriched learning by using diverse forms and technologies that utilize vast amount of information about learners' individual knowledge through the emergence of realistic and intelligent contents that combine high technology such as artificial intelligence, big data and virtual reality and there is an increasing interest in intelligent adaptive learning, which can customize individual education. Therefore, the purpose of this study is to explore intelligent adaptive learning method through recent smart education environment, beyond traditional writing-based communication education which is highly dependent on the competency of instructors. In this study, we analyzed the various learner information collected in the communication course and constructed a concrete teaching and learning method of intelligent adaptive learning based on the instructor's intended smart contents. The result of this study is expected to be the basis of highly personalized teaching and learning method of digital method in communication education which is emphasized in the fourth industrial revolution era.

• 무역상무연구
• /
• 제47권
• /
• pp.403-428
• /
• 2010

Our country's sustainable trade growth fundamentally depends on the supply of excellent labors called global trade expert. He or she is required several knowledge and skills not only trade, marketing, information technology, foreign languages but also global mind. Universities have to supply excellent global trade expert to companies according to needs and wants. The object of this paper is to propose some ideas for training of global trade expert of Korea university under global trade environment. First, global companies prefer labors who have not only some skills about specialty and communication skill but also personality on passion, creativity, leadership and so on. Second, The university's curriculum needs to improved in terms of "convergence" and "specialty". In nature, trade major treats lots of subjects such as trade, business adminstration, economics, international law, international commerce, logistics, marketing, etc to catch up changing global business circumstances and companies' needs. Therefore convergence of adjacent field is very important in study and training. Finally, Universities need to use field-specialist to supplement of trade working experience as instructors and practitioners. The concept of convergence and specialty is not separated but harmonious each other.

• Journal of Platform Technology
• /
• 제10권4호
• /
• pp.56-61
• /
• 2022

제4차 산업혁명을 통하여 발견된 다양한 융합기술은 산업에 스며들고 있다. 드론은 융합기술을 기반으로 건설, 교통, 국방 등의 산업에서 활용되고 있다. 회전익 드론 조종은 눈으로 보며 동작시키는 가시권에서부터 GCS를 활용한 원격지 비 가시권까지 다양한 범위에서 활용되고 있다. 산업용 드론을 운영하는 관계자를 분류하면 드론을 직접 활용하는 일반 조종자, 드론 조종자를 양성하는 교관, 드론의 상태를 점검하고 장기간 활용할 수 있게 하는 정비사 등이 있다. 드론 GCS의 화면은 어떠한 형태로 나타나느냐에 따라서 사용자의 빠른 대응, 또는 핵심적인 데이터를 획득할 수 있다. 이에 따라 본 연구에서는 미션플래너 GCS를 대상으로 GUI 특성을 분석하여 사용자에 따른 화면 구성방안을 설계하였다.

• 지식경영연구
• /
• 제9권4호
• /
• pp.17-33
• /
• 2008

This study proposes University 2.0 as a model case of open, flexible, and distributed learning environment for higher education based on theoretical foundations and perspectives. As web 2.0 technologies emerge into the field of education, ways of generating and disseminating information and knowledge have been drastically changed. Professors are no longer the only source of knowledge. Students using internet often become prosumers of knowledge who search and access information through the web as well as publish their own knowledge using the web. A concept and framework of University 2.0 is introduced for implementing the new interactive learning paradigm with an open, flexible and distributed learning environment for higher education. University 2.0 incorporates online and offline learning environments with various educational media. Furthermore, it employs various learning strategies and integrates formal and informal learning through learning communities. Both instructors and students in University 2.0 environment are expected to be active knowledge generators as well as creative designers of their own learning and teaching.

• 수산해양교육연구
• /
• 제29권1호
• /
• pp.169-179
• /
• 2017

The purpose of this research is to identify the overall operation status of the marine program, which operates in the Department attempted, in various qualities and operational programs consisting of lecturers derives the problem, and to the policy proposal accordingly. In order to complete the purpose, to analyzed based on the status of marine programs of the Marine Training Center Chungcheong Cluster of three Education Offices from 2014 until the first half of 2016. In addition to direct visit the scene to confirm the status of the data collected through field surveys and interviews were officials confirm the validity of the data, and also to obtain additional study. In conclusion, First, Establish measures for the reduction of blind spots urgent law. Second, Appliances installed for program development and Instructors training.

• 대한안전경영과학회지
• /
• 제17권3호
• /
• pp.81-88
• /
• 2015

Infrastructure such as tracks, catenary, rolling stock and signaling systems, and close interface with the human factors of train drivers, shunting staff and maintenance staff are required for train operations. Safety management is the most essential part for the functioning of a train. In line with the safety management, each rail operator has a safety guidance system and the Ministry of Land, Infrastructure and Transport operates Railway Safety Inspector system. Safety Inspector System is to train employees working in the field to be aware of rules and regulations, and to improve identified risk factors. Hence, it is necessary to establish systematic training and inspection methods for safety guidance staff and make clear the roles and responsibilities of safety inspectors according to the Occupational Safety and Health Act, and safety instructors for several inspections according to the Railroad Safety Act.

• International Journal of Contents
• /
• 제16권4호
• /
• pp.39-49
• /
• 2020

The goal of this research was to understand the patterns of multidimensional engagement in MOOCs. An email with an online survey link was sent to enrollees in an MOOC course. The survey included 35 questions asking about engagement, teaching presence, and learning persistence. The items were validated in the literature, revised for the MOOC setting, reviewed by four professionals in the field of educational technology, and used in the study. A heterogeneous group of 170 individuals gathered through convenience sampling participated in the study. With cluster analysis of the engagement data, three groups were identified: Cluster1, 2, and 3. Cluster 1 scored high on behavioral, emotional, and cognitive engagement. Cluster 2 scored high on behavioral aspects but low on emotional and cognitive engagement. Cluster 3 scored low on behavioral and cognitive engagement but high on emotional aspects. The study addressed cluster-specific learner characteristics and differences in perceived teaching presence and learning persistence. Design strategies pertaining to each cluster were further discussed. These strategies may guide instructors and practitioners in the design and management of MOOCs and should be further validated through future studies.

• International Journal of Advanced Culture Technology
• /
• 제9권4호
• /
• pp.274-281
• /
• 2021

In the field of artificial intelligence education, discussions on the direction of artificial intelligence education are actively underway, and it is necessary to establish a foundation for future information education. It is necessary to design a creative convergence teaching-learning and evaluation method. Although AI experience coding education has been applied, the evaluation stage is insufficient. In this paper, we propose an evaluation system that can verify the validity of the proposed education model to find a way to supplement the existing learning module. The core components of this proposed system are Assessment-Factor, Self-Diagnosis, Item Bank, and Evaluation Result modules, which are designed to enable system access according to the roles of administrator, instructors and learners. This system enables individualized learning through online and offline connection.