• Proceedings of the Korea Contents Association Conference
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• 2013.05a
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• pp.193-194
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• 2013

본 연구는 지속적인 창의 인성교육을 위한 수업설계모형을 구안하기 위하여 NFTM-TRIZ를 활용하는데 그 목적을 두었다. NFTM-TRIZ는 TRIZ에 기반하여 유아에서 성인에 이르기까지 '지속적인 창의성 교육'을 할 수 있도록 개발된 교육프로그램이다. TRIZ는 주어진 문제의 모순을 찾아내고 이를 극복함으로써 혁신적인 해결안을 얻도록 하는 창의적 문제해결방법론으로 알려져 있다. 본 연구의 과정은 G 대학교의 교직과목으로 개설된 "교육과정 및 교육평가"를 수강한 3, 4학년 남, 여 학생들을 대상으로 매주 10분씩 창의성 수업을 하고 이에 대한 산출물로 창의적 수업안을 만들고 창의성 수업에 대한 후기를 작성토록 하여 연구결과를 모색했다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.163-167
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• 2012

이 연구는 실무능력이 중시되는 맥락에서 유용한 능력기반 학습환경의 구축방안을 모색해보고, 그 효과성을 실증적으로 탐색하는데 목적이 있다. 이를 위해 기존의 교수설계 패러다임의 발전동향을 토대로 능력기반 학습환경 구축원리를 도출하고, 이른 토대로 일반대학의 교직과목의 하나를 선정하여 구체적인 교수학습 환경을 개발하고, 기본적 실험설계의 틀에 그 효과성을 분석해 보았다. 그 결과 원래 해당 과목이 지향한 3개의 능력 중 2개 능력에서 실험집단이 비교집단보다 향상의 가능성을 보였다. 후속 연구에서는 이 학습환경 모형의 정련화와 아울러 효과검증 방법론을 보다 정련화하고, 표본수 증대를 통한 통계학적 검증이 요청된다.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.165-166
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• 2016

방송통신고등학교는 국가수준 교육과정의 개정 시기를 맞아 방송고 학습자 특성을 반영한 온라인 콘텐츠 설계를 위해서 콘텐츠 질 분석, 수업 구조 분석, 화면 로그인 경로 분석 등을 통해서 시행하고 방송고 온라인 콘텐츠 교수설계 모형을 도출하였다. 이에 따라 본 연구에서 도출한 온라인 콘텐츠 교수설계 모형은 먼저 크게 수업 설계, 수업 실행, 수업 평가로 구성되어 있다. 수업 설계는 학습자 분석, 교수환경분석, 교수 분석, 교수 전략개발의 단계를 가지고 있다. 수업 실행은 수업에 대한 동기 유발, 선수학습 회상, 수업 목표 제시, 수업 내용 제시 및 학습 안내 제공, 수행 행동 유도 및 피드백 제공, 목표 수행 평가, 파지 및 전이 단계를 가지고 있다. 수업 평가는 최종 수업 평가 및 최종 피드백 제공 단계를 가지고 있다.

• Proceedings of The KACE
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• 2018.08a
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• pp.143-146
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• 2018

최근 다양한 tv프로그램과 문화생활로 인하여 다양한 방면에서 역량을 지닌 '창의 융합형 인재'가 떠오르고 있다. 거기에다가 21세기 사회에 접어들면서 정보 기술의 관심도 높아지고 있으며, 2015 정보과 교육과정이 그 증거를 말해 주고 있다. 그리하여, 본 연구에서는 창의 및 융합형 인재를 양성하겠다는 목표를 달성하기 위하여 교육용 정보역량강화 프로그램을 개발하고자 한다. 여기서 사용하는 게임 엔진은 최근에 떠오르고 있는 '유니티'를 사용할 것이며, 교수설계모형의 기초인 ADDIE 교수설계모형을 적용하여 더욱더 효과적인 교육용 정보역량강화 프로그램을 제작하고자 한다.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.1-9
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• 2018

The purpose of this study is to examine the concepts and types of cross-cultural collaborative online learning that enhance the utilization of advanced ICT in education and contribute to the promotion of educational exchanges between countries, and suggest exchange learning design models necessary for the active introduction. For this study, previous studies related to cross-cultural collaborative online learning were examined. As a result, cross-cultural collaborative online learning is an educational method based on constructivism that explore and construct knowledge by interacting and collaborating with students, teachers, and field experts who are linguistically and culturally heterogeneous based on advanced ICT. The type of cross-cultural collaborative online learning could be divided into synchronous exchange learning centered on remote video classes and asynchronous exchange learning centered on website based tasks. A PPIE learning design model considering the characteristics of each type is presented.

• Journal of Korea Multimedia Society
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• v.1 no.2
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• pp.215-223
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• 1998

This paper introduces the method for a design and implementation of an integrated virtual education system WebClass which is based on the World Wide Web and maximizes the interaction among users. Existing virtual education systems did not provide a flexible integration of their functions as they included various interaction functions without user interaction models. We designed an user interaction model for supporting various instructional model and implemented user interfaces of WebClass based on the interaction model. Thus we developed an intergrated virtual education system that is based on user interaction model instead of amalgam of various interaction functions. WebClass support both synchronous and asynchronous sharing functions for user interactions. Our goal was to support and efficient virtual education by maximizing user interaction.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.90-93
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• 2019

Recently, as SW education has been emphasized in college, interest in Computing Thinking (CT) class at the liberal level has increased. In order to effectively educate students, various methods of teaching and learning are required to reduce the burden on CT education and motivation of students. The purpose of this study is to design teaching and learning using ARCS model to improve learners' learning motivation and learning achievement in CT course as liberal arts education. In this study, the learning elements of CT were selected based on previous research on the characteristics of education in the liberal arts education of the university and analysis of the CT content. In addition, Keller 's ARCS learning motive model was selected to match the instructional tactics according to the motivational factors of Attention, Relevance, Confidence, and Satisfaction. In order to effectively teach these CT contents, detailed strategies based on the ARCS model were designed and presented weekly.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.429-440
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• 1996

This study examined the effects of the ARCS model for science education and found a way of improving ARCS while finding any weaknesses. More specific research questions were as follows: 1) Does the ARCS model enhance the learners' achivement in highschool Earth Science significantly?; 2) Does the ARCS model enhance the learners' motivation in highschool Earth Science significantly?; 3) What are the weaknesses of the prescriptions of the ARCS model for designing a lesson, if any?; 4) How can the weaknesses of the prescriptions of the ARCS modeI be overcome? In order to fulfill the purpose of this study, the two major research methodologies were implemented: pretest-posttest control group design and formarive research. This study was conducted in two distinct phases: 1) designing a set of instructions for 4 weeks with the principles of the ARCS model (to find the weaknesses of the ARCS model) and 2) teaching the instructions and checking the effectiveness of the ARCS model by pretest and posttest with control and experimental groups(to find weaknesses of the underlying theory of the ARCS). After the experiment, each group took an achievement test and an attitude test on the given instruction and gathered data were analyzed with t-tests. Also, from each four classes 7$\sim$8 students were randomly sampled and individually interviewed about the instructional effectiveness and their preference on the instructions. The results of this study are summarized as follows: Significant differences between the control group and experimental group are seen in three components; Attention, relevance, and satisfaction. No significant differences are seen in the attitude of confidence. The weakness of the prescriptions of the ARCS model, are insufficient of strategy for 'confidence'. For overcoming the weaknesses of the prescriptions of the ARCS model, developmental type research is needed.

• Korean Journal of Adult Nursing
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• v.28 no.5
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• pp.559-571
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• 2016

Purpose: The purpose of this study is to examine the effects of a competency based safety and quality improving education program for undergraduate nursing students. Methods: A quasi-experimental study of a non-equivalent control group pre and post test design was used. The participants were sixty-eight undergraduate nursing students recruited from the two universities in G and M cities. They were assigned to either a treatment group (n=35) or a comparison group (n=33). A five-day educational program developed based on the ADDIE Instructional Design Model was offered to the treatment group whereas the comparison group did not receive any instruction. Data were collected using self-report structured questionnaires. The data were analyzed using the SPSS/WIN 21.0 with the $x^2$ test, and independent t-test. Results: The students in the treatment group reported significant positive changes for patient safety knowledge, skill and perception of quality and safety competencies. Conclusion: Findings from this study supports that competency based quality improving and safety education program is a useful intervention strategy to promote student's knowledge, skill and perception of quality and safety competencies.

• Journal of Korean Academy of Nursing
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• v.38 no.6
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• pp.831-842
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• 2008

Purpose: The purpose of this study was to develop a web-based senescence preparation education program to promote successful aging. Methods: This program was developed based on Network-Based Instructional System Design (NBISD) model, using the following 5 processes: analysis, design, development, implementation, and evaluation. The program was operated for 10 weeks from March 17 to May 25, 2008. Results: There were 4 menu bars, introduction, related data, lecture room, and communication on the main page. In the operation of this program, HTML, ASP, JAVA Script, Namo web editor, Edit Plus, Front Page and multimedia technology were applied. The program content consisted of understanding elderly people, physical health, activity & exercise, nutrition, medication use, psychological health, intellectual health, understanding death, welfare system and leisure activity. Conclusion: This program could be a useful means to provide senescence preparation information to middle-aged adults. Also, it is expected to offer individualized learning opportunities to many learners in various settings. Nurses should further develop and facilitate various learning strategies including web-based programs for elder care.