• Journal of Digital Contents Society
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• v.9 no.2
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• pp.225-233
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• 2008

Rapid advancement information and communication technologies has introduced various dimension of e-Learning environment such as u-learning(ubiquitous learning), m-learning(mobile learning) and t-learning(television learning). These technologies enabled learners to access learning contents through variety of devices with more flexibility and consistency. In order to implement learning through these multiple environments, basically it is necessary to acquire and process the platform information that contains properties and status of the web-accessing devices. In this study, we introduce the design and implementation of a Platform Analyzer Model which is essential for learning systems that support multi-platform environment. We also present a Interactive DTV-Centered multi-platform learning environment framework using PC, PDA or Mobile phone. Finally, we will discuss the possibility of the multi-platform learning environment with sample scenario and contents.

• Journal of the Korea Computer Graphics Society
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• v.27 no.4
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• pp.1-9
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• 2021

Segmenting the compartments of neurons, such as axons, dendrites, and cell bodies, is helpful in the analysis of neurological phenomena. Recently, there have been several studies to segment the compartments through deep learning. However, this approach has the potential to include errors in the results due to noise in data and differences between training data and actual data. Therefore, in order to use these for actual analysis, it is essential to proofread the results. The proofreading process requires a lot of effort and time because an expert must perform it manually. We propose an interactive neuron structure proofreading method that can more easily correct errors in the segmentation results of a deep learning. This method proofread the neuron structure based on the characteristics of the neuron with structural consistency, so that a high-accuracy proofreading result can be obtained with less interaction.

• International Journal of Computer Science & Network Security
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• v.24 no.5
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• pp.165-171
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• 2024

The processes of society's informatization and digitalization necessitate the widespread use of new pedagogical technologies. Through these technologies, comprehensive disclosure of didactic functions of new methods of educational activity and the realization of the potential and creative potential. The use of information and computer multimedia technologies in teaching music art is especially relevant in the intensification of the development of interactive technologies, the transition to mixed forms of learning, and a period of socio-economic and sociopolitical upheavals. The study aims to substantiate the theoretical and applied principles of the analysis of multimedia technology learning musical art in modern conditions and assess the status and trends in their use in conducting educational activities. The study uses general scientific and unique methods of economic analysis, in particular, analysis and synthesis, analogy and comparison, generalization and systematization, and graphic ways. Regarding the results of the study of multimedia technologies for teaching musical art in current conditions, it was found that they contribute to the development of the seeker's creative, creative, and cognitive activity, have a positive impact on learning material, and diversify the educational process. Multimedia technologies such as presentations, programs for watching a video, listening to audio, music and singing karaoke, electronic encyclopedias, and Internet resources are proven to be the most used in music education. They have several qualitative and quantitative advantages, manifested in the possibilities of audio-visual presentation of educational material and significantly higher information density. It is suggested to strengthen the use of such computer programs as Microsoft Word, Ahead Nero, Finale, Adobe Audition, Sound Forge, and Microsoft PowerPoint for musical art classes.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.53-64
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• 2020

As online learning forms centered on video lectures become more common and constantly increasing, the video-based learning environment applying various educational methods is also changing and developing to enhance learning effectiveness. Learner's log data has emerged for measuring the effectiveness of education in the online learning environment, and various analysis methods of log data are important for learner's customized learning prescriptions. To this end, the study analyzed learner behavior data and predictions of achievement by machine learning in video-based learning environments. As a result, interactive behaviors such as video navigation and comment writing, and learner-led learning behaviors predicted achievement in common in each model. Based on the results, the study provided implications for the design of the video learning environment.

• Journal of Digital Convergence
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• v.13 no.8
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• pp.289-294
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• 2015

This paper proposes an autonomous machine learning method applicable to the BCI(Brain-Computer Interface) is based on the self-organizing Kohonen method, one of the exemplary method of unsupervised learning. In addition we propose control method of learning region and self machine learning rule using an interactive function. The learning region control and machine learning was used to control the side effects caused by interaction function that is based on the self-organizing Kohonen method. After determining the winner neuron, we decided to adjust the connection weights based on the learning rules, and learning region is gradually decreased as the number of learning is increased by the learning. So we proposed the autonomous machine learning to reach to the network equilibrium state by reducing the flow toward the input to weights of output layer neurons.

• Journal of Korea Multimedia Society
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• v.12 no.5
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• pp.757-766
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• 2009

This study presents an adaptive hypermedia learning system which can provide individual learning environment using a learner behavioral model. This system proposes a LBML which can manage learners' learning behavioral information by tracking down such information real-time. The system consists of a collecting system of learning behavioral information and an adaptive learning support system. The collecting system of learning behavioral information uses Web 2.0 technologies and collects learners' learning behavioral information real-time based on a SCORM CMI data model. The collected information is stored as LBML instances of individual learners based on a LBML schema. With the adaptive learning support system, a rule-based learning supporting module and an interactive learning supporting module are developed by analysing LBML instances.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.89-112
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• 2005

This study investigated the effects of collocation-based vocabulary instruction for the experimental group (G2). It was compared to the traditional wordlist-based vocabulary instruction for the control group (G1). This results reflect the development of low level high school EFL learners' vocabulary learning strategy use and the positive change in the affective domain. In the analysis of the survey responses, G1 and G2 did not differ significantly on the first questionnaire. They did, however, differ significantly on the second questionnaire. G2 used more strategies to discover and to consolidate the meaning of the words by means of combining words. In terms of the affective domain, G2 participated more actively in the learning activities, which had a significant effect on vocabulary growth, memory, self-confidence, motivation, and cooperative learning. This is attributable to the fact that G2 was more inquisitive, interested, challenged, participatory, cooperative, and attentive than G1 in performing the vocabulary task activities. Moreover, the data collected from the questionnaire showed that G2 performed more interactive and dynamic activities in solving the given tasks.

• The Journal of Korean Association of Computer Education
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• v.5 no.1
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• pp.67-73
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• 2002

This paper describes the web-based collaborative learning system, in which the constructivism is used as a background theory. We designed and developed three modules (Learner Module, Instructor Module, Administrative Module) to promote the interactive communication between learners and instructors and to enable the self-directed collaborative learning. In addition, the assignment and evaluation sessions are closely linked with each other to ensure the high quality of the system. We expect this research helps to construct the efficient collaborative learning environment using the ICT(Information & Communication Technology).

• Korean Journal of Clinical Pharmacy
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• v.23 no.3
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• pp.278-283
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• 2013

Background: Problem-based learning (PBL) has introduced as an important part of pharmacy education in Korea as it is effective method to help students gain and apply knowledge with development of problem-solving, critical-thinking, and decision-making skills. In order to provide the effective PBL, a number of trained facilitators and suitable PBL rooms are required. However, these become a barrier in Korea as most pharmacy schools have one or two faculty members who majored in clinical pharmacy. Objective: This study was performed to implement and evaluate a modified PBL in gastrointestinal (GI) pharmacotherapy class facilitated by one instructor. Methods: A general information of traditional PBL for 6 hours through 3 days is introduced before initiating GI pharmacotherapy class. After 3 hour-GI pharmacotherapy classes for 6 weeks, modified PBL was implemented with one instructor to facilitate PBL for four small groups with 19 pharmacy students simultaneously. Modified PBL was incorporated with weekly mini-case discussion and presentation. Results: Students completed 15-question survey to evaluate modified PBL course, student performance, group performance, and facilitator performance. Eighty-four percent of students answered modified PBL was helpful to understand what they have learned. Mean score in group performance was higher than that of individual performance during modified PBL course. Overall, students reported modified PBL was useful in knowledge building. Conclusion: Modified PBL model without individual group facilitators in one classroom helped students to achieve self-directed, independent learning skills in an interactive and engaging environment.

• Journal of Power Electronics
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• v.10 no.6
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• pp.628-634
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• 2010

The paper describes aspects regarding an E-learning approach of resonant ac inverters. The learning process is based on "Learning by Doing" paradigm supported by several learning tools: electronic course materials, interactive simulation, laboratory plants and real experiments accessed by Web Publishing Tools under LabVIEW. Built on LabVIEW and accompanied by a robust, flexible and versatile hardware, the experiment allows a comprehensive study by remote controlling and performing real measurements on the inverters. The study is offered in a gradual manner, according to the Leonardo da Vinci project EDIPE ($\b{E}$-learning $\b{D}$istance $\b{I}$nteractive $\b{P}$ractical $\b{E}$ducation) philosophy: theoretical aspects followed by simulations, while in the end the real experiments are investigated. Studying and experimenting access is opened for 24 hours a day, 7 days a week under the Moodle booking system.