• Journal of Korean Institute of Industrial Engineers
• /
• v.18 no.1
• /
• pp.121-139
• /
• 1992

AGVS(Automated Guided Vehicle Systems) in material handling have been used widely since late 1970s. Implementation of an AGVS generally requires substantial study to optimize the design and performance of guide-paths. Traditional mathematical approaches have been used with limited success to analyze AGVS. These approaches, however, do not provide a practical tool for guide-path designers. This paper presents a new approach based on rules in designing and assessing AGV guide-paths to improve the design of a closed-loop layout. A framework for the integrated approach is proposed, problem solving procedures are explained, and a case study is reported to demonstrate the framework. Deletion of seldom used guide-paths, and addition of bypasses to solve the congestion problem, are conducted interactively and iteratively through simulation experiments. To visualize the results, a graphic control program is developed and integrated with the AutoMod/AutoGram simulation package.

• Journal of Korean Elementary Science Education
• /
• v.37 no.2
• /
• pp.93-109
• /
• 2018

The purpose of this study was to analyze the character of the creative design processes that appear at the creative design stage of the design thinking based on STEAM class and what factors affect the creative design process. Students who served as the subjects of this study were 4 elementary school students. We developed the design thinking based on STEAM program to look more specific the creative design process. The project was conducted with a total of 12 sheets of paper materials. The conclusions of this study are as follows. First, the problem solving process of the design thinking based on STEAM classes is not anticipatory and is cyclical and complex. So, teachers should provide sufficient time for students to create and simulate ideas and accept the solving problems through trial and error. Second, Having presented the STEAM class as a practical problem in the real world, there was less fear of students' failure and heightened motivation and enthusiasm. Providing with the real topic and open questions in classrooms can lead to students' voluntary participation in the classroom. Third, In the design thinking based on STEAM class, students develop concrete ideas through visualization courses. The group of students made the best solutions through communication.

• Journal of the Korea Fashion and Costume Design Association
• /
• v.19 no.2
• /
• pp.49-61
• /
• 2017

The purpose of this study was to develop an educational program designed to allow students to experience 'up-cycling' first-hand during class and understand its significance by helping them improving their practical problem-solving abilities. Teachers of home economics, Korean, and social studies to third grade middle schooler were asked to analyze the curriculums of their subjects. The analysis results were then used to identify common elements among the units, reconstruct the curriculums, and develop an integrated lesson program to offer integrated activities. Based on these, a lesson program was developed to make an eco-bag and running shoes under the theme of 'up-cycling' in the unit of 'environmentally-friendly clothing and mending of clothes' in the home economics subject. The results were as follows: First, a topical fusion lesson program was developed to integrate three subjects together. The development process involved the integration of the topic of up-cycling, a program model for integrated lessons, and a teaching and learning process plan for topical integrated education. Secondly, a lesson program for home economics was developed that was applicable to actual home economics lessons based on the topical integrated lesson program. The lesson domains were divided into large, medium, and small to create a ten-lesson teaching and learning process plan needed for the lessons, teaching materials that could be put to actual uses in lessons, and activity and evaluation logs for learners.

• The Journal of the Korea Contents Association
• /
• v.18 no.8
• /
• pp.9-17
• /
• 2018

Heterogeneous high performance computing systems are gaining acceptance as the environments for computational scientific simulations of various application fields. Those computing systems, however, have been mostly used with the legacy consoles, resulting in the severe decrement of accessibility and usability of heterogeneous computing assets. To solve this problem, this paper presents the design and implementation of web-based computational science simulation management program. The proposed program provides fundamental primitives including user authentication, data management, physical/virtual computing resource management, job management, etc. that can be used to manage different kinds of simulations efficiently, and also offers highly extensible feature through a modular plug-in architecture. We also present the best practical examples of applications (e.g., scientific simulation education and bio-medical) to confirm our program's effectiveness.

• Journal of Practical Engineering Education
• /
• v.15 no.2
• /
• pp.401-408
• /
• 2023

In this study, a career exploration program was developed for athletic students. Therefore, existing research on career exploration for athletics was analyzed, requirements were identified, and a learning plan was designed. Based on this, a step-by-step educational program was developed. In addition, since research on career exploration for athletic students was not active in previous studies, 'problem definition' - 'data collection' - 'data preprocessing' - 'data analysis' by referring to existing career exploration studies that were studied in the school field. - 'Data visualization' - 'Simulation analysis' were divided into stages to conduct the study. Through this study, it is expected that research on vocational education for athletic students will be more active.

• Human Ecology Research
• /
• v.52 no.6
• /
• pp.669-682
• /
• 2014

The purpose of this study is to present a practical class design model that applies the problem-based learning (PBL) method to the subject of home economics. To begin with, a specific class model example was developed by conducting thorough document research and expert consulting. Two modules, named "Click! Global Leisure Environment" and "Happy Leisure Product Launching" were presented as the PBL questions. The case study focused upon in this research is an elective course called "Leisure Culture and Life Management". The 21 students enrolled in this course were considered in this study. Two teaching methods, namely a face-to-face teaching method and a web-based system "Snowboard" teaching method, were used to run the class. The research results are as follows: first, theoretical research and program development and demonstration were practiced with five different age groups: childhood, adolescence, university student, middle age, and senescence. Then, selfevaluation, peer evaluation, and group evaluation were conducted to motivate the students. Finally, a class evaluation was conducted by questioning the lecturer, who ranked well, scoring higher than or equal to 4.0 points out of 5.0 on all the questions. Through the PBL method, students showed an improved study attitude with more proactive participation in the class, they strengthened their communication skills and created a synergy with their team members. This study has significant meaning because it is the first research to apply the PBL method to home economics. Therefore, we expect other curricula to apply PBL and fully utilize this teaching method as well in the future.

• Educational Technology International
• /
• v.7 no.2
• /
• pp.93-106
• /
• 2006

The knowledge-based society increasingly demands professionals possessing essential knowledge, and the ability to use this knowledge effectively in their work settings. In response to the requirement for these professionals, PBL is a promising educational method. This paper suggests an educational development program for faculty to implement problem-based learning(PBL). To implement PBL at the higher educational level, there is a need for a systemic approach. First, a well-designed educational plan for PBL is necessary. Before implementing PBL, both the instructor and the students should be prepared. Faculty members should be well informed on the characteristics of PBL, effective tutoring or facilitation skills, and how to design problems reflecting features of their own academic subject areas. Students also have to know the characteristics of PBL. Both of these groups need to be trained through workshops rather than through lectures. Second, a phase of design and implementation of PBL is necessary. PBL methods may seem to be intuitive and even unstructured because a problem is, in nature, unstructured and authentic. However, a closer look at PBL reveals that it is complex, carefully designed, and highly structured activity. Therefore, if it is poorly and incompletely designed, PBL can be a frustrating and exhausting experience for students and faculty members. Well-designed PBL can be an exhilarating and rewarding experience for both of them. Third, a phase of sharing PBL experiences is important: faculty members who have implemented PBL are required to share their experiences to help others enhance tutoring skills, and acquire practical information of students, contents, and what happened during PBL, and to develop PBL model in a specific domain. Based on the developed PBL model in a specific domain, PBL can be expanded and stabilized at the university level.

• Journal of The Korean Association of Information Education
• /
• v.14 no.1
• /
• pp.35-44
• /
• 2010

Robots have been recognized as effective tools to promote high level thinking such as creativeness and problem solving that are crucial in Intelligence & Information era. However, robot education in Korea is more concerned with assembling, traveling and programing, while robot education in foreign countries are incorporated with educational courses, being utilized in various ways. Essentially, robot is a multifunctioning device of planning, assembling, operation and problem solving. As it is able to provide practical educational experience, it will positively influence in motivation and accomplishment if being incorporated with educational courses. Therefore, this study compared domestic and foreign robot education cases, while establishing the framework of course incorporated robot education based on analysis of robot mechanism, the 7th curriculum and its activities. We developed robot utilizing educational program by each grade and subject. In addition, this program is reviewed by experts to verify its adequateness, reality and usefulness based on which it was revised and supplemented.

• Journal of Korean Home Economics Education Association
• /
• v.20 no.4
• /
• pp.19-42
• /
• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• Journal of the Korea Institute of Information Security & Cryptology
• /
• v.29 no.5
• /
• pp.1039-1048
• /
• 2019

Symbolic execution, an automatic search method for vulnerability verification, has been technically improved over the last few years. However, it is still not practical to analyze the program using only the symbolic execution itself. One of the biggest reasons is that because of the path explosion problem that occurs during program analysis, there is not enough memory, and you can not find the solution of all paths in the program using symbolic execution. Thus, it is practical for the analyst to construct a path for symbolic execution to a target with vulnerability rather than solving all paths. In this paper, we propose a static analysis - based backward CFG(Control Flow Graph) generation technique that can be used in symbolic execution for program analysis. With the creation of a backward CFG, an analyst can select potential vulnerable points, and the backward path generated from that point can be used for future symbolic execution. We conducted experiments with Linux binaries(x86), and indeed showed that potential vulnerability selection and backward CFG path generation were possible in a variety of binary situations.