• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.113-124
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• 2007

The virtual laboratory is implemented by Java applets and FLASH animations, which provides the learners with improved experimental methods. If the learners have access to the virtual laboratory system through signing up procedure, they can acquire the fundamental concepts and make a virtual experiment on 8051 microcontroller. In addition, we have implemented the remote laboratory for practicing 8051 microcontroller, which can be used to compensate the absence of reality, occurred during virtual laboratory session. Finally, the proposed integration laboratory provides the learners with almost all the same and advantages as a real laboratory environment.

• Proceedings of the KSRS Conference
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• 2004.10a
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• pp.91-94
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• 2004

Ubiquitous sensor network is to manage and collect information autonomously by communicating user around device. Security requirements in Ubiquitous based on sensor network are as follows: a location of sensor, a restriction of performance by low electric power, communication by broadcasting, etc. We propose new mutual authentication protocol using a low power of sensor node. This protocol solved a low power problem by reducing calculation overload of sensor node using two steps, RM(Register Manager) and AM(Authentication Manager). Many operations performing the sensor node itself have a big overload in low power node. Our protocol reduces the operation number from sensor node. Also it is mutual authentication protocol in Ubiquitous network, which satisfies mutual authentication, session key establishment, user and device authentication, MITM attack, confidentiality, integrity, and is safe the security enemy with solving low electric power problem.

• Journal of The Korean Association For Science Education
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• v.41 no.5
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• pp.391-400
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• 2021

This study investigated science education experts' perception of remote laboratory sessions (RLS) provoked by the COVID-19 pandemic. We conducted a total of 10 semi-structured interviews with experts in physics, chemistry, biology, and earth science education. As a result, science education experts primarily understood the RLS concerning pre-service teacher education and reconsidered the aim and goal of conventional laboratory education. On practices of RLS provoked by the COVID-19, they pointed out the learning loss due to deficiency of hands-on experience, decreased interactions between instructor and students, and instructors' increased burden. Meanwhile, they contemplated upon their adaptive implementation of RLS to suggest ways to improve RLS instruction and directions of post-COVID-19 science education. We recommend that RLS should be understood as a complemented version of minds-on teaching rather than a degraded version of hands-on teaching to elicit its full potentials. This study has its own significance providing an in-depth science educational perspective interpreting the RLS phenomena.