• 공학교육연구
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• 제20권3호
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• pp.25-31
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• 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.

• 재활복지
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• 제22권4호
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• pp.153-172
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• 2018

본 연구의 목적은 특수교사를 대상으로 4차 산업혁명시대에 특수교육 분야가 무엇을 준비하고 어떻게 나아가야 하는지에 대한 방향을 찾기 위한 기초연구이다. 이러한 연구 목적을 위해 대구 경북에 재직 중인 특수교사 117명이 설문지 조사에 참여하였다. 주요 연구 결과를 살펴보면 첫째, 특수교사들은'4차 산업혁명'이 특수교육에 긍정적인 영향을 줄 것으로 인식하였으나 교육적 환경은 준비되어 있지 않은 것으로 인식하였다. 또한 특수교사들은 4차 산업혁명을 TV와 같은 매체를 통해 알게 되었고, 4차 산업혁명시대에 요구되는 특수교사의 역할과 역량이 더욱 커진다고 인식하였다. 또한 특수교사들은 4차 산업혁명 기반 특수교육이 유용할 것이며, 이를 위한 특수교육 프로그램 개발 및 보급이 요구된다고 인식하였다. 결론적으로 이 연구는 특수교사들이 바라보는 관점에서 4차 산업혁명을 이해하고 특수교육을 지원하기 위한 기초적 근거자료를 제공하는데 그 의미가 있다.

• 공학교육연구
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• 제9권2호
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• pp.34-51
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• 2006

21세기 지식기반사회의 공학기술자들에게는 전공분야 지식은 물론이고 창의적 사고, 협업능력, 의사 소통능력, 리더쉽 등의 공학기초능력이 요구되고 있다. 공학분야 인재 육성을 책임지고 있는 공과대학도 시대적 요구를 반영한 공학기초능력이 포함된 교육과정 개발에 대해서 고민하고 있다. 이번 연구에서는 공학교육의 질적 제고를 위해 적용되고 있는 국내외 엔지니어증 프로그램 관련 자료를 비롯해서 영국엔지니어링위원회의 UK-SPEC, 호주엔지니어링협회의 EA 기준/핸드북, 미국의 직업정보망 O*NET의 자료를 활용해서 바람직한 공학기술자에게 필요한 공학기초능력을 규명하기 위하여 공학기초능력을 구성하는 핵심요소들을 도출하였다. 추출된 핵심요소들은 인문사회학적 공학소양능력(HSS), 창의공학설계능력(CED), 엔지니어의 자기계발능력(ECD)과 같이 3개 대영역으로 범주화하고, 각각의 범주와 핵심요소들에 대한 산업현장 엔지니어의 델파이조사로 공과대학에서 육성해야 할 공학기초능력을 고찰하였다.

• 경영과정보연구
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• 제3권
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• pp.317-352
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• 1999

The results of a discussion among parties involved in the Industrial Educational Cooperation Program are as follows: 1. Ensure that students in the Continuing Education System have certain work experience as a prerequisite for admission. 2. Studies and evaluation methods should be diversified in order to give students better selection of lectures and credits. 3. Re-education system should be established, and a degree conferred through development of human resources and study terms. 4. Educate students by cooperating between the union of industries and that of the colleges. 5. Students are satisfied about the intensive study by $\ulcorner$2+2$\lrcorner$ joint education which connects junior college and university. 6. Put into practice creative technical education for technological development by learning their classroom studying just as actual practice in the industrial field. I offer strategies for settlement of the Industrial Trust Education mentioned above, and urge the Ministry of Education to comply.

• 기술사
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• 제13권3호
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• pp.60-64
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• 1980

Top manager and factory manager in the small-medium industrial factory in Korea was conscious of industrial education training requirement more than past, it began the Saemaul movement in factory from 1974, and the 1st nation wide meeting of industrial Standardization & Quality control Movement from 1975, etc. It is that industrial education training through the influence of pan-industrial nation with program. Because it is non-system and unplanned that are a short period introduction of industrial education training operation. Now then they are received better apprecation through the information of the program ecommendation and consultancy of industrial education training from coordination with related professional agencies and goverment agency for small-medium industry promotion.

• 한국초등과학교육학회지:초등과학교육
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• 제36권3호
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• pp.286-301
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• 2017

Nowadays, the public as well as science educators pays much attention to the fourth industrial revolution and wonders what will happen to the societies in the future. Thus, this study aimed at predicting the education environment which will be brought from the fourth industrial revolution, and suggesting the solutions or tasks to be investigated in science education. Through the literature review, this study categorized the major changes of future society into a wild fluctuation of job market, the shift from possession-based economy to sharing economy, post-urbanized and distributed system, and the crisis of dehumanization. According to the four major changes, this study predicted the future environment that will occur to the educational system. First, the students should the competences necessary for the future and the school curriculum will be changed in terms of width and depth. Second, sharing economy may bring about the open platform similar to MOOC (Massive Open Online Course) or TED. Third, the manifestation of artificial intelligence in education will enable the individual and paced learning, and thanks to the change, the concept of distributed cognition will be more focused in education research. Fourth, the collaborative learning and character education should be more stressed to resist the dehumanization. This study suggests relevant tasks and issues that should be tackled for the successful change in primary and secondary schools.

• 시큐리티연구
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• 제59호
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• pp.133-159
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• 2019

2013년 시범적으로 도입된 자유학기제는 2016년도부터 모든 중학교에서 전면 실행되었다. 중학교 자유학기제는 학생들의 꿈과 진로탐색을 목적으로 학생 참여형 수업으로 교과목 활동과 자유학기 활동으로 구분되어 진행된다. 자유학기 활동 중 교과목과 연결된 다양한 직업군의 활동이 논의 되고 있지만 중학교 산업보안 교육의 발전 방향에 대한 연구는 미흡한 실정이다. 또한 교육부 지원으로 교사, 학생, 학부모에게 진로에 관한 다양한 정보를 제공하는 진로사이트에서는 진로와 학과 분야 모두에서 산업보안에 대한 정체성이 확립되지 않았다. 이에 본 연구는 자유학기제에 대한 전반적인 이해와 함께 현재 교육부가 운영하는 진로체험망에서 산업보안 키워드 분석을 통하여 진로교육 현황을 살펴보고 산업 보안 교육이 활성화 될 수 있는 추진전략을 모색하였다. 본 연구의 분석결과, 중학교 자유학기제를 통한 산업보안 진로교육 활성화를 위해서는 진로전산망을 통한 산업보안 분야 활성화, 산업보안 교육 프로그램 개발, 산업보안 전문 강사 양성 및 배치, 그리고 산업보안 진로체험 지원시스템 구축이 필요한 것으로 나타났다.

• 공학교육연구
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• 제26권2호
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• pp.23-31
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• 2023

The purpose of this study is to explore the effectiveness of VR-based industrial safety education compared with conventional methods. For the study, three types of safety learning contents(VR-based learning, rule-based learning, and case-based learning) were developed and implemented with three college students groups. The results show that VR-based learning was effective in sustaining learning outcomes compared to other two conventional contents groups. In addition, participants perceived VR-based safety learning is attractive that facilitates their learning motivation and usefulness.

• 경영과정보연구
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• 제7권
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• pp.341-363
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• 2001

The purpose of industry-education cooperation field training is improving students' abilities & skills by working at industrial companies and experiencing how to apply their school knowledge to a real work for some period of time. The followings are recommendable ways of industry-education cooperation field training management to improve the students' adaptability of industrial companies with the most effectiveness (1) Prior to everything, setting the industry-education cooperation field training program to have extreme efficient and managing it with exhaustiveness & intensiveness is necessary. (2) Before sending students to industrial companies for education, the committee must make an inspection of industrial companies to decide whether they have the fine educational value. (3) To assign eve student to proper industrial companies, school authorities must survey the aptitude, desire and ability of each students and peculiarities of each industrial companies. (4) Figure out a way to increase the students' adaptability with a highest degree. (5) To help the employment of students who finished the industry-education cooperation field training with on admirable record, the committee must discuss that matter with industrial companies & students.

• 대한치과기공학회지
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• 제12권1호
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• pp.23-45
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• 1990

This study aimed at inquiring into the basic theory on co-operative education, grasping and analyzing the present situation of the junior health college, the present condition of co-operative education and into problem. and seeking to find a solution to activate the co-operative edcation of the junior health colleges. For this purpose this study compared the co-operative education system in our country with that of foreign countries revolving around the related literature to co-operative education, analyzed it, and the pointed out its problem. And this study classified into the solution of establishing co-operative education system, the solution of consolidating the on-the-spot training system, the solution to activate the co-operative education of the junior health college. First this study suggested three methods as a part of establishing co-operative education system as below. 1. The need to set up the ideology concerning co-operative education. 2. The construction of the advisory committee for co-operative education. 3. The establishment of an agency for co-operative education. And this study suggested nine methods as the method of consolidating the on-the-spot training as below. 1. The execution of the basic research for the on-the-spot training. 2. The reorganization of the existing curriculum into the curriculum the industrial organization requires. 3. The establishing of the system in a closer cooperation with the industrial organization for the on-the-spot training. 4. The participation in solving commonly the problems of the industrial organization and in education. 5. The establishing of the guidance system assuming exclusive charge of the on-the-spot training. 6. The submission of the evaluation sheet for the on-the-spot training. 7. The extension of the period of the on-the-spot training and the reorganization of an educational system. 8. The persistent support for the on-the-spot training at the governmental dimension. 9. The securing of the educational dost spent on the on-the-spot training and the imposition of benefits on the industrial organization.