• (The)Korea Educational Review
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• v.23 no.1
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• pp.231-260
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• 2017

The Fourth Industrial Revolution foreshadows radical changes in our lives. In the era of the fourth industrial revolution called the digital revolution, individualized learning based on ubiquitous learning is emphasized. The contents of learning will be centered on procedural knowledge rather than narrative knowledge, and fusion education in which boundaries between learning domains are broken down will be achieved. First of all, learners in the fourth industrial revolution era should have critical thinking and problem solving abilities. Metacognition based on self-control and cognitive flexibility is important for effective self-directed and active learning. Creativity-based collaborative activities, social vision skills, and social and emotional skills are also important competencies. Therefore, in order to provide individualized learning contents to learners in the fourth industrial revolution era, they should be transformed into learning paradigm based on personal characteristics such as learners' self-efficacy, interest, curiosity and creativity. In addition to this, evaluation forms should be diversified according to changing teaching and learning methods. In order to cultivate teachers to lead such educational innovation, it is necessary to reconsider the teaching capacity. Teachers should be able to construct creative lessons by skillfully exploiting technology in future learning environments. In addition to this, it should also have the ability to collaborate and cognitive flexibility to converge with other academic disciplines. Along with these discussions, we proposed the need for policy intervention along with changes in education.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.11
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• pp.1534-1538
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• 2020

Smart farming education service focuses on the dissemination of farming information that is the farming knowledge, farming skill, and farmer's experiences and knowhow, etc. This farming information is supposed from current activities, farming product and from the experience of farmer on the field. If the information is not available, or if available and not in a form that is amenable to being brought to the end producer then the process stalls at this point. The core component of the automation process for smart farming education service is the creation of a data store which will be a repository for the information of the smart farming education. The farming sector will benefit immensely from the implementation of farming data in farming contents repository which will serve as the knowledge base for the smart farming education service.

• Journal of Digital Convergence
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• v.10 no.10
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• pp.439-445
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• 2012

The aim of the work that is presented in this paper is to develop the new prior educational materials which use the field trip and to present educational possibilities. The QR codes were used to develop the prior materials. The developed materials applied to elementary students who attended to filed trips in 2012. This was practically achieved by the use of smartphone which enhance the learning experience of a physical visit by providing personalized information with QR codes. The results demonstrate the technology supported physical field trips provides significantly improved learning outcomes, increases students curiosity. Furthermore the findings of the study demonstrate that the application of the specific emerging technologies could facilitate the development of advanced learning experiences in field trips, increasing at a significant level the learning outcomes and the motivation of the participating students.