• Electronics and Telecommunications Trends
• /
• v.34 no.6
• /
• pp.100-107
• /
• 2019

Recently, reinforcement learning (RL) has expanded from the research phase of the virtual simulation environment to a wide range of applications, such as autonomous driving, natural language processing, recommendation systems, and disease diagnosis. However, RL is less likely to be used in these complex real-world environments. In contrast, inverse reinforcement learning (IRL) can obtain optimal policies in various situations; furthermore, it can use expert demonstration data to achieve its target task. In particular, IRL is expected to be a key technology for artificial general intelligence research that can successfully perform human intellectual tasks. In this report, we briefly summarize various IRL techniques and research directions.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.4
• /
• pp.259-270
• /
• 2024

This paper introduces a fundamental investigation into the establishment of a framework for integrating fieldwork into special education teacher preparation programs. This paper introduces a comprehensive framework for the implementation of semester-based practicum systems in special education teacher training programs. The paper delineates essential stages including preparation, adaptation, responsibility readiness, mutual responsibility, and evaluation, emphasizing the importance of collaboration, hands-on training, and feedback interactions. Moreover, the study delves into practical learning frameworks such as the Experiential Learning Model, Sociocultural Theory, and the Apprenticeship of Observation Model. It highlights their significance in connecting theoretical concepts with practical applications and in cultivating reflective practices among pre-service special education teachers. Moreover, the study explores two significant practicum models, namely the Class-Academy Model and the Professional Development Schools (PDS) Model, examining their elements, advantages, and impacts on teacher education programs. The paper provides valuable insights into improving the preparation of special education teachers by incorporating structured practicum experiences and innovative models that blend theoretical knowledge with practical application.

• Journal of Labour Economics
• /
• v.26 no.3
• /
• pp.49-75
• /
• 2003

This paper empirically examines multiskill formation as a critical mechanism of human capital accumulation within the firm. We investigate various factors that foster multiskill formation of the employees at the workplace. We also investigate whether and how multiskill formation of the employees, in tum, affect the labor productivity. Our empirical results are summarized as the following. First, skills of the employees are developed along the sequential path rather than the parallel path. They evolve from the simple-skill to the single-skill, and then to the multi-skill state. Second, multi skilling is stimulated by uncertainty factors of the environment and various human resource management practices such as mutual learning among workers, workers' participation in decision making, and job rotation. Third, the increase in the ratio of multiskilled workers in the firm has a positive impact on the growth of the firm's labor productivity. Our analyses show that the labor productivity growth increases by 0.019 with the increase in multi skilling ratio by 0.1. Fourth, uncertainty and human resource management practices had an indirect impact on labor productivity growth only through multiskilling. These results strongly indicate that multiskilling is a result of human capital accumulation fostered by various human resource management practices.

• Journal of The Korean Association For Science Education
• /
• v.41 no.6
• /
• pp.501-517
• /
• 2021

In the present age, when the development of science and technology is leading the changes, this study supports the view that students should possess the literacy to participate democratically and critically in socio-scientific issues, and should be positioned as agentic and participatory citizens. Accordingly, we implemented a club activity that emphasize climate social action for elementary students, and explored how students were positioned in relation to climate change. In this study, position is defined as a complex cluster of rights and duties that students have in relation to climate change. The club activity was implemented throughout 46 sessions from March to July, 2019 for 11 sixth graders of 'H elementary School' in Seoul, and transcripts of video and interviews were analyzed by means of a constant comparison method. In the course of the activity consisting of three steps, the students exhibited different positioning and they are as follows: In the global warming modeling activity for Step 1, students were positioned as 'active learners', but at the same time, they showed a contradiction in being positioned as 'apprentice'. In the student-led research activities inherent to Step 2, they were positioned as 'scientists who design and conduct research' and 'bystanders' due to the controversial nature of SSI knowledge. As students participate in the social actions involved in Step 3, the position changed from 'elementary school students facing difficulty in making a change' to 'participatory citizens creating changes.' This study is significant because it shows students' potential to promote participatory and democratic citizenship through action-oriented SSI activities. In addition, pedagogical approaches were discussed dealing with the contradictions and limitations of positioning.