• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.149-170
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• 2020

The purpose of this study was to develop and evaluate a Smart learning-based middle school home economics education plan to improve the online home economics education classes. The educational plan in this study was completed through the process of analysis, design, development, and evaluation. The results of this study are as follows. First, as a result of analyzing consumer life units in the middle school textbooks based on 2015-revised curriculum, Smart learning activities were presented in only two out of the 12 textbooks analyxed. Second, a Smart learning-based middle school home economics education plan was developed in this study with the following characteristics: the topics and contents are structured so that to help learners actively engage in the teaching and learning activities; the education plan to reflects various media and current issues that learners may be interested in; the lesson plans were structured with the premise of online classes; softwares that enable real-time discussion and collaboration are used; and the evaluation method are composed of online activities. Third, the expert evaluation scores for the educational plan and activity materials developed were 4.52 (5-point Likert scale), when averaged across subject, goal, content, teaching/learning activity, and evaluation, and the overall content validity index(CVI) was 0.95. The adequacy of execution, benefit, attractiveness, usefulness, and feasibility were highly with an average of 4.62. Based on the experts' comments, the education plan and activity materials were revised and completed. This study is meaningful in that it developed teaching and learning activities based on online classes after the COVID-19 outbreak, overcoming the limitations of offline classes. It has implications for face-to-face home economics classes due to COVID-19, as it suggests ways to blend online and offline teaching/learning activities depending on the situation.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.2
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• pp.83-95
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• 2016

Strategies for parks and open spaces in the 21st century have moved from focusing on specific elements, such as quantitative growth and ecological and recreational aspects, to green infrastructure, which refers to a multi-functional network of open and green spaces offering a range of benefits. In the case of London, green infrastructure is realised as an integral part of urban infrastructure, involving physical and social infrastructure as well as practical spatial planning at the local level within statutory urban planning as part of a continuously developing green infrastructure framework with a theoretical basis. Taking this perspective, the present study looks at alterations to and developments in green infrastructure policies in the London Plan, the green grid framework as detailed in the city's strategic implementation of green infrastructure. Various trends and characteristics of the policies adopted in the London Plan and some implications are deduced, with three main results being identified. The first is a clear division of roles among the national government, Greater London Authority and borough councils, with local plans established under the guidance of the National Planning Policy Framework (NPPF) and the London Plan. Green infrastructure policies in the London Plan have been applied at a high rate in the boroughs' local plans, which leads to another, linked point. Secondly, green infrastructure policies and the green grid as an implementation framework have been consistently extended and developed through consolidating the London Plan, despite the change of government. Finally, in order to achieve the London Plan, the Mayor of London implemented policies by partnership and supporting programmes for London boroughs. Recently, the Seoul Metropolitan Authority introduced a parks and green spaces development policy, but the London case remains a good example; this is because green infrastructure policies in London were not a manifesto pledge but rather have been continuously and consistently advanced regardless of party politics and thus realised as long-term planning.

• Cartoon and Animation Studies
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• s.47
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• pp.31-52
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• 2017

NCS education was created to realize a society in which skills and abilities are respected, such as transcending specifications, establishing recruitment systems, and developing and disseminating national incompetence standards. At the university level, special lectures and job training are being strengthened to raise industrial experts. Especially, in the field of animation, new technologies are rapidly emerging and demanding convergent talents with various fields. In order to meet these social demands, there is a limit to the existing one-class teaching method. In order to solve this problem, it is necessary to participate in a variety of specialized teachers. In other words, rather than solving problems of students' job training and job creation, It is aimed to solve jointly, Team teaching was suggested as a method for this. The expected effects that can be obtained through this are as follows. First, the field of animation is becoming more diverse and complex. The ability to use NCS job-related skills pools can be matched with professors from other departments to enable a wider range of professional instruction. Second, it is possible to use partial professorships in other departments by actively utilizing professors in the university. This leads to the strengthening of the capacity of teachers in universities. Third, it is possible to build a broader and more integrated educational system through cooperative teaching of professors in other departments. Finally, the advantages of special lectures and mentor support of college professors' pools are broader than those of field specialists. A variety of guidance for students can be made with responsible professors. In other words, time and space constraints can be avoided because the mentor is easily met and guided by the university.