• KLA journal
• /
• v.36 no.4 s.293
• /
• pp.16-24
• /
• 1995

• 대학교육
• /
• s.16
• /
• pp.14-17
• /
• 1985

• 대학교육
• /
• s.155
• /
• pp.26-31
• /
• 2008

• Hwankyungkyoyuk
• /
• v.4 no.1
• /
• pp.9-19
• /
• 1993

• 대학교육
• /
• s.74
• /
• pp.64-73
• /
• 1995

1990년의 '독일통일'은 우리에게 한민족 통일도 이제는 먼 이상이 아니라 현실적 가능성이라는 가슴저린 희망을 한껏 불러 일으켰다. 하지만 '독일통일'이 희망을 주었다면 '통일독일'은 실망과 함께 많은 의문들을 던져주었다. 한반도 통일은 어떤 형식이 될 것인가? 독일식 방식은 불가피한가? 그렇다면 독일이 겪는 통일의 후유증을 극복하고 실질적 통합을 이루기 위해서는 어떻게 해야 하는가? 이를 위해 필요하게 될 통일교육의 기본방향은 무엇인가? 이 글은 독일통일을 원용하여 이러한 통일의 방식, 통일이 제기하는 통합의 문제, 그리고 실질적 통합에 일조를 담당하게 될 통일교육의 방향에 대해 살펴보고자 한다.

• Proceedings of the Korean Information Science Society Conference
• /
• 2004.10c
• /
• pp.646-648
• /
• 2004

컴퓨터와 인터넷의 급속한 보급으로 인해 원격교육(Distance Learning)에 대한 많은 연구가 진행되고 있다. 그러나, 지금까지 대부분의 원격교육 시스템은 웹 기반의(Web-Based) 비동기(asynchronous) 형태로써 피교육자가 이미 제작된 컨텐츠를 다운로드하여 보는 단순한 형태의 교육방식이다. 따라서, 전통적인 면대면(Face-to-Face) 교육방식을 대체할수 있는 원격교육이 되기 위해서는 교육자와 피교육자, 피교육자와 피교육자간에 인지(awareness) 및 상호작용(interaction)이 가능한 원격교육의 기능이 지원되어야 한다. 본 논문에서는 비디오 및 오디오 컨퍼런싱(video and audio conferencing), 텍스트 기반 대화(text-based chat), 선 밀 텍스트 애노테이션이 가능한 슬라이드(slide with line and text annotation)를 제공하고 피교육자에 대한 인지정보(awareness information)를 공유하는 동기식 세미나용 원격교육 시스템을 설계하고 구현하였다.

• Journal of Engineering Education Research
• /
• v.11 no.4
• /
• pp.11-18
• /
• 2008

Companies have been making considerable efforts to develop innovative products for better competitiveness in the market, however, the education curriculum for innovative product development (IPD) in domestic universities needs has not been well developed. The present study was intended to identify the needs of students and practitioners regarding teaching subjects, pedagogical methods, and industry-academia collaboration that can be reflected in the development of IPD education curriculum. Through a literature survey 46 IPD teaching subjects of 7 categories (planning, feasibility analysis, concept development, product design, manufacturing process design, production, and ethics & law) were selected. Opinions on the preferences and importances of the teaching subjects, pedagogical methods, and industry-academia collaboration were collected from 53 college students who took courses of product development and 36 practitioners working in product development. While the students preferred the balanced teaching of all the subject categories, the practitioners suggested planning and concept development be taught with high importance; 6 subjects (product development strategy, customer needs identification, market research, concept generation method, design ideation method, and ergonomic design) received high ratings of preference and importance. The students preferred the mix of various pedagogical methods (lecture, discussion, presentation, practice, and case study) and provided needs on each pedagogical method. Lastly, the students wanted an opportunity of learning through industry-academia collaboration and the practitioners provided ideas for mutual benefits between industry and academia. The needs of students and practitioners identified in the study can be effectively applied to develop a better IPD education curriculum.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.26 no.12
• /
• pp.1898-1907
• /
• 2022

Every year, many shipping companies provide seaman safety education programs periodically to reduce ocean-traffic accidents. However, undertaking the regular safety training for seaman has been difficult because of litimation of space and time. Recently, VR technolgy is received attentions to overcome previous problems. It can provide users educational interactions between a user and virtual environment and fulfill sustainable teaching. In this paper, VR-based safety education content for sailors has been developed, and it includes four programs. Also, survey was conducted with four questionnaires such as immersiveness, easy to experience, satisfaction of education contents, comparative evaluation between traditional education program and VR education contents. As the result, immersiveness questionnaire could be gain 53.83% positive assessment, and easy to experience could be gain 65.38% positive assessment, and satisfaction could be gain 69.23% positive assessment. Lastly, comparative evaluation between traditional education program and VR education contents could be gain about 46% positive and 34% neutral assessments.

• Journal of Elementary Mathematics Education in Korea
• /
• v.22 no.1
• /
• pp.69-92
• /
• 2018

In this study, we analyzed whether 2015 revised elementary school mathematics curriculum 's standards statements reflect the direction of 2015 revised curriculum. For the objectivity of analysis, 128 achievement standards statements were analyzed based on content - centered statements, activity - centered statements, and performance - centered statements by Seo Young - jin 's (2013). As a result of the analysis, it can be seen that the 2015 revision elementary mathematics curriculum achievement standards statements do not contain enough information to expand the mathematical competence of students. To complement this, the achievement standards statements should include more elements than 'content + function', and other criteria should be developed to clearly communicate the meaning of the achievement standards statements. And it is necessary to supplement the expression of 'function' in the achievement standards in order to improve the expression of the elementary school mathematics curriculum achievement standards statements.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2013.07a
• /
• pp.207-208
• /
• 2013

본 연구에서는 대학교 컴퓨터 교양교육에서 활용할 수 있는 동료평가 방안을 탐구하고 그 결과를 분석하고자 한다. 다양한 학습 결과물을 만들어내는 컴퓨터 교육에서는 여러 가지 방식으로 학습자의 학습 결과를 평가하고 있다. 그 중 동료평가를 활용하는 것은 학습자가 스스로 학습 내용을 성찰하고 학습의 맥락을 전체적으로 이해할 수 있는 장점이 있다. 동료평가를 실시하기 위하여 대학교 ICT 관련 교양강의 내용 중 프레젠테이션 관련 내용에 대하여 강의하고 관련된 내용에 대한 평가표를 제작한 다음 각자의 프레젠테이션을 다른 학습자가 평가하는 방식으로 동료평가를 진행하였다. 다양한 학습 결과물 평가를 위해 다양한 평가방식이 컴퓨터 교육에 도입될 필요가 있다.