• Cartoon and Animation Studies
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• s.38
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• pp.71-91
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• 2015

This study is a process to study the life drawing teaching method considering professional characteristics in animation and has a study objective to design the model and teaching method which applies the strategies considering the creative mechanism of the brain. Recently, study results about integrated teaching method are being announced which apply brain based learning principles as the alternative arguments about teaching methods in each area based on creativeness. In other words, integrated education based on creative mechanism in the brain is applied not only to fine arts and drawing education, but also to the entire areas of the arts. Life drawing is an area which demands comprehensive teaching method that vivid expressions could be skillfully obtained by understanding the communication methods with the objects through cognitive senses, creativeness and movements beyond the structural knowledge about human body. Therefore in this study, the strategies and methods for the skillfulness of life drawing and consequently arranged education model structure drawing are to be designed based on the creativeness, study materials and content factors which were analyzed in previous stages of this study. In order to combine the content factors based on creativeness and study materials of the brain which are the results of previous studies, the conclusion has been reached that 5 step cognitive strategy stages to wake brain senses, flexibilize the brain, purify the brain, integrate the brain and become the master of the brain. Strategic methods to execute this were designed with brain gym, right brain energization drawing and HSP(high-level cognizance) training. Teaching and learning model structure diagram which is designed based on this is to be continued to teaching and learning guidelines during the relevant semesters after the research.

• The KIPS Transactions:PartA
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• v.10A no.4
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• pp.321-330
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• 2003

This paper proposes an agent-based adaptive tutoring system that monitors learning process of learners' and provides learning materials dynamically according to the analyzed learning character. Furthermore, it uses fuzzy concept to evaluate learners' ability and to provide learning materials appropriate to the level of learners'. For this, we design a courseware knowledge structure systematically and then construct a fuzzy level set on the basis of it considering importance of learning targets, difficulty of learning materials and relation degree between learning targets and learning materials. Using agent, monitoring continually the learning process of learners 'inferencing to offer proper hints in case of incorrect answer in learning assesment, composing dynamically learning materials according to the learning feature and the evaluation of assesment, our system implements effectively adaptive instruction system. Moreover, appling the fuzzy concept to the system could naturally consider and ideal with various and uncertain items of learning environment thus could offer more flexible and effective instruction-learning methods.

• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.219-225
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• 2007

21C 정보화, 지식 사회 속에서 교육 분야에서도 교수 학습의 패러다임 변화와 기술의 발달로 다양한 웹 기반 교육 시스템의 개발이 진행되고 있다. 이런 정보화 사회 속에서 학생의 정보 활용 능력의 증진이 중요한 문제로 대두되고 있다. 학교에서의 프로그래밍 교육은 문제 분석 능력, 절차적 문제 해결력, 논리적 사고력 증진 등의 긍정적 역할을 한다. 그러나 7차 교육 과정 중 초 중등학교의 기본 교육과정에서 프로그래밍 교육이 제외 되어 있는 실정이다. 따라서 본 연구에서는 스토리텔링 기법을 활용하여 초등학생의 성장 발달단계에 맞는 비주얼 베이직 학습 시스템 설계를 제안한다. 학습 내용 제시, 설명 등의 따라하기식 학습이 아니라 학습을 하면서 각 목표별로 어떤 내용이 전개될지 스토리텔링을 통해 모험에 따른 상황을 제공한다. 이를 통해 주입식의 학습 전개가 아니라 자기 주도적으로 적극적인 학습을 할 수 있는 환경을 조성한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.05a
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• pp.1031-1034
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• 2005

사회생활을 통하여 직면하게 되는 다양한 형태의 문제들을 해결할 수 있는 사고력을 기르는 것은 교육적으로 매우 중요하다. 특히 남과 더불어 문제를 해결하는 능력이 가장 직접적으로 실현되는 사고 혹은 활동 형태는 바로 토론이다. 또한 토론을 통한 학습은 학습자 중심의 교수-학습 활동으로 교사와 학생 간, 학생과 학생 간의 대화를 활성화함으로써 달성하고자 하는 학습 목표를 학생들 스스로 성취 할 수 있는 길을 열어준다는데 교육적 의의가 크다. 본 논문은 기존의 웹 기반 토론 학습의 제약을 극복하는 것에 초점을 맞추어 웹 기반 토론 학습시스템을 설계하였다. 이러한 웹 기반 토론 학습시스템은 첫째, 원활한 토론 학습을 위하여 실시간 및 비실시간 토론 학습을 모두 제공해야 한다. 둘째, 토론 학습의 사회자 역할, 토론자 역할, 방청객 역할을 두어 과제 중심적 역할 유형과 사회성 촉진적 역할을 모두 실현할 수 있어야 한다. 셋째, 사회자중재를 위한 토론중단 및 토론재개 기능과 방청객 질의 응답 시작과 종료기능을 제공하야야 한다. 넷째, 기존의 웹 토론 학습을 위해 이용되는 게시판이나 대화방은 학습자 평가를 위한 기능이 없고 현장 적용에 어려움이 많기 때문에 웹 토론 학습시스템에 학습자들을 평가할 수 있는 자기평가, 동료평가, 교수자 평가 등의 평가 기능을 제공하여야 한다.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.4
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• pp.103-124
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• 2013

This study investigated how Problem-Based Learning method effects on students' Self-Regulated Learning Strategies especially for the LIS education. For this purpose, the differences in students' self-regulated learning strategies were examined as a pre and a post survey using the same questionnaire. Correlation between cognitive and motivational self-regulated learning strategies was examined, and the details of the SRL's sub-components were measured to see the effects of Problem-based learning. Statistical significance using the paired sample t-test were also conducted. The results revealed that Problem-based learning is effective in improving students' cognitive motivational self-regulated learning and found out the possibilities for a follow-up study for motivational self-regulated learning.

• Journal of Information Management
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• v.41 no.4
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• pp.23-40
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• 2010

The needs for independent 'lifelong learning' is on the rise for the individuals living in today's fast-paced society. As a result, the significance of 'information literacy' as the core requirement for lifelong learning has become widely recognized. Some countries have even established standards for information literacy at the national level, and introduced programs to improve the overall level of information literacy in the school curriculum. In Korea, various studies have been done to identify the importance of information literacy, and also there are increasing offerings of information literacy programs in regular curriculum. Based on the result of self-efficiency assessment by the students who attended the information literacy courses, this study tries to examine the effects of those programs. It consequently confirms that these curriculums resulted in improvement of the information literacy of the students, and also provide some suggestions and guidelines for the design of the curriculum for information based on the findings.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.127-132
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• 2010

창의성은 21세기 지식기반 정보사회를 살아가는 현대인에게 정보홍수에서 새로운 정보를 재창조하는 중요한 능력이다. 그리고, 디지털미디어는 현대인들의 가장 빠르고 쉽게 생각이나 느낌을 표현하는 도구이다. 현 교육현장에서는 학습자의 창의성과 문제해결력 신장을 위해 디지털미디어를 활용한 이미지와 영상을 투입하고 있다. 하지만, 본 연구는 교수자의 입장에서 디지털미디어를 활용한 교수학습자료를 투입하는 것이 아닌, 학습자 스스로가 디지털미디어를 활용하여 자신의 생각을 창의성있게 표현하는데 중점을 두었다. 특히, 디지털미디어 중에서 디지털카메를 활용하여 초등학교 5학년 국어과에서 적합한 학습차시를 선택하여 학습자의 창의력 신장을 위한 수업을 설계하여 적용해 보기로 하였다.

• The KIPS Transactions:PartA
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• v.9A no.4
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• pp.621-630
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• 2002

Web based lecture & learning system has changed the conventional learner-oriented educational environment by adding mutual interactions. From the learner competency-based education. the necessity of the learner-oriented education and the mutual cooperation among the learners has been increased. A project-based education system will achieve a progressive development in understanding and the competency for the job to be performed by the mutual interactions between the learners and between the learners and the lecturer. This paper presents the project-based learning system in order to facilitate and achieve the goals of the industrial business processing system implementations in the ongoing popular Internet environments. In the proposed project-based system, the lecturer presents a problem to be solved and leads the education as a supervisor The learner can maximize the efficiency for study by taking advantage of the learner-oriented comparison study and the patterning.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.529-540
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• 2014

We propose an efficient information science teaching-learning method to improve information-scientific creativity of mathematically and scientifically gifted students. The students are able to improve their creative problem solving and team-work abilities through team project work to resolve a variety of application problem in real world. In the pursuit of this purpose, we designed a new two-stage information science learning method consisted of the standard stage and the application stage, and a new systemic project process. Moreover, we applied small-scale cooperation learning strategies and a multi-dimensional assessment system. The analysis on our proposed model shows that there is a remarkable achievement of educational objectives on cognitive capability, social and affective ability of information science creativity.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.551-560
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• 2011

STEAM education is a topic-based curriculum to integrate the concepts into other subjects such as science, technology, engineering, art and mathematics in order to improve the students' interesting, understanding, integrated thinking and problem solving ability. In this paper, we designed STEAM curriculum in the form of Project-based Learning and developed the material for elementary students. We also developed the android-based application through searching for a utilization of IT simulation for enhancement the students' Project-based Learning effect.