• Proceeding of EDISON Challenge
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• 2017.03a
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• pp.703-707
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• 2017

배아줄기세포 유래 심근세포는 심근경색 등으로 심장이 제 기능을 다 하지 못할 때 치료적 목적으로 주사하여 환자의 심기능을 정상화 시키는 데에 쓰인다. 배아줄기세포 유래 심근세포는 페이스메이커 활동을 보이면서 막전압 고정상태에서도 주기적인 일과성 내향전류를 보이는 특징을 갖고 있다. 본 연구는 기존에 발표된 배아줄기세포 유래 심근세포의 시뮬레이션 모델을 이용하여 어떻게 하여 페이스메이커 활동이 나타나는지 그 기전을 밝히고자 하였다. 세포내 모든 이온을 고정하였을 때 모델 세포는 여전히 페이스메이커 활동을 보였다. 근장그물내 칼슘 이온을 고정하였을 때도 모델 세포는 페이스메이커 활동을 보였다. 그러나 Na-Ca 교환 전류를 차단하였을 때는 모델 세포의 페이스메이커 활동이 사라졌는데, 여기서 L-type $Ca^{2+}$ 전류의 칼슘 의존성 비활성화 기전을 제거하자 페이스메이커 활동이 지속되었다. 또한 Na-Ca 교환전류와 L-type $Ca^{2+}$ 전류만으로는 페이스메이커 활동이 보이지 않았으나 L-type $Ca^{2+}$ 전류의 크기를 3배로 증가시키자 페이스메이커 활동이 다시 나타남을 확인하였다. 따라서, 배아줄기세포 유래 심근세포의 페이스메이커 활동은 Na-Ca 교환전류와 L-type $Ca^{2+}$ 전류의 역할이 매우 중요하며, Na-Ca 교환전류는 L-type $Ca^{2+}$ 전류가 비활성화되지 않도록 칼슘 이온의 농도를 조절하는 데에 큰 역할을 하는 것으로 결론을 내렸다.

• Proceeding of EDISON Challenge
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• 2017.03a
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• pp.698-702
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• 2017

배아줄기세포 유래 심근세포는 심근경색 등으로 심장이 제 기능을 다 하지 못할 때 치료적 목적으로 주사하여 환자의 심기능을 정상화 시키는 데에 쓰인다. 배아줄기세포 유래 심근세포는 페이스메이커 활동을 보이면서 막전압 고정상태에서도 주기적인 일과성 내향전류를 보이는 특징을 갖고 있다. 본 연구는 기존에 발표된 배아줄기세포 유래 심근세포의 시뮬레이션 모델을 이용하여 어떻게 하여 페이스메이커 활동이 나타나는지 그 기전을 밝히고자 하였다. 세포내 모든 이온을 고정하였을 때 모델 세포는 여전히 페이스메이커 활동을 보였다. 근장그물내 칼슘 이온을 고정하였을 때도 모델 세포는 페이스메이커 활동을 보였다. 그러나 Na-Ca 교환 전류를 차단하였을 때는 모델 세포의 페이스메이커 활동이 사라졌는데, 여기서 L-type $Ca^{2+}$ 전류의 칼슘 의존성 비활성화 기전을 제거하자 페이스메이커 활동이 지속되었다. 또한 Na-Ca 교환전류와 L-type $Ca^{2+}$ 전류만으로는 페이스메이커 활동이 보이지 않았으나 L-type $Ca^{2+}$ 전류의 크기를 3배로 증가시키자 페이스메이커 활동이 다시 나타남을 확인하였다. 따라서, 배아줄기세포 유래 심근세포의 페이스메이커 활동은 Na-Ca 교환전류와 L-type $Ca^{2+}$ 전류의 역할이 매우 중요하며, Na-Ca 교환전류는 L-type $Ca^{2+}$ 전류가 비활성화되지 않도록 칼슘 이온의 농도를 조절하는 데에 큰 역할을 하는 것으로 결론을 내렸다.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.31 no.1
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• pp.337-356
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• 2020

The purpose of this study is to recommend practical guidelines for developing and operating makerspaces in public libraries. Using the results of prior research, this study examines eight public library makerspaces across key elements, including space, size, staff, equipment, programs, and budget. This study finds that public library makerspaces should be built according to the library's size, budget, and purpose, and should also employ sustainable operating strategies. On that basis, this study suggests three models of guidelines for implementing and developing makerspaces in public libraries: the "craft" makerspace at the basic level, the "studio" makerspace at the intermediate level, and the "platform" makerspace at the regional level.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.483-492
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• 2019

The culture and education are very active with the active policy and support to form the government's Maker Movement. The purpose of this study is to grasp the current status of the education sector of the domestic maker movement, which is increasing recently, and to propose a plan for activating maker education for the development of a positive direction. To this end, first, the current status and problems of domestic maker training are derived through in-depth interviews with existing maker training operators and participants. Second, based on the contents of the interview script, keyword analysis and its characteristics through the qualitative survey analysis program (NVIVO) are identified. Third, based on the analysis results, we propose a plan and development direction for domestic maker education. Based on the educators who performed maker training and the students involved, professional maker teachers were required for the professionalism of education, and the expansion of maker channels and professional networking of participating students was required. In addition, there was a need for specialized programs and appropriate policy support that reflected the characteristics of maker training. This study aims at contributing to the activation of maker education, which is a major field of maker movement, by helping to improve concrete support methods, training related educators, and educational environment for maker education.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.3
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• pp.161-183
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• 2019

This study explores the development strategies, impact, and limitations of public library makerspaces through active case studies. By examining related literature reviews, this study analyzes principles, objectives, programs, services, and strategies of public library makerspaces. Survey results from library staff and makerspace program participants show that both groups perceived the value and the effects of makerspaces positively; however, they suggested the need for greater program variety and accessibility. Additionally, this study evaluates makerspace programs through in-depth interviews with makerspace staff. Interview results raise diverse issues, including the need to further explore the justifications for and values of public library makerspaces, stable funding strategies, and phase-by-phase operating guidelines.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.4
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• pp.137-161
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• 2018

The purpose of this study is identify the awareness and opinion of school librarians and teacher-librarians on the school library maker space. To do this, we used a semi-structured questionnaire to interview and analyzed in-depth telephone interviews of 7 school library professionals qualitatively. The recognition of makerspaces, the necessity of transforming school libraries into makerspaces and maker education, preparations and difficulties of implementation were investigated through the interview. As the result of interview analysis, school library professionals recognized that school library makerspace is essential to fulfill the users needs and important to enhance the library services. Also, school library professionals felt that it is desirable for the school library to function as a center for the in-school maker education program. Other important issues of the makerspace in school library were also identified. The key findings of this study are expected to be used as a momentum to activate the maker education centering on the school library.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.295-309
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• 2021

Maker education has recently been actively practiced under strong governmental support as a nation-wide policy for innovative education, which now had to confront the unexpected challenge and crisis of 'contactless educational environments' due to COVID-19 pandemic. In this context, this study aimed to develop a checklist needed for developing 'contactless maker education program' which still continues to maintain 'maker mindsets' as the goal and direction of maker education, since maker education has been regarded as an alternative educational environment suitable for the 4th industrial revolution age. For this purpose, this study first conducted literature review related to maker education and contactless (i.e. online) education environments, from which several characteristics of the contactless maker education have been extracted. And then, 5 maker education instructors currently conducting the contactless maker education programs in various settings provided feedback on the developed checklist draft, which actually became the final version of the checklist. Considering the current COVID-19 pandemic situation, the checklist for the contactless Maker education might be helpful in preventing to diminish or reduce the educational values and active application of maker education.

• Journal of the Korean Society for Library and Information Science
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• v.52 no.3
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• pp.171-192
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• 2018

With the spread of the maker movement and matching of the standards for the 21st century learners and the maker competencies, there is a social and temporal need for makerspaces building and maker education in school libraries, Prior to the establishment of the school library makerspaces, we intended to investigate the awareness of the school librarian on the creation and operation of the school library makerspaces. For this purpose, a questionnaire was constructed based on the theoretical review and the response data of 171 school librarians were collected through a web survey. Technical statistics, cross-analysis, and ANOVA were conducted using SPSS window 19.0 and content analysis was conducted on open-ended questions. The Questionnaires consisted of questions about whether the school library makerspace was installed or not and necessity, reason, and difficulty in creating and operating the makerspace. As a result of the study, it was found that the establishment of the school library makerspace was very low at 2.3%, and the recognition of the makerspace of the school librarian was below the normal level. On the other hand, the perception of necessity appeared to be more than normal, and the school library was generally considered to be a suitable place for the makerspace installation. However, negative opinions about the school library makerspaces were also raised in various aspects.

• Journal of Korean Library and Information Science Society
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• v.50 no.4
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• pp.223-247
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• 2019

Makerspace is growing rapidly with government support and attention. The purpose of this study is to discuss how to operate makerspaces to meet the direction of university development and to support university education. To the end, this study focuses on (1) explored the concept of makerspace, (2) assessed the best practices for constructing and operating makerspaces among Korean and North American, and finally, (3) suggested the detail methods and precautions for constructing and operating makerspaces in Korean academic library. The data were collected from literature review, on site field survey, in-depth interviews with targeting librarians and telephone interviews, email surveys.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.541-553
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• 2017

Maker education rooted on Maker Movement refers to constructivist learning approach in which students as makers participate in producing visible outcomes through self-directed inquiry and creative hands-on activities in a real life context to solve their personal or social problems. The Maker education, therefore, stresses cultivation of 'maker mindset' in the process-oriented learning environments, pursuing evaluation aspects different from those in the existing educational system. In this context, this study aimed to explore an evaluation framework for the Maker education which reflects the Maker mindset: First, a literature review was conducted to search for the evaluation framework of the maker education which consists of the category of 5 ONs (Minds-on, Hands-on, Hearts-on, Social-on, Acts-on) representing intellectual, physical, emotional, interpersonal and practical aspects, respectively; Second, a Delphi survey for content validity was carried out to confirm the adequacy of the 5 ONs category along with sub-elements for each category. Finally, this study presented the evaluation framework for the Maker education, which is expected to be used as feedback rather than a measuring tool for the process and environments of the Maker education.