• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.15 no.4
• /
• pp.263-275
• /
• 2020

In the vortex of change, commonly referred to as the Fourth Industrial Revolution, Korea has a national task of changing the paradigm of economic growth from a chase-type economic structure to a leading one. The era has come when all resources of the country, as well as the government and businesses, must join in innovation and growth in order to maintain the pace of sustained economic development, and significantly advanced countries are stimulating members' innovation activities with various policies and systems as they enter the 21st century. South Korea is also making efforts to create an open creative space referred to as Makerspace or Fab Lab, to create an innovative voluntary environment for its citizens. This study explored factors that Makerspace, which is proliferating in Korea, should consider to secure development and sustainability as an innovation (start-up) space. Through prior research, openness and expertise were derived from the characteristics of Makerspace, and expert interviews confirmed that the capabilities lacking in Makerspace and the capabilities to be secured in the future are openness and professionalism. Also, specific components of openness and professionalism were presented through prior research, and implications for each subject's Makerspace were presented, such as openness, professionalism, and commercialization.

• The Journal of the Korea Contents Association
• /
• v.21 no.4
• /
• pp.707-722
• /
• 2021

The need for Maker Education has received attention as an educational environment for cultivating the active and creative ability that can solve new problems in this era, and it is applied in various educational fields. Many of them use Design Thinking as a stage of maker activities. However, the educational value of each concept has not been magnified, since maker programs are designed by simply borrowing steps without considering the similar but different features of them. Therefore, this study developed a model of Maker Education utilizing Design Thinking based on complementary relationships. To this end, formative research methodology was conducted by the following procedures, developing a draft, conducting a formative evaluation, and completing the final model. As a result, the stages of Maker Education were visualized and detailed activities and instructing strategies in each step by reflecting the features of Maker Education, the autonomy of the learner and producing visible outputs using various tools and materials, and Design Thinking, the specific process of solving problems and enabling social participation.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.77-84
• /
• 2021

The purpose of this study is to propose AI maker coding education as a way to improve computational thinking(CT), which is an essential competence for problem-solving capability in modern society, and to analyze the effectiveness of this education on improving CT in elementary school students. For the research, 5 students from 4th graders and 5 students from 6th graders were recruited, and AI maker coding education was planned in 8 sessions to form classes from basic block coding and maker education to real-life problem solving. To analyze the effectiveness of AI maker coding education, pre- and post-CT examinations were performed. The test results confirmed that AI maker coding education had a significant effect on "abstraction", "algorithm", and "data processing" in the five CT components, and confirmed that there was no correlation in "problem resolution" and "automation". Overall, the average score of all students increased, and the deviation between students decreased, confirming that AI maker coding education was effective in improving CT.

• Journal of the Korean Society for Library and Information Science
• /
• v.52 no.3
• /
• pp.171-192
• /
• 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 Elementary Science Education
• /
• v.42 no.3
• /
• pp.399-408
• /
• 2023

This study developed and applied a maker education program for an elementary school's science unit on 'Animal Life'. It examined the program's impact on students' academic achievement and creative problem-solving ability. The theme of the maker education program was 'creating a robot virtual reality (VR) exhibition hall mimicking animal characteristics'. It explored scientific concepts and creatively created a robot VR exhibition hall in accordance with the TMI maker education model. Findings revealed that the program significantly improved students' academic achievement and creative problem-solving ability (p<.05). This study provides evidence for the effectiveness of maker education in elementary school science classes and suggests that using maker education can increase students' interest in and engagement with science learning. To implement maker education more actively in elementary school science classes, stakeholders should develop various topics and programs. Additional research investigating the effectiveness of maker education in different age groups and various other areas of elementary science education is required to generalize the results of this study. Moreover, educational and teacher capacity building is required for educators to utilize maker education effectively.

• Journal of Korean Library and Information Science Society
• /
• v.54 no.4
• /
• pp.151-178
• /
• 2023

At a time when libraries are attracting attention as institutions and spaces that can foster future capabilities, this study conducts a general survey of the current status of public library programs related to the future capabilities and investigate the social awareness on libraries and future capabilities through big data analysis. As a result, first, programs are being planned and provided with the keyword of future capabilities, but most of them are limited to makerspace programs, edutech programs, and experience programs. Also, the detailed types of programs are limited to 3D print, coding, AR, VR, etc. In addition, current library programs related to future capabilities are not subdivided by each competency, these programs are provided in the comprehensive sense of future competency. Second, in the awareness survey through big data analysis, education, future capabilities, and libraries were found to be highly frequent, and it was seen that library reading, books, culture, and programs were related to strengthening future capabilities. Accordingly, in the future, libraries need to develop and provide systematic programs to cultivate future capabilities, and there is also a need to develop future capabilities improvement programs that take the life cycle into account.

• Journal of Korean Library and Information Science Society
• /
• v.52 no.3
• /
• pp.177-196
• /
• 2021

The purpose of this study is to analyze priorities of competencies and to find the direction of development of teacher librarian training and retraining program. A total of 238 subjects were used for the final analysis. They were analayzed using IPA, Borich's needs analysis and the Locus for Focus model. As a result, First, teacher librarians perceived that the importance and performance of teacher and manager competency were higher than information specialist and cooperative leader. Second, they needed competencies of data-science, coding, Internet of Things in the field of information specialist as changing educational environment. Third, they needed competencies of information ethics, copyright instruction, and digital and media literacy education in the field of teacher. Fourth, they needed competencies of facility designing for future education, online and offline school library marketing skills, and establishment of makerspaces and learning commons in the field of ibrary manager. Fifth, they needed competencies of library based instruction, library cooperative instruction, and building a collection related to subject in the field of cooperative leader. Sixth, the highest required competency for teacher librarians was suggested for teacher librarians' role area.

• Proceedings of the KIEE Conference
• /
• 2008.07a
• /
• pp.1324-1325
• /
• 2008

근래 선진 중전기 메이커에서는 차단기, GIS 등의 전통적인 단품 위주에서 탈피하여 전력 IT 기술을 접목한 전력기기/변전소 자동화를 강력하게 추진하고 있다. 특히 전체 변전소를 감시, 제어, 계측, 보호할 수 있도록 전력 IT 기술을 기반으로 한 IEC 61850 적용 변전소 종합 자동화 시스템 개발에 역량을 집중하고 있다. 본 논문에서는 당사에서 개발한 최신 IT 기술을 적용한 IEC 61850 기반 170㎸ GIS용 Bay Controller 관련 구성, 기능, 성능시험 결과에 대해 기술하며, 변전소 내 노이즈로 인해 유발될 수 있는 전자장치 오동작 등을 보증하기 위해 실시한 전자파 장해시험 결과와 GIS와 동일한 환경에 설치되므로 온/습도, 진동/충격시험을 관련 국제규격인 IEC 60255-6, IEC 60255-21-1, 2, 3에 의거하여 실시한 내용을 기술하도록 한다.

• Journal of Engineering Education Research
• /
• v.24 no.2
• /
• pp.12-19
• /
• 2021

Recently, the need of the future education in youth and univesity is rapidly increasing according to 4th industrial revolution. However, the maker and design education as a kind of youth and university future education has the following problems: it is implemented as an interesting convergence education including software education, it is managed by integrating youth and university competencies, it is composed in the form of blended class of consilient subject and nonsubject, it requires considering satisfaction in competency measurement and management, it is connected with entering school and getting job. To solve these problems, a case study on competency-based maker and design education using marine robot, which is based on the process-based learing method, integrated competency of youth and university, blended-type curriculum in terms of online and offline, is executed. To verify the competency-based maker and design education, the satisfaction survey in subject and nonsubject is performed. Study results show the example of the marine robot-based maker and design education and the need for additional study.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.3
• /
• pp.159-166
• /
• 2023

Humanities are as crucial as the technology itself in the intelligent information society. Human-centered convergence information technology (IT), which reflects emotional and human nature, can be considered a unique technology with an optimistic outlook in the unpredictable future. Based on this research background, this paper proposed an education model that can improve the IT humanities capabilities of various learners, including elementary and secondary students, prospective teachers, incumbent teachers, school managers, and the general public, through analysis of previous studies on convergence education models. Furthermore, the practical aspects of the proposed model were closely examined so that the proposed education model could be stably incorporated and utilized in the educational field. There are seven strategies for implementing the education model proposed in this paper, including research on textbooks, teaching and learning materials, activation of research results, maker space creation, global joint research, online education operation, developing living lab governance, and diversification of self-sustaining platforms for sustainable and practical education. In the future, validity verification through expert Delphi is required as a follow-up study.