• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.9-22
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• 2022

The purpose of this study was to provide basic data on pre-service teacher's education based on cooperative learning-oriented teaching and learning methods by applying cooperative learning to verify the effectiveness of pre-service early childhood teacher's communication and problem-solving ability. In the first semester of 2021, 4th grade students who took the teaching method by subject class opened by department of early childhood education at C university were taught for 11 weeks from March 1st week to May 2nd week in 2021 for 4 hours a week. The results of this study were as follows: First, the average score of interpretive ability was the highest in the sub-areas of communication ability of pre-service early childhood teachers, followed by message conversion ability, role performance ability, self-presentation ability, and goal setting ability in the cooperative learning-oriented teaching method by subject class. Second, in terms of the overall average score of pre-service teacher's problem-solving ability, the average score of post-test was increased compared to the average score of pre-test. Through the cooperative learning-oriented class experience in the university's early childhood teacher training course, it is possible to cultivate the practical ability that can be used variously for the children such as communication ability and problem-solving ability in the early childhood education field. Therefore, it is necessary to provide opportunities for cooperative learning-oriented teaching methods in the teacher's education curriculum.

• Proceedings of KHEA Conference
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• 2005.10a
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• pp.113-113
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• 2005

• Annual Conference of KIPS
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• 2015.10a
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• pp.1461-1463
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• 2015

본 논문에서는 이동 객체를 추적하기 위해 HSI 색상 모델 기반으로 하는 파티클 필터를 이용하고, 차영상을 통해 추적하고자 하는 객체의 중심점을 보완하는 방법을 제안한다. 색상 모델 기반 파티클 필터로 이동 객체를 추적했을 때, 객체의 색 혼합도의 문제로 객체의 중심과 파티클들의 분포에 대한 정확성이 떨어져 추적의 어려움이 있다. 이 문제를 해결하기 위해 각 프레임마다 차영상을 만들어 이동객체의 중심점을 찾고, 파티클 필터로 추적한 중심점과 비교하여 객체의 중심점을 보완해 추적에 대한 정확성을 높일 수 있다.

• Annual Conference of KIPS
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• 2009.04a
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• pp.1373-1376
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• 2009

인터넷의 확산과 웹 2.0 서비스의 등장은 기존 서비스 제공자 중심의 ID 관리를 사용자 중심의 ID 관리 형태로 변화시키는 계기가 되었다. 그러나 기존 사용자 중심 ID 관리 기법은 사용자 인증 및 정보 관리에 대한 문제가 존재한다. 본 논문에서는 서비스 제공자가 필요로 하는 정보만을 사용자가 선별적으로 선택하여 제공함으로서 기존 ID 관리 기법의 문제를 해결할 수 있는 사용자 중심의 ID 관리 기법을 이용한 OpenID 시스템을 제안한다. 또한, 실험 및 비교분석을 통하여 보안성 및 효율성 측면에서 우수함을 확인 할 수 있었다.

• 한국HCI학회:학술대회논문집
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• 2006.02b
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• pp.179-184
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• 2006

"사용자 중심의 디자인(User-Centered Design)" 은 좋은 사용성을 가진 제품을 만들기 위한 사용되는 보편적인 접근방법중의 하나이다. 그러나 투자대비 최대의 가치 창조라는 경제성 원리와 개발 기간의 제약을 고려하면 개발 중 사용성 평가를 통해 발견된 문제들을 모두 제품에 반영하는 것은 거의 불가능 하다고 볼 수 있다. 그러므로 발견된 문제들에 대한 우선 순위를 정의한 후 가장 중요한 문제점에 대해 먼저 개선하는 전략이 필요하다. 기존의 사용성 문제에 대한 우선 순위는 주로 문제 자체의 심각도를 고려하여 결정되었다. 그러나 사용자가 인식하는 사용성(Perceived Usability)를 높이기 위해서는 사용자가 중요하게 생각하는 효용을 우선적으로 제품에 반영하는 것이 필수적이다. 본 연구에서는 카노의 사용자 만족 모델을 활용한 사용자 효용과 사용성 문제들의 잠재가치를 고려한 사용성 문제 분류를 기구 사용성 평가 가이드라인의 제작에 적용하였다. 제안된 분류에 의해 디자인 가이드라인을 1) 반드시 만족 시켜야하는 제품 사용성 기준, 2) 경쟁사 대비 우위를 유지하기 위한 비교평가 기준으로 나누어 정의함으로써 단일 제품의 절대적 평가가 아닌 경쟁사 제품과의 비교 평가를 통한 개선 방향의 제시에 Kano 모델을 기반으로 정의된 사용성 문제들의 효용가치분류가 효과적이라는 것을 본 연구를 통해 보이고자 한다.

• The Journal of Korean Association of Computer Education
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• v.5 no.1
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• pp.17-25
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• 2002

The purpose of this study is to utilize new way of learning, Problem-Based Learning, for learning of VisualBasic programming. Providing authentic problems is a critical factor for programming learning because the skill may be not such a simple command learning but includes a variety of complexity. The objective of the learning is to develop quiz using VisualBasic programming. With programming skill, students was expected to solve the problem through peer collaboration activities as well as evaluation by peer and group composites. According to descriptive survey, it is concluded that students figure out their own learning status clearly. Furthermore, improvement of learning attitude and participation affect satisfaction and self-confidence.

• Proceedings of the Korean Society for Information Management Conference
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• 1996.08a
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• pp.111-114
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• 1996

전자출판, 하이퍼미디어, 정보관리기술을 주요 기술요소로 한 디지털도서관이 출현하게 되어 정보의 접근과 전달의 문제는 해결하였으나, 동시에 해결해야 할 새로운 문제가 발생하였다. 그것은 디지털도서관의 대상데이터인 정보의 생산과 배포, 이용의 과정에서 발생하는 저작권의 문제인 것이다. 디지털도서관의 저작권문제는 비디지털자료를 디지털화하는 정보의 생산의 과정에서 발생하는 문제와, 디지털 데이터를 이용하는 과정에서 발생하는 문제로 나눌 수 있다. 본 연구에서는 LC의 전자저작권관리시스템을 위해 수행되고 있는 CORDS(Copyright Office Electronic Registration, Recordation ＆ Deposit System) 프로젝트를 토대로 후자의 문제를 해결하기 위한 전자저작권관리의 개념과 구성요소에 대해 논하고자 한다.

• Journal of Creative Information Culture
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• v.5 no.2
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• pp.165-171
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• 2019

As the interest in software education grew, the Ministry of Education was also required to provide software education for practical course of grades 5-6. In this study, learner-centered evaluation was applied to software education to analyze its effectiveness. It is hoped that many teachers will apply learner-centered evaluation to software education to become more effective software education in school. In a learner-centered evaluation, students can expect positive effects by actively participating in classes and engaging in active learning activities. Through learner-centered evaluation, we have taken into account the various background variables to see how students' three aspects, creativity, problem-solving ability and information-use ability change, and how learner-centered evaluation affects these abilities in software education. The result of research have shown that in software education, learner-centered evaluations have all had significant effects on creativity, problem-solving ability and information-use ability, as well as the existence of entry/scratch study experience.

• Journal of Korean Home Economics Education Association
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• v.23 no.3
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• pp.91-119
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• 2011

The purpose of this study was to suggest the framework reflecting the interests of students in practical problems and social issues regarding perennial problems which correspond to the characteristics and goals of the 2007 revised curriculum. This study was carried into a literature review and 406 questionnaires, filled out by the 9th grade middle school students in Seoul and Gyeonggi province, were used for analysis. The main results of this study are summarized as follows: First, six perennial problems are ascertained, Next, the middle school students were most interested in 27 items of practical problems such as mapping out their career path, self-improvement and interpersonal relations. And finally, the middle school students' important social interests are adolescence issues, job preference bias, career choice, suicide and addiction to computer, appearance and money management behavior, house ownership and conspicious consumption, and lack of time to spend with family. This study suggested the framework which corresponds to the characteristics and goals of the 2007 revised curriculum.

• Journal of Engineering Education Research
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• v.12 no.2
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• pp.96-106
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• 2009

Problem-based learning has been considered as one of the effective educational methods in engineering education. However, in so far as professors who require practical insights in PBL and experiences of developing actual problems by subject, in particular, thorough understanding from experiences of PBL process as well as problem-development has not been sufficiently provided. The purpose of this paper is to present strategies focusing on problem design for PBL on engineering education. In order to do this, a literature review and a qualitative case study were performed. Especially, the study intended to identify differences and gap between professors' problems-development process and its output and those of authentic PBL. Professors were found that their PBL problems had lack of authenticity, consideration on experiences of students, and realistic thinking process. Professors in PBL had difficulty to link theory into real situation. In consequence, in designing a problem, we consider the followings; first, the problem should be designed based on real design process and its output. Second, the problem should be designed and implemented in all academic years for developing student's systematic and skillful thinking process. In conclusion, more supports are needed for engineering professors to extend their experiences of designing and developing actual problems that present real experience.