• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.389-395
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• 2022

This study aims to develop a core competency model for adult college students. For this purpose, the core competencies of adult college students were derived by analyzing domestic and foreign literature studies. And the Delphi survey was conducted for the validity of core competencies. The SPSS 18.0 program was used for analysis. As results of the analysis, there are 11 core competencies of adult college students derived: communication, problem-solving and meta, interpersonal, personal management and development, digital information literacy, major knowledge, citizenship, convergence, character, professional job, and global. The core competency model of adult college students was developed by assigning numbers from 01 to 11 based on the results of the Delphi survey. Core competencies of adult college students were organically linked, so the cultivation of one core competency affects other core competencies.

• The Journal of the Korea institute of electronic communication sciences
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• v.19 no.3
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• pp.539-544
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• 2024

This paper examines the necessity and direction of digital literacy education as university education in the AI era. Digital literacy can be considered universal education about everyday culture in a digital environment, and its scope is expanding to cultivate the competencies necessary for citizens of a digital society, rather than simply the ability to use digital devices. In this paper, the university liberal arts curriculum has strengthened the information literacy area to reflect the changes of the times, but it is presented as a problem that it is still focused on the technical aspects of learning how to use digital devices and specific programs. It was suggested that the direction of digital literacy education in universities should not be limited to the technical and instrumental aspects of using digital devices, but that it would be desirable to focus on digital ethics considering the social impacts that may arise from the use of digital devices.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.225-230
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• 2020

This paper highlights the influence and the importance of the syntactic-grammatical knowledge on "the reading machine", appeared in Jackendoff (1999). Due to the lack of the detailed testing and implementation in his research, this paper tests an extensive data array using a component of Google Translate, currently available freely and most widely on the internet. Although outdated, Jackendoff's paper, "Why can't Computers use English?", argues that syntactic-grammatical knowledge plays a key role in the outputs of computers and computer-based reading machines. The current research has implemented some testings of his thought-provoking examples, in order to find out whether Google Translate can handle the same problems after two decades or so. As a result, it is argued that in the field of NLP, I-language in the sense of Chomsky (1986, 1995 etc) is real and the syntactic, grammatical, and categorial knowledge is essential in the faculty of language. Therefore, it is reassured in this paper that when it comes to human language, even the most advanced "machine" is still no match for human faculty of language, the syntactic-grammatical knowledge.

• Korean Journal of Heritage: History & Science
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• v.55 no.2
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• pp.82-100
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• 2022

With the crisis of the COVID-19 pandemic and the era of the 4th industrial revolution, archaeological heritage education has entered a new phase. This article responds to the trends in the post-COVID-19 era, seeking ways to develop archaeological heritage education and sustainable strategies necessary in the era of the 4th industrial revolution. The program of archaeological heritage education required in the era of the 4th industrial revolution must cultivate creative talent, solve problems, and improve self-efficacy. It should also draw attention to archaeological heritage maker education. Such maker education should be delivered based on constructivism and be designed by setting specific learning goals in consideration of various age-specific characteristics. Moreover, various ICT-based contents applying VR, AR, cloud, and drone imaging technologies should be developed and expanded, and, above all, ontact digital education(real-time virtual learning) should seek ways to revitalize communities capable of interactive communication in non-face-to-face situations. The development of such ancient heritage content needs to add AI functions that consider learners' interests, learning abilities, and learning purposes while producing various convergent contents from the standpoint of "cultural collage." Online archaeological heritage content education should be delivered following prior learning or with supplementary learning in consideration of motivation or field learning to access the real thing in the future. Ultimately, archaeological ontact education will be delivered using cutting-edge technologies that reflect the current trends. In conjunction with this, continuous efforts are needed for constructive learning that enables discovery and question-exploration.

• 대한공업교육학회지
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• v.41 no.1
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• pp.68-87
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• 2016

This research conducted a survey for total 166 teachers of schools so as to analyze validity and satisfaction for performance objectives of SMB administration subsidy the HRDP and the CEP in Specialized High School. The results of research are as follows. First, teachers recognize that purpose of HRDP is to expand employment of specialized high school and provide human resource of SMB. And, they recognize that HRDP is important to improve school outcomes and makes a positive effect on the improvement of school outcomes. Second, teachers recognize that objectives of HRDP are improvement of student's understanding for SMB, improvement of teacher's understanding for SMB, improvement of SMB's understanding of school, cultivation of student's occupational view, systematization of career guiding program based on employment process, strengthening of industry-academia cooperation education, improvement of the level of student's skill, fulfillment of workplace experience and practice focusing workplace learning, training of customized human resource for SMB, improvement of student's adaptation to the workplace, improvement of employment rate for SMB, expansion of job opportunities for students with SMB, preparation of the base of connection between school and SMB, publicity of school, expansion of opportunities to cooperate between SMB and school, establishment of cooperative system among industrial association and school, introduction and operation of the employment connective model for joint education and employment, strengthening of field professionalism of teachers. However, satisfaction for the achievement of objectives of HRDP except for strengthening of industry-academia cooperation education and improvement of employment rate for SMB is relatively lower than the validity. Third, teachers in charge of human resource training business of middle and small sized company's specialized high school recognize that objectives of CEP are expansion of job opportunities for students with SMB, excavation of good-quality SMB, expansion of opportunities to cooperate between SMB and school, fulfillment of workplace learning, improvement of student's major foundation and in-depth skill, improvement of literacy, math, teamwork and communication abilities for students' job performance, improvement of student's working attitude and student's proper career exploration decision. However, satisfaction for achievement of objectives of CEP is relatively lower than the validity.