• Korean Journal of Heritage: History & Science
• /
• v.51 no.2
• /
• pp.154-169
• /
• 2018

In modern society, cultural heritage has played a role in constituting national identity. The Cultural Heritage Education Project started in the 2000s by the Cultural Heritage Administration was also aware of the issue of sustainable development and cultural diversity as major cultural issues at the time. However, the main purpose of previous cultural heritage education was to foster national identity. The Cultural Heritage Administration has executed cultural heritage education programs since 2006. The education program of the cultural heritage teacher visiting the school, the project to designate a cultural heritage school, and an education program to experience cultural heritage at an archaeological site were carried out. In the 2010s, the theme of cultural rights and enjoyment of cultural heritage in life was raised as an important issue. Cultural heritage education had to accept the 'new meaning of cultural heritage', 'cultural rights', and 'learnercentered education'. In this context, the local cultural heritage education project started. The region is a space where various identities are reconstructed. However, local cultural heritage education itself cannot realize cultural heritage enjoyment in life. Therefore, it is necessary to seek cultural heritage in life through the various efforts of local cultural heritage education.

• The Journal of the Korea Contents Association
• /
• v.18 no.3
• /
• pp.41-51
• /
• 2018

This research discusses the necessity for change in the domestic digital cultural heritage education. In following, this research analyzes definition and categories of digital cultural heritage education alongside with several case studies of global institutions and their characteristics. Throughout the analysis, this research suggests a direction of domestic digital cultural heriage which has limitations. Currently domestic use of digital cultural heritage education is currently limited to applying digital technology. Analysing literature review and case studies, this research found that digital cultural heritage education can make learners be mature in perspective of historical thinking and digital literacy simultaneously. In other words, digital cultural heritage education should not aim at pursuing education via digital platform simply, but rather fundamental cultural heritage education based on understanding of digital technology and future trend of education such as informal learning. Throughout the analysis of current cases and suggestion for future direction, the research aims at being a fundamental study of digital cultural heritage.

• Korean Journal of Heritage: History & Science
• /
• v.54 no.4
• /
• pp.132-151
• /
• 2021

The purpose of this study is to analyze the current status of and suggest future improvement practices for cultural heritage education in primary school. We analyzed a primary school textbook for each of five subjects (Korean, social studies, music, art, physical education), surveyed ten teachers with cultural heritage education experience, and analyzed the results. Based on the results, we made the following five suggestions: First, the goal of cultural heritage education should be expanded to foster citizenship. Second, in cultural heritage education, it is necessary to discuss what should be included in the educational content and to organize the content systematically in connection with the student environment, local community environment, and subject content. Third, cultural heritage education should be linked with sustainable development so that cultural heritage can be passed on from the present generation to future generations. Cultural heritage has characteristics, such as universal values of humanity, that transcend national boundaries, regional identities, dialogue and understanding between civilizations, and sources of creativity, and thus serves as the foundation for sustainable development. Fourth, for the effective implementation of cultural heritage education in schools, it is necessary to develop step-by-step teacher training programs. The success or failure of cultural heritage education in schools depends on teacher training. Fifth, the degree to which cultural heritage education is integrated into the curriculum should be strengthened, allowing learners to be educated so that they can cultivate knowledge and critical thinking about cultural heritage, enjoy and protect it, and connect with a sustainable society.

• The Korean Journal of Archival Studies
• /
• no.56
• /
• pp.147-182
• /
• 2018

Intangible cultural heritage is formless. It's of importance to preserve heritage in line with society drastically being transformed. It's passed down by human being. It is, on the other hand, impossible to preserve intangible cultural heritage solely based on memory, for it's changed in succession. Thus, it be archived to pass down. This study investigated on the state of affair related with Intangible cultural heritage documentations, examined the shortages thereupon. Furthermore, Training center should be in charge of documentation for a solution. This will provide an opportunity to overcome the limitations attributed to the top-down documentation system by central administrative organ, to open up the possibility of viewpoint of different successors, organizations. In addition to that, Intangible cultural heritage documents should be of different aspects of community history. Features of Intangible cultural heritages, which are convergent to the Regionality, tendency of variation, transmission, can be magnified when documentating. Finally, Training center is going to play a major role being vitalised. The record management of intangible cultural heritage, institutions and policies about Intangible cultural heritage have been highly complicated since National Intangible Heritage Center opened and the law on Intangible cultural heritage enacted with its recognition attracted. Therewith this study wishes to see a cornerstone of records on intangible cultural heritage by laying stress on training center in which educations and pass-down of intangible cultural heritage are lively achieved.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2020.07a
• /
• pp.397-400
• /
• 2020

본 논문에서는 문화유산 현장에서의 몰입형 교육을 위한 VST(Video See-through) 방식의 HMD(Head Mounted Display) 기반 XR(eXtended Reality) 체험 프레임워크를 제안한다. 매장문화재적 요소가 강한 문화유산 현장의 경우 실물이 남아있지 않아 교육 및 체험 측면에서 흥미로운 정보 전달이 어렵다. 최근 모바일 기기의 대중적인 확산에 따라 이를 이용해 문화유산 현장에 소실된 문화유산을 AR(Augmented Reality)로 복원 및 시각화하거나 관련 정보를 제공하는 연구들이 이루어졌으며, 나아가 OST(Optical See-through) 방식의 안경형 AR 디스플레이를 활용하는 사례들도 등장했다. 그러나 이러한 연구들은 기기의 특성으로 인해 몰입감과 사용성 측면에서 한계점을 보였으며, 단순히 소실된 문화유산의 복원된 모습을 정적으로 시각화하는 것에 그쳐 문화유산 현장에 내재된 동적인 역사 스토리를 재현한다는 측면에서 부족한 점이 있었다. 본 논문에서는 문화유산 현장에서 VST-HMD를 이용하여 AR 기반의 정적 문화유산 시각화뿐만 아니라 VR(Virtual Reality) 기반의 동적 역사 스토리 애니메이션을 제공하는 XR 체험 프레임워크를 제안하여 더욱 몰입감 있고 만족스러운 문화유산 교육을 제공하는 방안에 대해 검토한다.

• Korean Journal of Heritage: History & Science
• /
• v.47 no.2
• /
• pp.32-45
• /
• 2014

The aim of this study is to raise a cognition and necessity of effective geoheritage education for pre-service teachers. We conducted a survey research of 190 elementary and secondary pre-service teachers in Chung-buk province, 2013. The survey showed that pre-service teachers did not recognize and explain geoheritatges well due to lack of education even though they have heard about 'geoheritages' through broadcast media. Although most pre-service teachers were not trained for geoheritage courses, some of them were educated from their elementary and middle school teachers. However, even the trained pre-service teachers have insufficient cognition for geoheritages, either. Some of pre-service teachers recognized the significance of geoheritages and responded to a necessity of geoheritage education. The pre-service teachers recognized that education for geoheritages is not included in present elementary and secondary curriculum, even though education of geoheritages by teachers at school would be the most effective approach. Furthermore, the pre-service teachers answered that elementary school curriculum should raise much curiosity and provide effective learning for geoheritage education even though negative views are present such that students may have to spend considerable time for geoheritage education. Finally, the pre-service teachers expect to experience with field activities for geoheritage education as a present curriculum, and responded that they would prefer video aids for education provided from professional geoheritage organization. As a result of this investigation we provide strategy for introducing to Pre-service teachers about value and preciousness of geoheritage.

• Korean Journal of Heritage: History & Science
• /
• v.54 no.3
• /
• pp.106-125
• /
• 2021

This paper presents several reasons for the necessity of archaeological hands-on training and strategies for its implementation. First, it is necessary to produce a specialized manual for local cultural heritage education that can enhance the specialization and educational effectiveness of archaeological experience education. In addition, in order to secure professionalism in hands-on education and conduct it systematically, the ability of instructors to conduct education is important, so instructor competence reinforcement education needs to be conducted regularly. In addition, hands-on education needs a strategy of planning and content development of archaeological education programs, with consideration given to the subjects of learning, and the establishment of a cooperative network. It is time to cooperate with various experts to establish an education system necessary for cultural heritage education in the region and develop customized content for local archaeological heritage supplementary textbooks. Finally, due to Covid-19, we agonized over effective education plans for online archaeological heritage education, which requires active interaction class design and a strategy to promote interaction between professors and learners. In addition, such archaeological heritage education should be compatible with the goal of providing customized lifelong education.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2020.07a
• /
• pp.409-411
• /
• 2020

4차 산업 시대의 흐름에 따라 디지털 문화유산 컨텐츠의 생산이 이루어지고 있다. 문화재의 위치와 해설을 사용자에게 제공하거나 문화재 사진을 보고 이름을 맞추며 간략한 정보를 얻는 등 학습을 위한 어플리케이션이 제작되고 있으나 사용자 경험을 고려한 지속적 교육 컨텐츠의 개발은 부족한 상황이다. 이에 따라 본 논문에서는 게이미피케이션을 통해 사용자가 문화재에 대한 정보를 지속적으로 학습할 수 있는 모바일 어플리케이션을 제안한다. 사용자의 흥미를 동반하여 학습을 이어가기 위해 수집형 롤플레잉 게임 시스템을 응용하고 이를 크게 네 가지의 항목으로 세분화하였다. 이 연구를 통해 우리 문화유산을 활용한 지속적 교육 컨텐츠 개발에 기여하길 기대한다.

• The Journal of the Korea Contents Association
• /
• v.22 no.10
• /
• pp.39-46
• /
• 2022

The overall digital transformation in society is rapidly progressing with the corona virus epidemic. In particular, in the field of cultural heritage and museums, digital transformation is taking place throughout the preservation, management, and utilization of cultural heritage. To respond to this, the importance of cultivating the digital literacy of museum professionals to select and utilize digital cultural heritage information is increasing. However, the current digital capacity education of museum professionals has not reached the cultivation of digital literacy due to one-way theory and one-way practical education. To overcome this, we propose a digital capacity building program using virtual museums. We propose a curriculum based on participatory museums, cooperative learning, and project-based learning theories. Learners experience the entire process of acquiring, selecting, and utilizing digital cultural heritage information through individual, cooperative, constant, exhibitions, and project-based learning programs. We were evaluated by experts in terms of education, museum education, and ICT technology education to prove its usability and derive improvements. This study will contribute to building the digital capacity of museum professionals.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2020.07a
• /
• pp.415-417
• /
• 2020

무형문화유산의 전수 방식은 장인과 이수자의 직접적인 교육으로만 이루어져 왔으며 또한 전수는 긴 시간 동안 이루어지고 전수 방식을 따로 기록하는 경우가 드물며 동작이나 구전으로만 전해지기 때문에 표준화된 전수는 이루어질 수 없었다. 현재 국제 유네스코와 국내문화재청에서는 유무형문화재에 대한 전수와 기록의 중요성을 알고 다양한 디지털 기록을 진행하고 있다. 하지만 4차 산업혁명 시대에 무형유산 기록화 기술은 보유자의 기 예능 장인 공법을 기록하는 부분으로 영상기록 및 사진기록 도서 음원 등 아직까지 기존 아날로그 기술 방법으로 기록이 이루어지고 있으며 최근 5G 상용화와 함께 디지털 4차 산업 혁명시대와 발맞춰 무형유산 정보관리 기관에서도 무형유산 ICT 기반 기술 지원을 활성화되고 있는 시점에서 본 연구는 오랜 시간 동안 숙련도 높은 기술공법으로 한국 전통문화의 맥을 이어가고 있는 무형문화재 장인들의 기술 중에서 손을 사용하는 바느질 중심으로 자이로센서 기반으로 정확한 손동작 정보를 획득하고 기록할 수 있는 시스템 설계 및 연구개발을 통하여 ICT 기반 장인 공법 4D 기록화 기술을 제시하고자 한다. 이와 같은 기술로 무형문화유산의 새로운 4D 기록 방법으로 정확하게 기록하고 보존하여 무형문화유산 전승과 교육을 할 수 있고 문화유산의 유형에 맞는 교육·산업·홍보 등 다양한 사용 목적에 맞는 형태로 폭넓게 사용될 수 있다.