• Journal of Digital Convergence
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• v.14 no.8
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• pp.223-232
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• 2016

This study focuses on the new teaching assistance robot platform and the cloud-based education service model to support the server. In the client area we would like to use the teacher assistant robot in elementary school classrooms to utilize the language education service platform. Emerging IoT technology will be adopted to provide a comfortable classroom environment and various media interfaces. Extensive precedent review and case study have been conducted to identify basic requirements of proposed service platform. Embedded system and technology for image recognition, speech recognition, autonomous movement, display, touch screen, IR sensor, GPS, and temperature-humidity sensor were extensively investigated to complete the service. Key findings of this paper are optimized service platform with cloud server system and possibilities of potential smart classroom with intelligent robot by adopting IoT and BIM technology.

• Annual Conference of KIPS
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• 2016.04a
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• pp.364-367
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• 2016

개정된 2015 정보교육과정에 컴퓨팅 시스템이 추가되면서 피지컬 컴퓨팅을 가르치기 위한 다양한 교육용 도구와 교수학습 방법 등이 제안되고 있다. 제안된 내용들을 살펴보면 센서를 제어하는 측면에 중점을 두고 있어 알고리즘을 설계하고 프로그래밍 학습의 제공이 부족하고, 학습활동 간에 1인 1PC와 다수의 전자부품을 활용할 공간이 필요하여 학교현장의 일반적인 교실환경과는 차이가 있어 피지컬 컴퓨팅 교육이 제한될 수 밖에 없다. 본 논문에서는 스마트기기를 활용한 아두이노 교육환경 구축을 통해 현재 PC를 필요로 하는 피지컬 컴퓨팅 교육환경을 스마트기기 기반의 교육환경을 제시하여, 기존의 시스템보다 실습용장비, 실습실, 이동의 자율성, 그리고 사용언어 측면에서 개선시키고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.139-146
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• 2011

The present study proposes an innovative approach to develop educational contents for the field trip with creative activities. In the study, the field trip with creative activities extends students' learning spaces from not only the classroom but also social circumstances. With the use of the Creative Resource Map (CRM) for students' field trip, students can approach to rich contents whenever and wherever they want. For this, it is necessary to have a variety of curriculum-related contents. For the content development, it is important to enhance mutual cooperation between school and local community as well as to create local capacity for the development of the u-learning contents with smart devices.

• Korean Journal of Schizophrenia Research
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• v.19 no.1
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• pp.10-16
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• 2016

Objectives : This article aims to describe the development of smartphone application for the case management of patients with schizophrenia. Methods : Gwangju Bukgu-Community Mental Health Center developed and launched a smartphone application (HYM) for cognitive-behavioral case management and symptom monitoring. The development of the application involved psychiatrists, nurses, social workers, psychologists, and software technicians from a software development company (Goosl Corp.). Results : The HYM application for clients includes six main modules including Thought record, Symptom record, Daily life record, Official notices, Communication, and Scales. The key module is the 'Thought Record' for self-directed cognitive-behavioral treatment (CBT). When the client writes and sends the self-CBT sheet to the case manager, the latter receives a notification and can provide feedback in real time. 'Communication' and 'Official notices' are useful for promoting communication between case managers and clients with schizophrenia. Ratings in 'Symptom record', 'Daily life record', and 'Scales' modules are stored in graphic or table form representing changes in them and shared with case managers. Conclusion : The interactive function of this application is the key characteristics that distinguishes it from other mobile self-treatment tools. This smartphone application may contribute to the development of a youth- and customer-friendly case management system for individuals with early psychosis.

• Journal of Digital Convergence
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• v.17 no.3
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• pp.395-404
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• 2019

This study investigates the interactivity of smart LMS. To this end, smart LMS was used for one semester in the English course for economics majors and the surveys about its interactivity were conducted. The findings show that smart LMS enhanced the interaction between instructors and students, between students and students, and between students and learning contents. Especially in the classroom, the activity bulletin made possible the instructor's immediate feedback about team-based activity outcomes. Also, outside the classroom, Wiki made it convenient for students to collaborate with each other. In addition, activity outcomes in the activity bulletin and course materials uploaded on smart LMS contributed to the interactivity. However, what is recommended to do to increase the interactivity are to prepare instructional strategies for students to get used to using smart LMS and smartphones as their learning tool, to test the target systems of smart LMS in advance, and to take proper actions to solve the problems of smartphone's data and battery.

• Journal of Korea Game Society
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• v.20 no.1
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• pp.133-142
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• 2020

Digital educational game market is growing as it expands to smart platforms such as smart phones and tablet PCs. As games have become digital in the classroom evolving to two-ways. In this paper, it designed that enables elementary students to acquire musical knowledge related to musicians through digital board games. By collecting achievement cards of musicians associated with. Elementary students repeatedly gain relevant musical knowledge in the end. The developed game was simulated using Petri net to check the gameplay flow.

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.123-133
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• 2019

The purpose of this study is to establish Smart Education Environment for children's personalized learning based on the data are accumulated by Smart Device which is one of element on Smart Education. In this study, we propose the operational improvement plan for the free choice activity in the 5-year-old kindergarten and also implement the Free Choice Activity(FCA) management system for children to select and to evaluate the play plans for themselves. Children participating in this study have fun the whole time for the process of self-planning, the playing activities and the self-assessment of playing. As a result, it is confirmed that children participate actively in decision-making of interesting areas through the smart device than the traditional education environment before. A single teacher using FCA management system with smart device in this study can get useful information without difficulty of individual child's interests, learning and the statistics of children in the classroom.

• Journal of Korea Entertainment Industry Association
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• v.15 no.4
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• pp.279-286
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• 2021

In this study, we looked at the appearance of Edutech, which is being put into the educational field after Corona 19, with the advent of the 4th industrial revolution. In the era of the 4th industrial revolution, the infrastructure, data, and service of Smart Stick that actively utilized ICT became the main pillars of smart education. In particular, smart education is being implemented through e-learning, smart learning, and edutech, and on this basis, it has become possible through the expansion and use of the Internet and computers, the dissemination of smart devices, and a software foundation using big data. Based on this, it was confirmed that Edutech is being implemented through the establishment of a quarantine safety net, a learning safety net, and a care safety net for individual learners and safe life based on artificial intelligence. Lastly, in order for edutech education using big data to become a discourse for everyone, it is necessary to consider artificial intelligence and ethics in the use and application of edutech.

• 대한공업교육학회지
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• v.39 no.1
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• pp.102-127
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• 2014

The purpose of this study is to develop a training program on smart education for teachers, which will contribute to establishing and promoting smart education in schools. To achieve the purpose, researchers set up a process composed of five phases: analysis, design, development,s implementation and assessment. For details of the training program, analysis was conducted on areas such as environment, learners and assignments, and the results were used to design the five subjects - theory and practice of smart education; use of smart education platform; solutions for smart teaching and learning; case studies of smart education; and smart education practice and addiction to smart devices - and 12 learning assignments. Training materials for teachers taking the program and teaching materials that can be used by teachers in schools were developed based on the results of requirement analysis and program design. For the assessment, 72 teachers from elementary and middle schools in D city participated in the training program of through the smart education research centers designated as an in-service training center for teachers. The program was finally completed by incorporating assessments of the participants and consultations with experts. The discussions made in the process of the program development will provide suggestions for future development of training programs on smart education for teachers.

• Health Communication
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• v.13 no.2
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• pp.217-221
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• 2018

Background: There are practical difficulties to show exact clinical symptoms such as seizure to medical students at Clinical Performance Examination (CPX). We developed a new CPX case of child's seizure on video using smartphone. Methods: A total of 356 $4^{th}-year$ students of five universities in Daegue-Gyeongbuk and Gyeongnam area took the clinical skill examination from June $13^{th}$ to $17^{th}$ in 2016. Among them, 72 students took the new CPX case in June $15^{th}$ and 71 students filled out the questionnaire on whether the new CPX with smartphone video is helpful, authentic, difficult, and necessary for other CPX. All the questions were measured on 5-Likert scale. Results: Mean score of the new CPX was 57.1, lower than the mean scores of the other 11 CPX cases, 62.8. For the question "Smartphone videos helped to solve the problem", 45 students (63.4%) answered 'Very much'. For the question "Is it realistic compared to other questions?" 30 students (42.3%) and 25 students (35.2%) answered 'Very much' and 'Much'. For the question "Is it difficult compared with other questions?" 18 students (25.4%) and 26 students (36.6%) answered 'Very much' and 'Much'. As for the question "I would like to have more tests using smartphone video", 26 students (36.6%) answered 'So and so'. Conclusion: A majority of students responded that video presentation was helpful and authentic to figure out the CPX, whereas they assessed smartphone video was more difficult compared with other CPXs. Further, students were negative toward using smartphone video for the other CPXs.