• Journal of The Korean Association of Information Education
• /
• v.18 no.4
• /
• pp.625-632
• /
• 2014

Due to the development of information and communication technology smart devices and apps, SNS, mirroring communication is made with such a smart and education to reflect the change of emphasis on the recent variety of collaborative social interaction are emerging. In this study, smart training and LT cooperative learning model developed in conjunction with the 'Smart-based cooperative learning 'model applied in the third grade social studies class and Smart-based cooperative learning and cooperative learning common to kidney doctor communication skills of elementary school students the impact on the communication capacity compared respectively, were analyzed. As a result, the expression of the elementary school, listening and understanding, all the sub-areas of interaction, such as communication skills in social studies class kidneys were applied to Smart-based cooperative learning in elementary school than applying the general cooperative learning model. This is not said to improve the ability to interact with the Smart-based cooperative learning in speech and in writing and clearly express the thoughts and opinions of students and separates help you understand the meaning of the words and writings of other students for the purpose in social situations can.

• Journal of The Korean Association of Information Education
• /
• v.18 no.4
• /
• pp.521-528
• /
• 2014

To discover an up-to-date way of learning through smart devices, our research studied the impact of Web 2.0 learning environment using smart devices on learner's academic achievement and learning attitude. We performed an experiment during 7 weeks based on elementary school 5th grade Society curriculum and the results were analyzed. Followings are the summary of results: The experimental group obtained higher academic achievement and also showed more improvements in self-directed learning attitude than the control group. Therefore, the usage of smart devices in Web 2.0 environment has positive effects on the academic achievement of students and their self-directed learning attitude within collaborate learning courses.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2012.01a
• /
• pp.223-225
• /
• 2012

본 논문에서는 안드로이드 기반 스마트폰을 이용하여 유아 및 아동을 대상으로 하는 학습용 동화 앱의 구현 내용을 소개하였다. 이미 상용화 되어 있는 학습용 앱의 기능 외에 게임적 요소를 접목하여 학습의 효과와 흥미를 높일 수 있도록 하였다. 듣고 쓸 수 있는 학습용 전자 동화책으로 평가할 수 있다. 안드로이드 마켓에 배포하여 서비스를 할 수 있으며 본 연구의 과정은 앱 설계 관련 프로젝트의 수행이나 학습용 앱 개발의 학습 모형을 제시한 사례로 활용할 수 있다.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2015.04a
• /
• pp.306-309
• /
• 2015

현재 태블릿 PC와 스마트기기의 급속한 보급으로 다양한 분야의 스마트러닝 시스템들이 운영되고 있다. 그러나 현재까지의 스마트러닝 시스템에서는 학습자가 강의를 정확하게 수강하였는지의 판단은 로그인과 동영상강의의 런닝타임으로 체크하여 학습자가 동영상강의를 제대로 수강하였는지는 판단하기 어렵다. 그래서 본 논문에서는 기존 스마트러닝 시스템에 스마트기기의 내장 카메라를 이용한 시선인식기능을 사용하여 학습자가 동영상강의를 수강하는 동안 시선인식이 되지 못하면 동영상이 멈추게 설계하여 강의내용을 끝까지 수강하게 한다. 그리고 각 수강생별로 시선인식이 되지않아 동영상이 멈춘 시간대와 멈춘 시간을 기록하여 강의종료 후 서버에 전송하여 전체 강의시간에 대한 집중도를 체크하며 학습자의 수강여부를 판단하고 같은 강의를 수강하는 여러 학습자들의 자료를 분석하여 교수자가 강의를 개선할 수 있는 스마트러닝 시스템을 설계하려고 한다.

• The Journal of Korean Association of Computer Education
• /
• v.14 no.5
• /
• pp.81-96
• /
• 2011

With the popularity of smart phones for mobile learning on the rise, cyber universities in Korea are trying to build a reliable mobile campus infrastructure. Such advances in smart phone technologies have made it increasingly easy for users to stay connected and this heightened interaction through smart phones has educational potential for collaborative learning. Thus, to fulfill its educational potential and ultimately provide optimal learning environments on the smart phones, this study has developed a discussion-based interface prototype for collaborative learning. The proposed interface design was evaluated through cognitive walkthrough of the expert reviewers and its usability improvements were also offered.

• (The)Korea Educational Review
• /
• v.23 no.1
• /
• pp.183-204
• /
• 2017

Since the development of Smart technology and the advent of various Smart media, a learning environment for individual learners and the school has been changing. In the stream of changing learning environments, in 2011, the government announced SMART education strategies, introducing the term officially, "SMART education." With the governments' efforts to develop and implement SMART education in school, many policies has been enacted and many research has been conducted and increased gradually. However, as policies of SMART education have initiated in situation where there is no clear understanding in regard of SMART education, many researchers and teachers confused of SMART education and its identity and attributes, even though it has been 6 years since the concept was introduced. Unfortunately, SMART education has been implemented as one type of instructional methodology as utilizing Smart technology. Thus, in this research, we tried to build theoretical foundation of SMART education through analyzing former research on SMART education to define the attributes of SMART education. To examine how SMART education has been implemented in terms of its attributes, also, we analyzed research that conducted instructional design and implementation on SMART education in actual learning environments. As the results of former research analysis, the attributes of SMART education include Information and Communication Technology, open learning environment, self-directed learning, customized learning, and social learning. In majority of research, SMART education focused on utilizing Smart technology and media in teaching and learning environments but self-directed, and customized learning were less adapted in SMART learning environments. In the following research, how to improve educational benefits of SMART education through adapting original attributes of SMART education need to be examined.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2016.10a
• /
• pp.319-322
• /
• 2016

본 연구는 온라인교육에서 주로 활성화 되어 있는 데이터 기반의 학습자 평가시스템이 아닌 초 중등학교 면대면 교실 수업 중 실시간으로 발생하는 유의미한 학습활동 정보를 스마트기술을 활용하여 데이터로 축적하고 분석하여 다양하게 제시함으로써, 학습자에게는 학습에 대한 정확한 피드백을 주고 교수자에게는 수업방향을 제고하며 부모들에게는 자녀들의 학습활동에 대한 이해도 높일 수 있는 학습자 분석 및 평가 시스템을 개발 시 요구사항들을 분석하고자 한다. 이를 위해 스마트교육을 위한 교수학습 방법들을 고려하여 적합한 스마트기기 기반 수업지원 도구를 조사하고 도구 사용 후 발생되는 학습활동에 관한 데이터를 분석할만한 데이터 마이닝 기법을 소개하여 향후 학습자평가 시스템에 대해 제언한다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2014.10a
• /
• pp.247-251
• /
• 2014

As smart education increases the demand for new teaching-learning methods, teacher training colleges need to systematize smart education teaching-learning methods for pre-service teachers. This study designed a smart education teaching-learning model, which is applicable to pre-service teachers, by analyzing the smart education teaching-learning types for primary and secondary schools at national and international levels and by analyzing the Creation Teaching Learning Assessment (CTLA) model. The goal of smart education is to reinforce capability of learners. The smart education teaching-learning model designed to help pre-service teachers reinforce their smart literacy is suitable for reinforcing capability of future learners to receive smart education. The smart education teaching-learning model in this study was designed as a 15-week teaching plan applicable to pre-service teachers at teacher training colleges. In the teaching-learning model, problem-based learning (PBL), a situated learning model, and cooperative learning model were applied to weekly instructions. Further research should be conducted to prove its effectiveness in allowing pre-service teachers to reinforce their smart literacy by making gradual improvement in this model and to develop and test smart education teaching-learning models constantly.

• Journal of Internet Computing and Services
• /
• v.15 no.1
• /
• pp.143-156
• /
• 2014

The smart education has the goal of enhancing the capability of learners in the 21st century and especially address the improvement of the problem solving capability. This smart education based on the growth of smart devices and the effect of dramatical spread requires the ability of problem solving using the smart technology in accordance with time change. As the problem solving learning is a model used mainly for improving the capability of problem solving, this study develops the problem solving learning model focusing on the teaching-learning activity using the smart devices and also applies this model to the school field. As a result, the favorable response that using the smart devices is effective to the problem solving can be obtained. This study can contribute to achieve the goal of the smart education, and later can be effective to the successful smart education in the school field.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.16 no.1
• /
• pp.21-31
• /
• 2016

The changes to Ubiquitous Network Environment leads existing learning environment to Smart Learning Environment. Expecially, Smart Learning Environment is in changing paradigm existing teacher centered environment and learner centered environment, recently the demand of Smart Learning Environment for learners are growing up. This study analyzed Learning Environments for Smart Learning Environment focused on the learners through analyzing Ubiquitous Network Environment that is concentrated on the physical aspects and the non-physical aspects. Also, we suggested learning several ways that can be effectively applied based on the environmental characteristics of Smart Learning.