• The Journal of Korean Association of Computer Education
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• v.15 no.4
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• pp.41-49
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• 2012

Advanced ICT(Information and Communication Technology) and popularization of smart devices change our culture as well as our life style and it has changed the way of learning in education area. There have been some researches to make effective smart education systems based on ICT but few of them were designed by a solid concept of smart education. This is because there have been few researches on developing a conceptual model for smart education. The purpose of this study is to propose a conceptual model for smart education: CTLA(Creation, Teaching, Learning and Assessment) model. It includes activities of smart creation, smart teaching, smart learning, and smart assessment considering ICT environment for education and characteristics of digital natives.

• Journal of Internet of Things and Convergence
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• v.8 no.5
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• pp.93-98
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• 2022

With the development of new digital technologies, research on various learning tools is being actively conducted. These learning tools are also being developed so that they can be applied to various environments by applying the technology of artificial intelligence or using smart functions to which big data technology is applied. These smart learning tools are contributing a lot to increasing educational effectiveness and learning efficiency. Recently, various learning tools have been applied in universities, and solutions for smart learning from smart attendance are introduced to improve student learning efficiency. This study intends to propose a design for a smart learning tool that can increase the efficiency of project progress and increase the scalability of the results when conducting a company's customized project through such a university's smart learning tool. The proposed smart learning tool is expected to have the advantage of being able to easily adapt to the practical business project as the company-customized projects that can improve practical skills are smoothly used as a learning tool. The proposed project-based smart learning tool model is later built as a related LMS and applied to actual project progress to check its utility, and to revise and supplement the proposed smart learning tool model to provide a project-based smart learning function want to strengthen.

• Journal of The Korean Association of Information Education
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• v.17 no.3
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• pp.243-252
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• 2013

In this paper, we analyzed and suggested an educational strategy and features for project-based learning in smart learning environment. Smart learning environment is different of e-learning environment, therefore the educational strategy for smart learning is needed. In this paper, we conducted project-based learning for elementary school students in smart learning environment, and we analyzed the difference between a normal project-based learning and a project based learning in smart learning environment and suggested the educational strategy and the considerations through questionnaire, interview, and observation, Furthermore, we figured out factors that affected educational satisfaction of student. As a result, students thought that there is difference of smart project-based learning in some factors: technology and devices, software, and participation for learning. Also, we found main factors to affect educational satisfaction are two factors: technology and devices, and always-on.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.401-403
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• 2021

본 연구는 한국지능정보사회진흥원에서 제공한 2018년 스마트폰 과의존 실태조사에서 사용된 11개 변수와 스마트폰 과의존과의 관계를 탐색하고, 이를 통해 딥러닝 기반 스마트폰 과의존 분류 분석 모델을 개발하고자 시행되었다. 학습데이터셋은 전국 10,000개 가구내 만 3-69세 스마트폰 이용자 25,465명의 스마트폰 이용 형태 및 개인적 특성에 관한 데이터이다. 딥러닝은 심층신경망(DNN)을 설계하였으며, 은닉층(hidden layer)은 4개층으로 구성하였다. 입력한 데이터는 각각 200개, 150개, 100개, 50개, 2개 노드를 거치면서 최종 출력 정보인 스마트폰 과의존 분류율로 나타나는 모델이다. 이때 스마트폰 과의존 분류률을 높이기 위해 학습률(learning rate)과 같은 하이퍼 파라미터를 활용하여 세부조정하면서 가장 잘 학습하는 값을 찾아내었다. 연구결과, 학습횟수가 300번으로 학습율(learning.rate)이 0.01일때 훈련데이터에서 97.43%, 검증데이터에서 98.06%로 가장 높게 나타났다.

• Journal of Internet Computing and Services
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• v.12 no.4
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• pp.135-143
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• 2011

The smartphone allows learners to be involved in learning environments in which students actively study from anywhere and at anytime. Because learners can keep engaged in the environment where they can access to the internet, they can efficiently study in transit using various features and functions of smartphone. Smart learning is a unique learning based on mobility and functions of mobile digital devices including searching and sharing information and using various applications. For the effective use of smartphones in e-learning systems, the contents and learning management systems should be designed to meet effective teaching and learning principles, such as interactivity and collaborations. In smart learning, learning contents for effective learning need to be integrated with typical functions of smartphones and to develop small pieces of learning contents according to learning topics. In the case of learning management systems, it should reflect understanding of learners' environment using a PA agent program and provide personalized learning services.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.247-257
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• 2017

The aims of this study are to analyse how smartphone affects (1)self-control and (2)self-directed learning ability of middle-school students, and also affect (3)self-directed learning ability by mediation of self-control. For these aims, this study used Seoul Educational Longitudinal Study panel data which was conducted in 2015, and conducted multi-group comparisons using structural equation modeling analyses. In analysis of smartphone effects, the use of smartphone of students was divided into 'for entertainment' and 'for learning', and also their first time of smartphone use was considered(elementary vs. middle school). Results indicated that while 'smarphone use for entertainment' was related negatively with self-control and self-directed learning ability of students, 'smarphone use for learning' was related positively, regardless of when smartphone was first used. Also, while 'smarphone use for entertainment' was related negatively with self-directed learning ability by mediation of self-control, 'smarphone use for learning' was related positively.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.468-478
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• 2018

The goal of this study is to propose a new directivity for business training based on an analysis of the learner's satisfaction, the cause of the learning effect and the cause of reenrollment in smart learning courses. The data from 878 learners of 11 companies was analyzed by ANOVA and multiple regression analysis and the following results were obtained. First of all, the satisfaction of studying by smart learning showed various results depending on the motivation, process and contents of studying. According to the results, high rates of satisfaction were observed when the people take an active part in studying, as reflected in the frequency and time of studying. Also, when the learning contents were presented in an animated manner, the satisfaction of the students was increased. Second, the motivation of the students to participate in the smart learning and study process was reflected in the frequency, time and quality of their studies, thus confirming the learning effect. Lastly, the satisfaction and effectiveness of studying by smart learning are the causes of reenrollment. Based on the analysis results, it was concluded that the corporation's support and proper compensation are needed to increase the rate of satisfaction and the effectiveness of smart learning from the corporation's perspective. Also, from the viewpoint of the smart learning system operators, it is necessary to find ways of developing the learning contents.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.11a
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• pp.1539-1542
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• 2012

고정된 컴퓨터에서 학습하는 e-learning에서 탈피하여 이동 중에도 학습이 가능한 u-learning이 필요하여 u-learning의 한부분인 스마트러닝은 급변하는 정보화시대의 교육경향이 매우 빠르게 변화하고 있는 상황을 그대로 반영해주는 결과물이라고 할 수 있다. 스마트 러닝이 학습향상에 얼마나 영향을 미치는가를 분석하고 스마트 러닝 기능을 최대한 활용하여 최대의 학습 효과를 얻을 수 있는 방법을 제시하며 스마트기기를 이용해 실제 학습하는 사례를 적용한 동영상 강의 애플리케이션의 효율적인 관리 시스템을 분석 설계한다. 각종 콘텐츠를 비롯하여 동영상강의 어플리케이션을 통한 여러 학습수단을 배경으로 전체적인 면에서 학습 환경을 살펴봄으로써 학습효과에 보다 나은 방안을 제시하고자 한다.

• Journal of Digital Convergence
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• v.11 no.2
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• pp.51-58
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• 2013

There is an increasing discussion about new teaching and learning methods in smart education environment due to the dissemination of smart devices. In this trend, in order to understand the smart education system, this study analyzed the domestic and foreign cases in K-12 smart education based on CTLA (Creation Teaching Learning Assessment) model through access to educational contents, environments, methods, and its curriculums. The teaching and learning methods in smart education are analyzed in foreign cases, domestic cases, and teaching-learning models presenting the positive part of the currently being implemented smart education and the further research for its improvement. Accordingly this study contributes to the specific formulation and successful realization of smart education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.01a
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• pp.241-242
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• 2014

본 논문에서는 학습자의 스마트기기 인식 변화를 위한 로봇 프로그래밍 수업 단계 및 인식에 대한 설문 도구를 제안한다. 폭발적으로 증가하는 스마트기기 사용 환경에 노출된 어린 학습자에게 스마트기기의 올바른 활용을 위한 인식을 심어줌으로써, 스마트기기의 올바른 활용 방안을 인식할 수 있도록 한다. 또한 스마트기기의 다양한 기능을 활용한 로봇을 조립하고 프로그래밍을 작성해 봄으로써, 스마트기기에 대한 인식의 긍정적인 변화를 기대한다. 학습자의 스마트기기에 대한 인식은 스마트기기 활용 로봇 프로그래밍 수업의 사전, 사후 검사를 통해 인식의 변화를 측정한다. 특히 학습자가 수업 후 자신의 생각이 바뀐 이유를 기술함으로써, 로봇 프로그래밍 수업을 활용한 인식 변화의 요인을 파악하는데 기초 자료로 사용될 것이다.