• Proceedings of the Korea Society for Simulation Conference
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• 2003.06a
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• pp.25-29
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• 2003

본 논문에서는 울진 표준형원전 시뮬레이터의 강의실용 교육훈련 시스템의 일원으로 개발된 CBT (Computer Based Training) 및 WBT (Web Based Training)에 대해 다루고 있다. CBT는 발전소 시뮬레이션, 노심 다이나믹스, 중대사고, 비상발령 및 증기발생기 열변환 과정으로 구성되어 있다. Simulator Operation 기능을 이용하면 강사는 강사조작 메뉴를 통하여 시뮬레이터를 조작을 할 수 있고, Sim-Diagram 등 각종 화면을 보여줄 수 있다. 중대사고는 모의사고에 의해 구축된 데이터를 근거로 하여 개발되었으며, 방사선 비상등급에 따라 백색비상, 청색비상, 적색비상으로 구성된 비상발령은 각 발령의 발령상황 등을 Open Window를 통하여 볼 수 있도록 하였다. 한편 WBT는 강사와 교육생이 강의실 이외의 장소에서 시간과 공간의 제약을 벗어나서 원격교육이 가능하도록 구축한 웹서버 환경이다. 현재는 기존에 구축된 강사들의 홈페이지를 Intra-Net환경에서 접근이 가능하도록 링크된 상태에 있다. 향후에는 일부내용에 대해서는 원격으로 강의가 가능하도록 다양한 컨텐츠를 개발할 예정이며, 현재는 발전소 운전과 관련한 교육자료, 각종 동영상 및 이미지, 각종교재 등에 대한 DB 구축을 준비중에 있다

• 한국만화애니메이션학회:학술대회논문집
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• 2011.05a
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• pp.66-77
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• 2011

1895년 영화가 탄생하면서부터 영화가 예술로서 인정받기까지 오랜 시간이 걸렸듯이 영화가 그 교육적 가치를 인정받기까지도 상당히 오랜 시간이 걸렸다. 즉, 영화가 소비 지향적이라는 비판에서부터 영화는 집에서만 봐도 충분하다는 식의 편견까지 이러한 오해를 불식시키기까지 짧지 않은 시간이 흘렀다. 영화 자체가 교육적 대상으로 인정받기 시작한 것은 1964년 영국영화연구소에서 나온 "영화교육(Film Teaching)"에서 영화교육의 필요성이 논의된 이후에 자연스럽게 그 가치를 인정받기 시작했다. 한편 2004년부터 예술강사 지원사업에 의해 영화교육의 대중화가 본격적으로 이루어졌고, 한 해 뒤인 2005년 만화애니메이션교육이 대중화시대를 열었다. 이렇듯 만화애니메이션교육과 영화교육은 그 교육적 접근은 오래되지 않았지만, 교육과 관련해서 전문적인 동시에 대중적인 측면도 함께 지니고 있다. 다시 말해서, 대학교육에서 이론적이고 실제적인 교육이 이루어지고 있지만, 대중적인 영향력을 통해서 초 중등학교에서 많은 관심을 가지고 있는 교육영역이다. 이렇게 다양한 층위에서 진행되고 있는 만화애니메이션교육과 영화교육을 문화예술교육이라는 범주에서 살펴볼 것이다. 이는 전문예술인 양성을 위한 전문교육인 아닌 초 중등학교에서 이루어지고 있는 문화예술교육이라는 관점에서 바라볼 것이다. 특히 한국문화예술진흥원의 예술강사 지원사업을 중심으로 현재 진행되고 있는 만화애니메이션교육과 영화교육을 점검할 것이다. 그리고 영화교육에서 진행되고 있는 교직과정을 살펴봄으로써 만화애니메이션교육도 이러한 제도적 뒷받침의 필요성을 밝힐 것이다.

• Korean Journal of Culture and Arts Education Studies
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• v.6 no.4
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• pp.87-110
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• 2011

The purpose of this study is to analyze how Korean Arts and Culture Education of School Policy Contents from the Kim Dae-jung government to Lee Myung-bak government are changed. The sequence will be examined by analyzing the Arts and Culture Education of School of Kim Dae-jung government to Lee Myung-bak government. Above all, the Arts and Culture Education of School Business and Policy Contents will be mainly studied. First of all, this study will be deal with two forms that present sequence analyze methode of each government Arts and Culture Education of School Policies. The criterion of the analysis of the sequence are repetition, difference, emphasis, development, and expansion. This study is analysed on the each government policy contents of the books published by Ministry of Culture, Sports and Tourism(MCST), Korea Arts and Culture Education Service, Korea Culture and Tourism Institute, particularly the Culture Policy white paper from 2001 to 2009, 2006 Arts and Culture Education Policy white paper.

• Journal of the Korean School Mathematics Society
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• v.17 no.3
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• pp.385-408
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• 2014

The purpose of this study is to find out the actual status of the math after-school program in the elementary school and the content of the program. We survey the 115 math external math lecturers of the 100 elementary schools in Busan and analyze the results. Research questions are set as follows. 1. What is the status of the elementary math after-school? 2. How is the content of the program of the elementary math after-school? The results of the survey are analyzed as follows. First, any of the external math after-school lecturer did not major in math education and 87% of them majored in another discipline. Second, 47% of the external math after-school lecturers are employed by privately-held companies. Third, 64.4% of the content of the after-school programs is the supplement and deepening of the regular math class. Fourth, 76.5% of the time of the first class of the math after-school program is 50 minutes and 46% of the math after-school opens 5 classes per a week. Fifth, most programs consist of the problem-solving style class. Sixth, it is difficult to run the math after-school according to students' level and grade. Based on the above discussion, I suggest the following. First, math after-school class should be the action-oriented class to motivate the positive and interested participation of the students. Second, lecturer training and various math class programs is required to improve the quality of the math after-school class.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.3
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• pp.322-334
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• 2022

This study attempted to understand the difficulties experienced in program development and class operation of instructors in the hands-on science class and the needs for training based on them. For this study, an online survey was conducted on 193 instructors in the hands-on science class in 2022, and interviews were conducted on 13 instructors. As a result, the difficulties of developing programs for hands-on science class instructors were due to lack of class content, lack of program development budget, lack of equipment necessary for class operation, and difficulty in applying various educational methods such as discussion and practice. The preferred training contents were in the order of the latest science and technology, reconstruction methods of existing programs, and regional specialization technology. In addition, it was found that the difficulties experienced by instructors in class management stemmed from the method of operating hands-on science classes using experience kits. Accordingly, instructor education should be provided in the direction of helping instructors to provide the best education in the situation of the hands-on science classroom.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.169-181
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• 2023

This study was conducted to examine the remuneration curriculum of vocational ability development training teachers and instructors and to examine ways to apply micro credentials. To this end, the current status of the remuneration curriculum of vocational ability development training instructors and instructors at K University's Competency Education Development Institute, the characteristics of micro credentials, and the possibility of linking the remuneration curriculum to micro credentials are as follows. First, most of the recognition of digital certificates was positive for digital certificates such as digital credit, digital badge issuance, and recognition of the recognized qualification process of maintenance education when completing the training course. In addition, as a method of applying micro credentials to conservative education, various cases were proposed to benefit from conservative education, systematization and grading of the qualification process, and credit of the qualification process. Second, as an institutional supplement to enhance the utilization of conservative education using micro credentials, the need to expand NCS-based major conservative education, provide efficient learning contents and learning methods, and set minimum completion time. In addition, the most common response as a way to improve the understanding of teachers and instructors in vocational ability development training was the micro credential promotion plan. Third, in the role of conservative education institutions and vocational ability development training instructors and instructors, conservative education institutions mention maintaining educational quality the most, and active participation was the role of vocational ability development training instructors. Through this study, it is expected to establish a vocational training environment that can enhance expertise and provide a practical portfolio of practical competency history by linking the remuneration curriculum of vocational competency development training instructors and micro credentials.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.309-320
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• 2017

In this study, we developed the activity program for data visualization utilizing scratch and applied it to preliminary coding instructors and then verified its effect. The activity program was developed based on the procedure of ADDIE model based on the result of preliminary requirement analysis conducted for 20 teachers of computer elementary school incumbent primary school. The developed program was organized by "${\bigcirc}{\bigcirc}$Center for Creative Economy and Innovation" and a total of 21 hours set lectures and practical training for 4 weeks for 3 hours each 3 times per week in "Youth Coding Project" held at "${\bigcirc}{\bigcirc}$University" It applied to time. Application of the program In order to verify the effect on creativity, Torrance Tests of Creative Thinking Figures A and B were introduced and pre- and post tests were carried out. As a result of the verification, it was found that the educational program developed in this research is effective for improving the creativity of the preliminary coding instructors.

• The Journal of the Korea Contents Association
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• v.11 no.1
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• pp.302-316
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• 2011

Despite steady economic growth of e-learning industry, manpower is lacking in e-learning industry. In this study, We developed a new e-learning business model including open market portal system to solve this problem. The existing e-learning business models required complicated procedure for creating contents. Therefore it took long time and great expense. But in this study we developed the business model with open market portal system, it can support to make easily for e-learning contents. We analysed usefulness our program and other popular programs with thirty lecturers. As a result of survey, usefulness of our system is presented. The study suggests differently the student-centered business model and the lecturer-centered business model than existing e-learning business model had the manufacturing company-centered business model and the services-centered business model. We anticipate the new business model invigorate the e-learning industry.

• 발명특허
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• v.35 no.9
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• pp.28-34
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• 2010

지난 7월 20일, 미국 로스쿨(Franklin Piercie Law Center)의 과정인 PADIAS(Patent Application Drafting and Infringement Strategies)의 1회 수료식이 한국발명진흥회에서 거행되었다. 총 52시간에 걸친 미국 특허 출원 및 소송 전략에 관한 명품강의였다는 것이 참석자들의 중론이다. 이 프로그램 기획자이자 주 강사인 함윤석 변호사와 전화 인터뷰를 했다.

• Proceedings of the Korean Information Science Society Conference
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• 2003.10a
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• pp.583-585
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• 2003

원격 교사 연수는 기존의 교사 연수를 보완할 수 있는 장점 때문에 그동안 많은 양적인 증대가 있었다. 그러나 이제 양적인 증대와 아울러 그 질적인 면도 같이 고려해야 할 때이다. 기존의 원격연수는 시간과 공간의 제약성과 연수생의 개별학습을 고려한다는 장정이 있지만 연수 강사와 연수생간의 상호작용의 문제점, 연수생의 요구에 부합하지 못하고 현장 적용성이 떨어지는 연수내용, 명확하지 못하고 획일적인 평가방법, 연수강사의 질, 교수 학습 모형 등과 같은 문제점들이 제기 되고 있다. 특히 원격 교사 연수의 핵심인 교수법을 향상시키기 위해서는 실제적이고 객관적인 평가 방법이 필요할 것이다. 따라서 본 연구에서는 교사의 언어적, 비언어적 행위에 대한 분석을 기반으로 하는 웹기반 평가의 프로토타입을 개발하여 교수법을 향상시키고자 한다.