• Proceedings of the Korean Society for Information Management Conference
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• 2012.08a
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• pp.63-68
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• 2012

공공데이터베이스는 공무상의 활용뿐만 아니라 민간의 창의성과 결합할 경우 새로운 비즈니스와 일자리를 창출할 수 있는 잠재력을 가지고 있다. 미국과 영국 등 해외 주요국들은 공공정보 재사용의 가치를 깨닫고 공공데이터를 Linked Data화하는 작업을 진행하고 있다. Linked Data는 웹에서 자유롭게 데이터를 개방하여 연계할 수 있도록 하는 네트워크 기술이다. 본 고에서는 국내 공공정보의 개방과 재사용을 지원하기 위한 방안으로 Linked Data 구축을 제안하고, 이를 위해 데이터, 시스템, 서비스의 3가지 측면에서 표준화 방안을 제안하였다. 데이터 표준화 측면에서는 데이터 표현 및 접근에 관한 표준을 준수하고, 표준화된 데이터모델과 데이터구조에 대한 정보와 함께 완전하게 수요자 입장에서 배포해야 한다. 특히 데이터의 상용화나 재가공에 아무런 제약이 없는 완전한 공개를 원칙으로 해야 한다. 시스템 표준화 측면에서 Linked Data 플랫폼은 트리플 스토어, 원데이터의 트리플 변환기, 그리고 추론기로 구성되어야 한다. 서비스 표준화 측면에서는 Linked Data를 이용자에게 다양한 포맷으로 제공할 수 있는 인터페이스가 제공되어야 한다. 무엇보다도 공공정보의 공개와 재사용성을 위한 국가적 차원의 거버넌스와 지원이 마련되어야 공공정보의 Linked Data 플랫폼이 온전히 이루어질 수 있을 것이다.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.833-841
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• 2023

The study is to suggest the example of convergence capstone design operation in department of early childhood education at a college and intellectual property rights application and registration. Based on key experiences such as practical training, students derived ideas for solving problems across the field related to young child, and overlaps with existing intellectual property rights ideas were verified. Linkage with industry and engineering experts was established for mentoring, after going through a refinement process, it contains the process by which five teams among the winning works of the school competition achieved the result of patent application and registration. Through this, we revitalize convergence capstone design education that goes beyond a creative and practical competency-centered curriculum and is linked to the performance of securing intellectual property rights.

• The Journal of Korean Institute for Practical Engineering Education
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• v.5 no.1
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• pp.66-72
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• 2013

An Education-Industrial cooperative system is a systematic effort that industrial body and educational body cooperate with each other in order to achieve two different purposes. This paper suggested an education-industrial cooperative system model based on the experiential learning through cooperating with the industry. SEARIM, the research activities company is received the guideline for the improvement and management of quality regarding products by using TRIZ/6-sigma. Also, we evaluated and analyzed the product of this study result based on the result a survey.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 2010.04a
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• pp.97-100
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• 2010

3차원 정보모델에 기반한 설계 자동화 프로그램의 개발은 좀 더 완성도가 높은 설계안을 도출할 수 있는 방안을 제시할 수 있다. 콘크리트 교량의 설계 과정에서 정형화된 구조 검토 단계 부분을 자동화하고 설계자로 하여금 좀 더 창의적인 설계가 가능하도록 지원하는 시스템을 개발하였다. 특히, 3차원 Building Information Modeling 기반의 프리스트레스트 콘크리트 박스 거더교에 대한 설계 자동화 시스템을 개발하였다. 이를 위하여 3차원 렌더링 알고리즘을 사용하여, 사용자가 원하는 단면 위치 및 분류 체계에 따라 설계를 자동으로 수행할 수 있도록 적용하였다. 또한 생성된 도면은 데이터 호환이 가능함으로써, 사용자의 편의성이 향상될 것으로 판단된다. 이는 설계자동화 분야에서 강교에 국한되었던 점을 콘크리트교를 포함한 주요 교량으로 확대하고 설계 성과품으로 3차원 모델을 도출할 뿐 아니라 2차원 도면을 연계하도록 구성하여 토목 엔지니어의 기술력을 향상시킬 것으로 기대된다.

• Journal of the Korea Convergence Society
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• v.8 no.10
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• pp.173-183
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• 2017

The purpose of this study is to develop students' creativity and artistic sensitivity by developing a convergence education program that links various subjects, including mathematics, science, and art based on design. Design is done in almost every human activity that pursues beauty and implements cultural value through patterns and images. We have developed three programs for elementary school students and two programs for middle school students, taking into consideration the achievement standards and curriculum content appropriate for the 2015 revised curriculum. It was assessed by a panel of five educational experts during the development and demonstration courses to evaluate the feasibility of the development program. The development program can enhance the design literacy and design sense of elementary and junior high school students and can be used convergent educational contents that can be applied in the free-semester system activities of junior high school. Through this program, adolescents who will lead the future design society will be able to acquire the sense of design, literacy, and design ability as design consumers and producers.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).

• Journal of the Korea Society of Computer and Information
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• v.16 no.12
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• pp.139-155
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• 2011

In recent years, parents of students and government have been taking a growing interest in education for the gifted students and there are many research reports about the gifted education. Most of the reports, however, focuses on the conceptional feature of the gifted education program such as organization, operation, management, evaluation, etc,. In other words, there are very few researches on instructional materials for gifted students even though the materials is a critical factor for successful education programs. So, this paper introduces a lecture notes used in a personal education for gifted students to contribute in developing education contents in computer science area. The instructional materials titled as "The Necessity and Application of Matrix in Computer Science" is based on linear equation to usher the students into creative problem recognition and groping for solutions. Also, the instructional materials is useful for students to understand the tight mathematics-computer science relationship and the basic concept of liner algebra.

• The Journal of the Korea Contents Association
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• v.17 no.5
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• pp.114-121
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• 2017

The game industry, which is based on high technology, requires specialized personnel. In particular, game graphic design, which occupies the visual area of games, is a fusion of technology and design. In this study, we classify and analyze the curriculum status of US and Korean game - related universities, which is the world 's top game industry. US universities ranked 10 universities in the ranking through official evaluation agencies, and Korea compared 10 universities with relatively well-publicized educational courses through the official homepage. In this analysis, it is necessary to study the curriculum that can complement the creativity and flexibility of game graphic design course by preparing creative subjects for securing professors who have experience in field work and developing various game graphic designs.

• Journal of the Korean School Mathematics Society
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• v.15 no.1
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• pp.109-135
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• 2012

In December of 2009, General Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. In this new curriculum, Creativity is emphasized as the ability pursued in General Curriculum Revised in 2009. Accordingly, for the purpose of fostering students with creative and challenging minds, teaching and learning methods including the objectives and content should be more carefully implemented in math class. In case of the area of Probability and Statistics closely related to real life situations, it is suggested that school curriculum in mathematics would not deal with only mathematical problems on algorithm, but rather present teaching and learning materials related to the real life in order to recognize the usefulness of the content of Probability and Statistics and to learn how to think about it. In this paper, effective guidelines for teaching and learning the content of Probability and Statistics and its activities that follows the direction on Mathematics Curriculum Revised in 2009' are suggested based on the analysis of the PISA and TIMSS international assessments items. Thus, the guidelines suggested in this study would be used efficiently and appropriately for developing instructional materials or planning curriculum revision and setting its direction in the future.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.731-747
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• 2015

The purpose of this RSP program is to enhance the invention gifted students' creative thinking and self-efficacy in studying. This program has 20 subcategories and interesting activities attracting students' attentions which are based on TRIZ's 40 principles of invention. 3-Steps to learning, which are - experiencing, recognizing, and inventing are arranged as teaching methods of RSP program. In the first step, experiencing, students are motivated and get a glimpse of the principles of invention while experiencing innovative products. In the next step, recognizing, students grasp the related scientific principles from the products. In the last step, inventing, students are given keys to solutions for problematic situations and then they create new ideas after repetitive encounters with several products made by similar principles. RSP program is different from other programs in that it has this 'inventing' step, where students can create new ideas based on related basic knowledge. In conclusion, RSP program is systematically well organized with 4 steps(purpose, contents, teaching method and evaluation) and is shown to enhance invention gifted students' creativity and self efficacy in studying. Therefore, the RSP program is shown to be a reliable and useful program, and may be used in the classes for positive results.