• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.11
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• pp.3241-3245
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• 2009

In this paper we propose mechanism for course scheduling of learner-oriented using weakness analysis algorithm. The proposed mechanism monitors learner's behaviors constantly evaluates them and calculates his accomplishment. From this accomplishment the schedules the suitable course for the learner. The learner achieves an active and complete learning from the repeated and suitable course.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.358-365
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• 2004

현대 사회에서 개발되는 제품이나 시스템, 소프트웨어는 개발자 중심을 벗어나 사용자 중심으로 변화하고 있으며 개발 단계에서 사용자의 사용성이 중요한 요소로 대두되고 있다. 교육용 소프트웨어에 대한 평가는 교수전략, 내용, 기술적 특성 둥을 중심으로 이루어지고 있는데 이는 개발자나 평가주체의 관점으로 실시되고 있으며, 실제 교육용 소프트웨어를 최종 사용하게 될 학생 중심의 사용성 평가는 미비한 실정이다. 교육용 소프트웨어를 사용할 학습자에게 가장 편리하고 쉬운 사용성을 확보해 준다는 것은 중요하다. 이에 본 연구에서는 소프트웨어의 사용성 평가 기준, 웹 사이트의 평가 기준, 교육용 소프트웨어의 평가 기준을 분석하고 사용성의 평가요소를 추출하여 웹 기반 교육용 소프트웨어의 사용성 평가 기준을 제시하고자 한다.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.182-195
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• 2023

The purpose of this study was to analyze reports from research middle schools based on the criteria for process-focused assessment to find out how the characteristics of process-focused assessment were being implemented in middle school science classes. The analysis criteria for the characteristics of process-focused assessment (integration of lessons and assessments, evaluation elements and methods, content and timing of feedback, and learner growth management) were extracted. Using the analysis framework, the result reports of seven research middle schools for process-focused assessment were analyzed. In terms of integration of lessons and assessments, when the process-focused assessment was operated, the class and evaluation plan were well implemented based on the curriculum achievement standards, but the process-focused assessment was recognized as a performance evaluation. In terms of evaluation elements and methods, the evaluation element for knowledge was the main component, and competency was presented in the planning stage, but competency was not dealt with in class execution. The evaluation method was biased toward teacher-centered observation evaluation and written test, and the setting of scoring criteria for each evaluation element was insufficient. In terms of the content and timing of feedback, feedback was mainly provided based on achievement confirmation, but no case was found in which scaffolding was provided at an appropriate time for insufficient parts in the learning process. In terms of the learner's growth management, the competencies cultivated through science classes were included in the detailed subject specialties of the school record. However, little was shown in the report on how to systematically manage the process of developing learners' competencies and reflect the evaluation results to teachers' class improvement.

• Journal of The Korean Association of Information Education
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• v.12 no.2
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• pp.223-234
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• 2008

Educating qualified elementary school teachers depends on excellent pre-service education. The high quality of education is accomplished by various interactions between teachers and learners, as well as active participation by students. In the present study, online problem-based learning and an e-portfolio were used to examine the effect on the computer-curriculum education to reflect social and individual needs, and to enhance the quality of instruction at universities. Students (n=105) participated in six different problem-based learning sessions. At the same time, they developed Blog e-portfolios as individual and group products, and wrote reflective journals that focused on their learning processes and results. A qualitative analysis method was employed to analyze the reflective journals. The results of the analyses showed the following: 1) Increasing the understanding of the computer-curriculum education, 2) enhancing students' competence in using ICT potentially, 3) cultivating student-centered teaching and learning strategies on ICT, and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.657-660
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• 2002

현대 사회의 교육은 교사 중심의 단순한 지식 전달 교육에서 학습자 중심 교육으로 전환하고있다. 교육 평가도 이러한 추세에 따라 암기 위주의 지필 평가에서 학습자의 수행과정과 산출물을 평가하는 수행평가로 전환하고 있다. 그러나 현재의 수행평가에서는 교사 본연의 업무인 교육과 연구 활동에 지장을 초래할 만큼 과중한 업무부담이 발생하는 문제점이 있다. 본 논문은 지금까지 수작업으로 이루어지던 수행평가 업무를 기존의 교무업무지원시스템과 연계하여 업무처리 과정에서 발생하는 중복 입력 작업 등의 노력을 최소화할 수 있는 수행평가시스템을 설계한다. 설계시 주요 고려사항으로 수행평가 계획에서부터 최종 출력물까지 일괄처리 및 중간 입력 확인 과정을 생략하여 수행평가와 관련한 교사의 업무 부담을 경감, 교사 본연의 가르치는 업무에 보다 충실할 수 있도록 한다. 또한 학생들에게 영역별 성취 결과를 서술적으로 기술하여 제공함으로써 학생 스스로 문제점을 이해하고 개선하는데 도움이 되고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.101-106
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• 2006

그 동안 웹 프로그램 언어인 HTML에 대한 교수-학습 방안과 온라인 학습에 대한 연구들이 이루어져 왔지만 단순 태그 기능 학습에 그쳐 고급사고력을 높이는 프로그래밍학습의 목표를 달성하기는 부족하였다. 본 논문에서는 학습자의 창의력과 문제해결력을 높여주기 위한 HTML 교수-학습 지원 시스템을 설계하였다. HTML 교수-학습 지원시스템은 구성주의 교육 방법인 문제중심학습(Problem-Based Learning)을 이론적 토대의 하여 설계되었으며 나선형 교육과정의 원리에 따라 이원화된 학습요소들에 의해 학습의 위계를 실정하였다. 이 교수-학습지원시스템에서 HTML 학습에 대한 평가는 구성주의 원리에 입각하여 다양한 방식을 통해 지속적으로 이루어지도록 하였다. 또한 교수-학습에 활용되는 해결 과제는 같은 수준, 같은 영역의 문제은행을 축적하여 교수자가 자유롭게 상황에 맞게 선택하여 활용하도록 하였으며, 학습자의 학습 곁과를 통계자료와 도표를 통해 한눈에 살펴보고 적절한 피드백을 주도록 설계하였다. 이와 같은 원리를 토대로 한 교수-학습지원시스템 설계를 통해 학습자가 보다 많은 프로그래밍 경험을 축적하여 창의적이고 자기주도적으로 웹 프로그래밍을 할 수 있는 능력을 키워줄 수 있음을 기대하였다.

• Journal of Industrial Convergence
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• v.22 no.1
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• pp.95-103
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• 2024

The purpose of this study was to examine the perceptions and beliefs of physical education teachers regarding learner-centered physical education and to qualitatively explore the stories of physical education teachers that appear in the field of practicing physical education curriculum. The research method was qualitative research, and data were collected and recorded through semi-structured questionnaires, individual interviews, group interviews, and metaphor records, and the data were analyzed through domain analysis and classification analysis. The study was able to derive results by dividing them into 'learner focus', 'overall development', and learning evaluation' in relation to physical education teachers' meaning construction of learner-centered physical education. And the practice of learner-centered physical education and its limitations were presented. In conclusion, the holistic development of learner-centered physical education includes addressing physical, cognitive, social, and emotional aspects. It is believed that this approach will not only measure student progress but also actively contribute to their development as individuals.

• Journal of the Korea Society of Computer and Information
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• v.25 no.6
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• pp.251-261
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• 2020

Based on the recent consensus on the need for software education, software education has become mandatory in universities in Korea. However, the suitability of class contents and the relationship between class contents and learner satisfaction has not been fully discussed. Therefore, in this paper, we analyzed the suitability of the contents used in the basic software education for the humanities students from the learner's perspective. For this purpose, three types of curriculum, which are 'computer science', 'usage of tools, and humanities in the digital world' and 'computational thinking', were compared using the lecture assessment questionnaire. As a result, we found that the learners evaluated positively over the curriculum that focused on the use of tools, the humanities approach, or the thinking ability rather than the theoretical contents of computer science. We also found that the subjects related to computer science could not give high satisfaction due to their unfamiliarity, relatively low academic value was given to the tool-centered curriculum, and fatigue was expressed in discussion-based thinking ability education.

• The Journal of the Korea Contents Association
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• v.7 no.7
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• pp.104-113
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• 2007

The purpose of this study is to develop contents and management strategies of Social Welfare Education e-Learning. For this study, Data were collected from students who were attended to Introduction to Social Welfare e-Learning in K center between first semester, 2006 and first semester, 2007 as well as professors and system operator. It is important meaning to performance as the first empirical study which is on the e-Learning of social welfare studies. As a results, it has been proved that systematic preparation process, study contents which is centered field, active interaction among students, study management in time efficiency, technological supports for system improvement are significant factors on construction and development of Social Welfare e-Learning.

• Proceedings of the Korea Information Processing Society Conference
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• 2002.11c
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• pp.2463-2466
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• 2002

본 연구에서는 학습자의 수준에 맞는 적합한 학습 내용과 평가 문제를 제공하고, 그 평가 결과를 분석하여 반복학습 및 심화학습을 효과적으로 제공하는 웹기반 퍼지 교수 시스템을 제안한다. 이를 위해 코스웨어를 설계시 학습목표의 중요도, 학습내용의 난이도, 학습목표와 학습내용과의 관련성과 각 항목의 가중치를 고려한 퍼지 함수에 의해 퍼지 소속성을 가진 퍼지 언어 변수로 각 프레임에 대한 수준을 표현한다. 이와 같이 퍼지 함수를 이용함으로써 학습자의 수준을 분석하고, 이에 적절한 학습 및 평가 내용을 제공하는데 여러가지 다양하고 불확실한 요소들을 고려하여 처리함으로써 보다 융통성 있고 효과적인 교수 학습 방법을 지원할 수 있다.