• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.553-564
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• 2017

This study investigated the change of pre-service elementary teachers' professional visions through video-based reflection on science teaching with focus on their attention and pedagogical reasoning about student learning. Specifically, we compared two reflection cycles before and after pre-service elementary teachers went through the collaborative video-based reflection process in a professional learning community. The primary data were collected from eight pre-service elementary teachers and included their science lesson plans, videotaped lessons, video-reflection papers, and transcripts from the interviews. Pre-service elementary teachers' attention was categorized in five aspects: classroom management & control, teacher's instruction, students' thinking & learning, subject knowledge, and assessment. The level of their pedagogical reasoning about student thinking and learning was determined with six levels based on the number of evidence, evidence area, and evidence type. The findings revealed that 1) individual reflection is not enough - collaborative reflection is essential to change their attention toward students learning and thinking 2) pedagogical reasoning levels increase gradually throughout the individual and collaborative video-based reflection processes. The participants not only attributed student learning solely to the characteristics of students but also connected it with their own instruction or science content knowledge and used different types of evidences as they went through two reflection cycles. Implications for using video in the teacher education program were discussed.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.319-327
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• 2023

As the basic approach of national curriculum shifted from contents-based to competency-based, process-fortified assessment has been stressed. Accordingly, the focus of teacher's role as an evaluator changed to process-fortified assessment, which emphasizes the development of process-fortified assessment competency of pre-service teachers as well. This study aims to explore the effects of innovations of teacher development programs on pre-service teachers' process-fortified assessment competency. To achieve this goal, C University of Education implemented a course which was restructured by using PBL, and analyzed its effects on enrolled pre-service teachers in terms of process-fortified assessment. By systematically analyzing data of observation notes, project outputs, and opinion reports, it was found that PBL approach to the course restructuring had positive impacts on pre-service teachers' awareness and understanding about process-fortified assessment. This implies that providing learning experience reflected by process-fortified assessment perspective, like PBL, can play an important role to the development of process-fortified assessment competency of pre-service teachers. The results of this study are expected to be able to provide methods of innovating curriculum and instruction for developing process-fortified assessment competencies of teacher development institutions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.4
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• pp.1644-1651
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• 2013

The purpose of this study was to investigate the influence of distance education experience using users' avatars in virtual reality space on their teaching efficacy belief. There were 9 participants who were enrolled in a course in doctoral program of education department in J University for the study. The first class of six sessions was face to face class on how to use Second Life and the 14 classes of 3 sessions were done in a classroom of Second Life. According to the analysis of reflection notes, interviews, researcher's observations of 5 participants, their experiences of presentation and taking classes in distance education using their own avatars in Second Life had positive influence on participants' teaching efficacy belief in their future working for distance education using avatars of Second Life. The implication of this study is to show some conditions for successful distance education as well as to see the potential of distance education in 3D virtual reality space using avatars. This study will contribute to promote the future study in distance education field.

• Proceedings of the KIEE Conference
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• 2002.07d
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• pp.2373-2375
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• 2002

전자 제어식 미끄럼 방지 제동 장치(ABS, Anti-lock Brake System)를 장착한 차량의 실차 제동 시험은 시험용 차량을 비롯하여, 많은 분석장비를 필요로 한다. 이러한 고가의 장비는 구하기가 어려울 뿐만 아니라 사용방법을 학습하는 데에도 상당한 기간을 필요로 하므로, 개발중인 ABS에 대하여 적용해 보기에는 그 사용에 제약을 받는다. 본 논문에서는 개발중인 미끄럼방지 제동 알고리즘과 전자제어장치(ECU, Electronic Control Unit)를 대형 버스에 장착하여, 저 점착 노면에서 주행 시험을 시행하였고, 그 주행 기록의 분석을 위하여 DAS(Data Acquisition System)를 구현하였다. 개발 ABS 알고리즘 및 ECU의 기능과 성능 검증이 목적인 DAS는 부가적인 센서 및 고가의 장비를 사용하지 않고 제어보드와 휴대용 노트북 컴퓨터를 이용하였다. 고정밀도의 자료를 획득할 수는 없었지만, 개발 DAS를 이용한 차량 실차 제동 시험은 경제적이면서도 효과적인 ECU 및 알고리즘의 성능 분석을 이룰 수 있었다. 특히 개발 DAS는 제어 및 Data Acquisition을 동일한 보드를 사용하여 구현함으로써, ABS 장착 실차 주행 시험 결과를 제어알고리즘에 즉각적으로 반영시킨 수 있었다. 이러한 One Board System 및 On-Vehicle Programming을 이용한 방법은 개발 알고리즘의 빠른 Debugging 및 파라미터 조정(Tuning)을 가능하게 하였으므로, 실차 제동 시험을 위한 한정된 기간 내에 개발 ABS ECU 및 제어 알고리즘의 성능을 효과적으로 검증할 수 있었다.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.27-39
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• 2017

To grasp the current status of smart campus and look for future directions, this study investigated the usage rate and perceived usefulness of digital devices and services by conducting online survey of 580 university students. The main results are as follows. First, smartphones have the highest ownership rate, followed by laptops, desktops, and digital cameras. Purchase intention of virtual reality devices is highest followed by smart watches/bands, and tablets. Second, mobilization in campus life is almost realized, however the usage of desktops is still high in education and administration context. Digital devices have been perceived particularly useful when searching and sharing information. Third, students use digital services such as search engines, messengers, and online libraries in their learning, and they use messengers, music and video services in their lives. Service usage rate and perceived usefulness are not proportional.

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.193-202
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• 2021

This study aims to identify what kind of epistemological resources were activated in unproductive and productive practice by students participating in scientific argumentation, and to explore which contexts result in changes in argumentative practice. We collected transcriptions of participants' argumentative lessons and interview, participants' work sheets, and researchers' field notes. The analysis revealed that the focus group activated different kinds of epistemological resources depending on their practice; propagated, belief, and accumulation in unproductive practice and constructed, understanding, accumulation, formation and rebuttal in productive practice. We found two contextual cues that led to these changes; unfamiliar form of argumentative task was provided and emotional, epistemic, and conceptual support of the epistemic authority. This work can be provided as additional case studies to analyze changes in practice according to learner context-dependent epistemology, and we expect to contribute to discussions of productive epistemology and stabilization for students' authentic science engagement.

• Journal of Convergence for Information Technology
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• v.11 no.7
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• pp.118-127
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• 2021

This study aims to examine satisfaction of nursing students with online classes during first semester of 2020 after COVID-19 pandemic and the difference in satisfaction according to general and online-related characteristics. An online survey was conducted for all nursing students, and subsequently 627 responses were analyzed by t-test and ANOVA with SPSS WIN. Result reveals that students ability to use IT devices was above average, and most of them used laptop computers. Pre-recorded video lecture format was used the most, and improvement of online content was demanded the highest. Overall satisfaction with online classes was scored 3.0/5.0, with the highest satisfaction for anytime and anywhere learning, and the lowest satisfaction in recommending online classes to others. There were significant differences between self-evaluation on own grade, ability to use IT devices, format of online classes, and satisfaction about online classes. Through this study, it would be possible to suggest a plan to increase satisfaction of online class and basic data to establish university policy for online classes after COVID-19.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.1
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• pp.22-27
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• 2020

Recently, as the number of households raising pets increases due to the increase of single households, there is a need for a system for monitoring the status or behavior of pets. There are regional limitations in the monitoring of pets using domestic CCTVs, which requires a large number of CCTVs or restricts the behavior of pets. In this paper, we propose a mobile system for detecting and tracking cats using deep learning to solve the regional limitations of pet monitoring. We use YOLO (You Look Only Once), an object detection neural network model, to learn the characteristics of pets and apply them to Raspberry Pi to track objects detected in an image. We have designed a mobile monitoring system that connects Raspberry Pi and a laptop via wireless LAN and can check the movement and condition of cats in real time.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.487-492
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• 2022

Universities are looking for various methods to enhance educational competence level suitable for the rapidly changing social environment. This study suggests a method to promote academic and educational achievements by reducing drop-out rate from their majors through implementation of pre-survey of satisfaction that revised and complemented survey items. To supplement the CQI method implemented after a general satisfaction survey, a pre-survey of satisfaction was carried out. To consolidate students' competences, this study made prediction and analysis of data with more importance possible using the Random Forest of the machine learning technique that can be applied to AI Medici platform, whose design is underway. By pre-processing the pre-survey of satisfaction, the students information enrolled in classes were defined as an explanatory variable, and they were classified, and a model was created and learning was conducted. For the experimental environment, the algorithms and sklearn library related in Jupyter notebook 3.7.7, Python 3.7 were used together. This study carried out a comparative analysis of change in educational satisfaction survey, carried out after classes, and trends in the drop-out students by reflecting the results of the suggested method in the classes.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.3
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• pp.889-899
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• 2017

Various efforts and technical development for integrating the ICT technologies to the area of special needs education have been continuing. In this paper we have studied and implemented various ICT-based disability evaluation websites and mobile applications for special needs education and also verified their usefulness from the field test at disability schools. The valuer can access the websites and mobile applications for autistic behavior or learning disability evaluation at the any places and by any devices such as laptop, PC, smartphone and tablet PC. And all the evalation results are stored into and managed at the server database and shared with websites and mobile applications to integrate together easily. From the study about disability evaluation and implementation results we have a confidence that they will be useful to support the seamless evaluation and the continuous monitoring services for the disabled at the special needs education fields.