• Journal of Digital Convergence
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• v.17 no.5
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• pp.51-63
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• 2019

In the rapidly changing society since the Fourth Industrial Revolution, the cultivation of convergence talents that can solve complex problems is emerging as an important issue. The purpose of this study is to propose the core competencies required to establish the program learning outcomes of the engineering and education curriculum, which is the accreditation standard of engineering education proposed by ABEEK(Accreditation Board for Engineering Education of Korea). Case study methodology was applied to achieve the purpose of the study. The case of analysis is design and software convergence majors of domestic and foreign universities. The educational objectives and course syllabi were analyzed. As a result of the research, four core competencies to be achieved in the design and software convergence majors were derived in addition to the ten program outcomes presented by ABEEK. New core competencies are convergence ability, creative thinking, entrepreneurship, and design ability. The result of this study is expected to contribute to the development of the evaluation system for the convergence engineering education field.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.251-258
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• 2022

In this paper, we propose a standard AI developer job training track based on industry needs. The characteristic of this curriculum is that it can minimize the mismatch of AI developer job competency between industries and universities. To develop an AI developer job training track, a survey will be conducted for AI developers working in industrial fields. In this survey, among the five NCS-based AI developer jobs, job analysis is conducted by deriving AI developer jobs with high demand for manpower in industrial fields. In job analysis, the core competency unit elements of the job are selected, and knowledge, skills, tools, etc. necessary to perform the core competency unit elements are derived. In addition, a standard AI developer job curriculum is developed by deriving core subjects and road-map that can educate knowledge, skills, tools, etc. In addition, we present an efficient AI developer job training method using the standard AI developer job training course proposed in this paper.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.223-245
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• 2013

The purpose of this study is to analyze curriculum contents, teaching methods and evaluation methods for the core courses in Library & Information Science. It focuses on syllabi both of Korean and foreign universities, and compares them to figure out their own characteristics and differences. The study aims to contribute to the advancements of domestic Library & Information Science in regards to their curriculum contents and methods. To this end, we collected and analyzed the syllabi of Information Organization, Information & Reference Services, Information Retrieval and Management of Libraries, which are used in the foreign LIS departments. As results, we found some differences between curriculum contents, teaching methods and evaluation methods used by Korean and foreign universities. In teaching methods, especially, the classes in Korean universities used the forms of lecture, presents, examination, while classes in foreign universities used more various methods, such as workshop, project, developing system, simulation, case study, interviews with expert.

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.325-337
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• 2017

The purpose of this study is to examine the effectiveness of flipped learning lesson on the human social behavior and social environment subject. In order to achieve this object, this study conducted qualitative analysis of class-evaluation and self-evaluation and quantitative analysis using the questionnaire. As a result, it was confirmed that flipped learning method works very effectively in the theoretical curriculum of social welfare. Participants assessed that their comprehension and presentation skills improved. In addition, their self-esteem improved after this class. However, this teaching may be rather negative for participants who had difficulties in pre-learning or a passive attitude. In order to improve this problems, the instructors should be prepared to make pre-learning better. As well as, they should prepare countermeasures for passive participants, and help interact well among the participants.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.8
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• pp.5242-5247
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• 2014

The aim of this study was to specify the procedures of problem design for employing problem based learning (PBL) and designing problems for the learning content of the subject. The procedures for designing good problems are composed of the selection of educational contents, determining the learner's characteristics, identifying problems, setting roles and situations, and writing down problems. Using the procedures, four integration problems covering the contents of a creative engineering design subject were designed. The talent needed in a current industrial site can be fostered with PBL, not whole-class learning. A creative engineering design subject based on PBL was planned, which focused on the process of design problems. To make an effect of this PBL, studies applying this instructional design to many lectures should be implemented.

• Journal of Digital Convergence
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• v.17 no.3
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• pp.331-340
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• 2019

The purpose of this study was to examine the effects of student-generated questions (SGQs) partially applied in a pathology course on learning motivation, communication abilities, and problem-solving skills in nursing students. A one-group pretest-posttest design was employed to conduct this study with 106 nursing students taking the pathology course in a university-setting. Data were analyzed using a Wilcoxon signed-rank test in SPSS version 20. The results showed that communication and problem-solving skills were significantly improved at the end of the semester compared to the beginning. The findings imply that SGQs could be an effective means to improve nursing students' skills of communication and problem solving. To equip nursing students with such core competencies, teaching-learning methods combined various strategies should be developed and applied to nursing education.

• Korean Journal of Social Welfare Studies
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• v.42 no.1
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• pp.371-397
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• 2011

Field practicum is the core of Social Work education and plays a key role in the integration of theory and practice. To maximize the effectiveness of field education, it is important that both the faculty field liaison and field instructor are cooperated. However, the current field education is almost dependent on the supervision by field instructors. This study explores the perception on the areas of supervision by using the Q-methodology. As a result, the perception of faculty field liaison was categorized into three types and field instructors' was two. Their types of perception were partially overlapped rather than contrast. Findings of the study suggested the need for greater collaboration between academia and agencies.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.477-491
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• 2013

In order to live up to public expectations, universities dedicate their best efforts to cultivating all Essential Competencies for outstanding individuals, especially reorganizing and improving their general education curricula and methods of teaching and learning, in light of the fact that a cutting-edge technology in a specific field does not bear a long span in the modern society. Through a Grounded Theory approach, the aim of this research is to study undergraduates' Experience Process of Action Learning designed to foster their Essential Competencies. With broadly selected 15 students from the courses for Essential Competencies, the method of theoretical sampling was employed so as to secure the diversity of the subjects' characteristics and backgrounds. After in-depth interviews, the data from the subjects were analyzed on the basis of Grounded theory approach of Strauss and Corbin. The conclusions of this analysis are as follows; Firstly, a learning coach should play a different role depending on the levels of Action Learning. Secondly, some time for introspection should be taken for the effective operation of Action Learning. Thirdly, learners ought to solve the problems faced during the learning process on their own. Fourthly, the aims of courses for Essential Competencies are also needed to be focused.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.234-246
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• 2021

The purpose of this study is to develop the main subjects of the job-based curriculum by deriving the job analysis results of general security job workers in the physical protection field responsible for responding to threats to nuclear materials and nuclear facilities. In the job analysis stage, FGI was conducted on 7 content experts to derive 8 duties and 55 tasks. In addition, knowledge and skills were drawn for each task. In the analysis of educational needs, surveys were conducted for workers in general security jobs to derive the top 25 educational priorities through t-test and Borich needs assess model. At the stage of selecting core tasks and organizing required/optional contents, 42 tasks, both above average or at least one of them, were derived as core tasks based on the result of evaluation of importance and difficulty ratings of 55 tasks through a questionaire. In addition, tasks applied to the top 25 rankings derived from Borich needs assess model were applied as the required contents when designing courses, and tasks which applied only one of them were selected as optional contents. At the stage of required/optional modules and educational contents, four required modules and five optional modules were derived by drifting similar tasks between the required and optional contents. Based on the above results, the study suggested academic and practical implications and future suggestions.

• Journal of the Korean Institute of Landscape Architecture
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• v.44 no.1
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• pp.51-65
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• 2016

A syllabus can be considered to be a masterplan for good educational results. This study tries to diagnose the current status of landscape architectural design education and suggest improvement strategies for better landscape design courses through the analysis of the syllabi of mid-level landscape design studio classes collected from the four-year undergraduate programs. The findings and suggestions are as follows. First, it is necessary to take advantage of a syllabus as a contract as well as a plan and a learning tool. Second, it is crucial to make more detailed statement from the perspectives of learners. Third, more customized components for design courses should be developed; the syllabus should give the structure of a design class as an integration and synthesis of other courses. Fourth, it is necessary to increase the interrelationship and relevance among the components, especially between course objectives and evaluation criteria, and course activities and references. Fifth, a syllabus needs to function as a communication tool in a flexible manner. Sixth, a syllabus needs to give a comprehensive information about the site and the design project. Finally, instructors need to introduce a set of detailed evaluation rubrics or criteria acceptable to students in order to increase the fairness and transparency of the evaluation.