• Archives of design research
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• v.16 no.2
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• pp.121-130
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• 2003

The diffusion expressive power means the flexibility of which creative power test spheres(fluency, originality) by Torrance is ability making the considerations, thoughts and concepts to the meaningful symbolic change. This study is willing to develop and improve program toward the diffusion expressive power and is to testify training effect of the students are majoring design with the object. The training programs composed of six levels which is based on the theory of Eskild Tjalve. And the parameters of each levels are element, function, number, arrangement, form geometric, size and have to practice 2 weeks at once by 12 weeks. For successful measuring the effective results of this study, 40 undergraduate junior students in the department of design are grouped to excercise with experimental pilot group and regulated group. The standard type of creative paper is used to evaluate the results of student's training. This study give proof that creative power of the experimental pilot and under training group is higher than the regulated and under comparison group at in the conclusion.

• Journal of the Korean Society for information Management
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• v.41 no.2
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• pp.71-96
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• 2024

This study focused on the fact that limitations of implementing school-centric models and standards of information literacy construction. This study was conducted with the purpose of developing and validating an instructional model to effectively design and practice online information literacy instruction for upper elementary school students based on a public library. Through a review of prior literature and analysis of current status and cases, a primary model was developed including the definition and area of information literacy, learning stages and activities, conceptual and procedural model, and teaching and learning plan. In addition, the first and second expert surveys were conducted to evaluate the internal validity of the model. The final model was derived by synthesizing and converging the collected opinions. As a result of the study, the final model consisted of 7 areas: 'Information literacy concept', 'Instruction component area', 'Conceptual model', 'Procedure model', 'Design principles and detailed guidelines', and 'Learning Steps and Activities' and 'Teaching and Learning Plan'.

• Proceedings of the Korea Information Processing Society Conference
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• 2003.11a
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• pp.497-500
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• 2003

본 논문은 계층적 분류기를 제안하여 실시간으로 얼굴 영역을 검출하고, PT(pan-tilt) 카메라를 통해 동적으로 얼굴을 추적할 수 있는 강인한 추적 알고리즘을 구현하고자 한다. 제안된 알고리즘은 분류기 학습, 실시간 얼굴 영역 검출, 추적의 세 단계로 구성된다. 분류기 학습은 AdaBoost 알고리즘을 이용하여, 독특한 얼굴 특징을 추출하는 계층적 분류기를 생성한다. 계층적 분류기는 높은 정확도를 가진 분류기들이 단계적으로 결합됨으로써 우수한 검출 성능으로 수행된다. 실시간 얼굴 영역 검출은 생성된 계층적 분류기를 통해, 빠르고 효율적으로 얼굴 영역을 찾아낸다. 추적은 PT 카메라를 통해 동적으로 검출 영역을 확장시키며, 이전 단계에서 추출된 얼굴 영역의 위치 정보를 이용하여 수행한다. 제안된 알고리즘은 계산의 효율성과 검출 성능을 동시에 증가시키며, 얼굴 검출 수행은 2초당 약 15프레임을 실시간으로 처리한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2023.11a
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• pp.54-57
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• 2023

CEFR(Common European Framework of Reference for Language)는 유럽 전역의 교육기관에서 언어구사 능력을 평가하는 평가 기준이다. 본 논문은 학습자가 문장 작문한 것을 CEFR 에 기반하여 평가하는 모델을 기술하는 것을 목표로 한다. CEFR 기반 문장 작문 평가는 크게 전처리 단계, 작문 단계, 평가 단계로 구성된다. CEFR 기반 문장 작문 평가 모델의 평가는 CEFR 수준별로 분류한 문장들이 전문가의 수동 분류와 일치하는 지의 정확도와 학습자가 작문한 결과의 자동 평가로 측정되었다. 실험은 독일어를 대상으로 하였으며 독일어 전공 41 명의 대학생에게 CEFR 6 등급별로 5 문장씩 총 30 문장의 2 세트를 만들어 실험을 실시하였다. 그 결과 CEFR 등급별 자동 분류는 전문가의 수동 분류와 61.67%로 일치하는 정확도를 보였다.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.137-147
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• 2018

The purpose of this study was to develop and examine the effects of flipped learning in ancient Mesopotamian costume history. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned the socio-cultural background of Mesopotamia by watching videos online and Mesopotamian costume with PPT. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, the instructor had a supplementary mini-lecture. Then the advanced learning was progressed with the team project(Mesopotamian costume analysis) by online Louvre Museum. Students made a team presentation and the instructor provided feedback. After-class: The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students actively participated in flipped learning and the class was rated appropriate. Students were satisfied with the overall quality of the flipped learning class. The Effect of Flip Learning Classes in reflective journals were shown as 'related flipped learning style,' 'related online Louvre museum project,' 'understanding of cooperative learning,' and 'contents of the class'. In conclusion, the flipped learning applied to Mesopotamian costume history was positive as a learner-centered education.

• 대한공업교육학회지
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• v.33 no.2
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• pp.137-153
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• 2008

This study has 4 purposes which are as the followings. First, it is to lay out the project based learning method which enables students to improve their creative skills. Second, it explains the appropriate way to apply the project based learning method to real learning situations. Third, it identifies how the students recognize the effectiveness of learning after the learning method has been applied. Finally, it discusses how learners recognized the effectiveness of project based learning method and how it enhanced their creative skills. During this study, research was conducted on students at J Industrial technical high school in a real learning situation. The study included 60 participants from 2 classes selected from 9 classes in third grade at the high school. Data was collected using surveys. Results indicated participants recognized the project based learning method allowed them to solve problems creatively. It enabled them to improve their creative skills and apply them to learning situation. Also, they recognized that this method provided them with varying creative thinking opportunities. The most effective technique to improve their creative skills was the brainstorming(42%), followed by creative problem solving(17%), and then the checklist method(15%). The content creation(32%), topic selection(32%), and project implementation(18%) for presentations best illustrated student originality.

• Archives of design research
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• v.15 no.4
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• pp.223-230
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• 2002

As evolution of multimedia technology brings changes to industries concerned with design, new education program is needed to cultivate designers with abilities which are adapted to changed circumstance. This paper is purposed to show guideline to set up a fundamental course for multimedia design in which students know what are new presentation modes and learn how to use them, Multimedia design call for abilities of organizing information, representing, and implementing interactivity. Among them, fundamental course considers representing information as central subject. And it also contains lessons which are relative to proceeding courses. It should have students to experience creative composition and various expressions, and study cognitive or aesthetic effects of them. All activities are based on the understanding about presentation factors and principles. Basic course's lessons are composed by two main subjects, which are essential expression and matters relative to organization and interactivity. Described in detail, lessons are divided into three phases. First phase is combining presentation factors for affective effects, second is delivering message of various knowledges and third is forming simple interaction.

• Proceedings of the Korean Society for Agricultural Machinery Conference
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• 2017.04a
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• pp.166-166
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• 2017

모돈의 건강 상태를 정량 지수화 하기 위한 연구를 수행 중이다. 지제이상, 섭식 불량, 수면 패턴 등의 운동 특성 분석을 위하여 복수의 초음파 센서를 이용하였다. 시계열 계측 신호를 분석하여 정량 지수화를 수행하는 과정에서 주파수 도메인 분석을 시도하였다. 이 과정에서 주파수 도메인의 분해능에 따른 편차 극복을 위한 비선형 모델링을 수행하였다. 또한 인접한 시계열 데이터 구간 간의 상관성 분석이 가능하면 대용량 데이터의 실시간 처리로 인한 지연 시간 극복 및 기대되는 예후에 대한 조기 진단이 가능할 것이다. 본 연구에서는 구글에서 제공하는 Tensorflow와 NVIDIA에서 제공하는 CUDA 엔진을 동시 적용한 심층 학습 시스템을 이용하였다. 전 처리를 위하여 주파수 분해능 (2분, 3분, 5분, 7분, 11분, 13분, 17분, 19분)에 따른 데이터 집합을 1단계로 두고, 상위 10 순위 안에 드는 파워 스펙트럼 밀도의 크기를 2단계로 하여, 총 2~10개의 입력 노드를 순차적으로 선정하였고, 동일한 방식으로 인접한 시계열의 파워 스펙터럼 밀도를 순위를 변화시켜 지정하였다. 대표적인 심층학습 모델인 Softmax regression with a multilayer convolutional network를 이용하여 Recursive feature selection 경우의 수를 $8{\times}9{\times}9$로 총 648 가지 선정하고, Epoch는 10,000회로 지정하였다. Calibration 모델링의 경우 Cost function이 10% 이하인 경우 해당 경우의 학습을 중단하였으며, 모델 간 상호 교차 검증을 수행하기 위하여 $_8C_2{\times}_8C_2{\times}_8C_2$ 경우의 수에 대한 Verification test를 수행하였다. Calibration 과정 상 모든 경우에 대하여 10% 이하의 Cost function 값을 보였으나, 검증 테스트 과정에서 모든 경우에 대하여 $r^2$ < 0.5 인 결정 계수 값이 나타났다. 단적으로 심층학습 모델의 과도한 적합(Over fitting) 방식의 한계를 보인 것이라 판단할 수 있다. 적합한 Feature selection 및 심층 학습 모델에 대한 지속적이고 추가적인 고려를 통해 과도적합을 해소함과 동시에 실효적이고 활용 가능한 Classification을 위한 입, 출력 노드 단의 전후 Indexing, Quantization에 대한 고려가 필요할 것이다. 이를 통해 모돈 생체 정보 정량화를 위한 지능형 현장 진단 기술 연구를 지속할 것이다.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.215-236
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• 2011

I studied on the relations of constructivism and school library assisted instruction in this paper. Constructivism is the most important goal of the modern schooling. In constructivism they insist that knowledge is constructed by the learner individually and subjectively. So in constructivism they focus their attention on setting authentic environment of learning for each individual learner. Constructivism was developed into the learner-centered instruction in schooling nowadays. In constructivism the following instructions are very important for achievement its' goal ; problem based learning, project based learning, discussion based learning etc. These instructions are supported commonly by resource based learning. Educational resources are managed in school library totally. School library assisted instruction is the most effective one for resource based learning. And information literacy instruction by teacher librarian relates closely meta cognitive learning of reflections in constructivism. School library assisted instruction is the essential element for the practice of constructivism in schooling.

• Sijohaknonchong
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• v.20
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• pp.141-171
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• 2004

Even though only 3 sijo are in high school textbook. through these 3 sijo each type can be understood in that each represents pyung sijo, sasul sijo, and present sijo. To learn with learner-centered activities, which aim for full knowledge acquisition regarding literary works, as the preparing stage, students can learn what theyll learn by teachers. Sijo are, so to speak, formed with three chapters, and stand for the world that is colorless, scentless, and flavorless. So, the theme can be found with ease. Compared with other genres, sijo can be formed creating background with ease. Moreover, sijo are not too long, so learners can paraphrase it. Sijo that express private experiences with the everyday language can be related to other genres or everyday language. So, sijo are last to present. In the teaching phase, on the gradation of concretion and gradation, writing or presentation activities are presented. After classroom, learners keep a reaction journal. In the phase of concretion and gradation, learners can apprehend that typical differences of the emotions of poetic speakers is from typical differences, even though emotions of poetic speakers of (1)$\cdot$(2)$\cdot$(3) that is each stand for pyung sijo, sasul sijo, and present sijo are roughly summarized loneliness, desolateness, and gloominess. Moreover, these typical differences are from social, political. and cultural settings, namely, the differences of contexts. In this teaching model. learners should prepare for content regarding context and text before the class. Teachers should act as an assistant to help learners pre-understand their subjective experiences and imaginations.