• KIPS Transactions on Software and Data Engineering
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• v.4 no.3
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• pp.99-110
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• 2015

Internet-of-Things(IoT) is the computing paradigm converged with different technologies, where diverse devices are connected via the wireless network, acquire environmental information from their equipped sensors, and actuated. IoT applications typically provide smart services to users by interacting with multiple devices connected to the network and are designed by integrating multiple technologies such as sensor network, communication technologies, and software engineering. Moreover, since the concept of IoT has been introduced recently, most of the researches are in the beginning step, which is too early to be practically applied. Due to these facts, developing IoT application results in unconventional technical challenges which have not been observed in typical software applications. And, it is not straightforward to apply conventional project guidelines to IoT application development projects. Hence, there can be many difficulties to successfully complete the projects. Therefore, for successful completion of the projects, we analyze technical challenges occurring in all phases of the project lifecycle, i.e. project preparation stage and development stage. And, we propose the effective solutions to overcome the issues. To verify identified issues and presented solutions, we present the result of applying the solutions to an IoT application development. Through the case study, we evaluate how reasonable the unconventional technical issues are generated and analyze effectiveness of applying the solutions to the application.

• Korean Journal of Heritage: History & Science
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• v.55 no.2
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• pp.82-100
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• 2022

With the crisis of the COVID-19 pandemic and the era of the 4th industrial revolution, archaeological heritage education has entered a new phase. This article responds to the trends in the post-COVID-19 era, seeking ways to develop archaeological heritage education and sustainable strategies necessary in the era of the 4th industrial revolution. The program of archaeological heritage education required in the era of the 4th industrial revolution must cultivate creative talent, solve problems, and improve self-efficacy. It should also draw attention to archaeological heritage maker education. Such maker education should be delivered based on constructivism and be designed by setting specific learning goals in consideration of various age-specific characteristics. Moreover, various ICT-based contents applying VR, AR, cloud, and drone imaging technologies should be developed and expanded, and, above all, ontact digital education(real-time virtual learning) should seek ways to revitalize communities capable of interactive communication in non-face-to-face situations. The development of such ancient heritage content needs to add AI functions that consider learners' interests, learning abilities, and learning purposes while producing various convergent contents from the standpoint of "cultural collage." Online archaeological heritage content education should be delivered following prior learning or with supplementary learning in consideration of motivation or field learning to access the real thing in the future. Ultimately, archaeological ontact education will be delivered using cutting-edge technologies that reflect the current trends. In conjunction with this, continuous efforts are needed for constructive learning that enables discovery and question-exploration.