• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.675-687
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• 2019

As interest in artificial intelligence increases, each university has been establishing a special graduate school with artificial intelligence major, and recently, the Korea government has established various support policies for artificial intelligence education. However, each university has a lot of difficulties because it has little experience in operating graduate education with the latest field of artificial intelligence and it is not easy to find experts. In this study, the response of graduate school students majoring in artificial intelligence was analyzed using IPA technique, and the direction of education of graduate school artificial intelligence major was searched. Among the 40 items surveyed by IPA, 12 items such as systematization of artificial intelligence curriculum, progress of class considering learning level, improvement of academic relations with guidance professors were extracted as items to be improved first. On the other hand, 8 items such as assistant capacity, and relationship with colleagues were overloaded, and twelve items such as instructor's lecture competency, appropriateness of educational contents, learner's artificial intelligence skills and knowledge, and attitude acquisition were to be maintained. In addition, eight items such as convergence education curriculum and diversity of education methods were all low in importance and performance. It is suggested that AI graduate school should be divided into two tracks(technical specialization, convergence expansion) by educational goal, and each track should be conducted by level-specific educational contents and methods suitable for student level. The curriculum should be elaborate and systematic to acquire AI knowledge, skills, and attitudes, and should have an individualized guidance system centered on excellent faculty members.

• Journal of Internet of Things and Convergence
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• v.9 no.1
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• pp.49-55
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• 2023

The evolution of new digital technologies is progressing rapidly. In particular, many changes in software and artificial intelligence are progressing rapidly in the field of education. The Ministry of Education is planning an educational program by linking software and artificial intelligence regular curriculum. Before applying it to regular subjects, various software and artificial intelligence related experience camps are being promoted. This study aims to construct an educational model for software and artificial intelligence education programs for high school students based on new digital technology. By expanding and distributing software and artificial intelligence education, we aim to enhance the basic capabilities of software and artificial intelligence for high school students. I would like to define the concept of software and artificial intelligence in high school and propose a model that links software and artificial intelligence learning factors to the regular curriculum.

• International Journal of Internet, Broadcasting and Communication
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• v.12 no.4
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• pp.232-237
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• 2020

Given the recent pace of development and expansion of Artificial Intelligence (AI) technology, the influence and ripple effects of AI technology on the whole of our lives will be very large and spread rapidly. The National Artificial Intelligence R&D Strategy, published in 2019, emphasizes the importance of artificial intelligence education for K-12 students. It also mentions STEM education, AI convergence curriculum, and budget for supporting the development of teaching materials and tools. However, it is necessary to create a new type of curriculum at a time when artificial intelligence curriculum has never existed before. With many attempts and discussions going very fast in all countries on almost the same starting line. Also, there is no suitable professor for K-12 students, and it is difficult to make K-12 students understand the concept of AI. In particular, it is difficult to teach elementary school students through professional programming in AI education. It is also difficult to learn tools that can teach AI concepts. In this paper, we propose an educational model for elementary school students to improve their understanding of AI through play or experience. This an experiential education model that combineds exploratory learning and discovery learning using multi-intelligence and the PLAY teaching-learning model to undertand the importance of data training or data required for AI education. This educational model is designed to learn how a computer that knows only binary numbers through UA recognizes images. Through code.org, students were trained to learn AI robots and configured to understand data bias like play. In addition, by learning images directly on a computer through TeachableMachine, a tool capable of supervised learning, to understand the concept of dataset, learning process, and accuracy, and proposed the process of AI inference.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.553-566
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• 2022

This study collects social data and academic research data from portal sites and RISS, and analyzes TF-IDF, N-Gram, semantic network analysis, and CONCOR analysis to analyze the social awareness and current aspects of 'AI Literacy' and 'AI Convergence Education'. Through this, we tried to understand the social awareness aspect and the current situation, and to suggest implications and directions. In the social data, the collection of 'AI Convergence Education' was more than twice that of 'AI Literacy', indicating that awareness of 'AI Literacy' was relatively low. In 'AI Literacy', the keyword 'human' in social data showed no cluster to which it belonged, indicating a lack of philosophical interest in and awareness of humanities and AI. In addition, the keyword 'Ministry of Education' showed high frequency, importance, and centrality of connection only in the social data of 'AI convergence education', confirming that 'AI convergence education' is closely related to government policy.

• International journal of advanced smart convergence
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• v.10 no.2
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• pp.201-208
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• 2021

Recently, artificial intelligence(AI) has been used throughout society, and social interest in it is increasing. Accordingly, the necessity of AI education is becoming a big topic in the education field. As a response to this trend, the Korean education authorities have also announced plans for AI education, and various studies have been performed in academic field to revitalize AI education in the future. However, the curriculum research on what differentiates AI education from existing SW education and what and how to train AI is still in its infancy. In this paper, Therefore, we focused on the experiences of elementary school students in solving problems in their own lives, and developed a teaching-learning model based on design-based research so that students can design a problem-solving process and experience the process of feedback. We applied the developed teaching-learning model to the problem-solving process and confirmed that it increased students' understanding and satisfaction with AI education.

• Journal of Internet of Things and Convergence
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• v.9 no.4
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• pp.71-75
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• 2023

Changes in modern society are resulting in the emergence of various service models that apply software and artificial intelligence, and all fields are rapidly changing based on software and artificial intelligence. Education on software and artificial intelligence is emerging as a major influencing factor that determines national competitiveness. Following these social changes, interest in the use of software and artificial intelligence is quite high. Starting in 2025, software and artificial intelligence-related curricula are scheduled to be introduced into public education in elementary, middle, and high schools, so many educational activities are becoming active. In this study, based on the content of operating the software and artificial intelligence experience activity program, we would like to propose the efficiency of future learning programs and operating methods for software and artificial intelligence.

• Journal of Convergence for Information Technology
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• v.11 no.3
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• pp.229-235
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• 2021

Artificial intelligence technology is influencing across all areas as technology advances and social needs change. Therefore, Korean universities have actively developed and operated classes related to artificial intelligence, and have emphasized the importance of artificial intelligence not only in major education but also in liberal arts education. However, there is a lack of research on the development of educational methods and educational programs because artificial intelligence education in liberal arts is in its early stages. SSI is an education that can apply social and ethical problems related to science to open problems that can creatively and reasonably present solutions. SSI can be applied to make AI education more effective. In this study, an artificial intelligence liberal arts curriculum applied SSI was developed with three purposes: First, it is designed is designed so that students subject to education can access it by considering its characteristics as actors of the intelligent information society. Second, it is designed so that students can experience artificial intelligence programs themselves and deal with science technology and social relevance in depth, focusing on various examples of real life. Third, it is designed and approached so that students can participate and cooperate for the purpose of solving common problems to develop cooperative problem-solving skills.

• Journal of information and communication convergence engineering
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• v.18 no.4
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• pp.216-221
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• 2020

Artificial intelligence (AI), an essential skill of the Fourth Industrial Revolution, is being actively taught in higher education; however, AI education is only in the preparatory stage in elementary, middle, and high schools. Investigating various newspaper articles related to AI education to date can aid in basic data collection, which is an important process in the preparatory stage. Accordingly, 13,378 newspaper articles were collected from a total of 21 newspapers, and five topics were extracted using the latent Dirichlet allocation (LDA)-based topic model along with frequency analysis. Newspaper articles from the early 2000s expanded to technologies related to the Fourth Industrial Revolution. Accordingly, education in AI fields should be linked with education in AI-based technology. In addition, efforts should be made to secure the continuity and sequence of AI education in cooperation with related higher institutions and companies.

• Journal of Christian Education in Korea
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• v.74
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• pp.107-134
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• 2023

The purpose of this study is to provide a foundation for establishing the correct direction of education that utilizes artificial intelligence, a key technology of the Fourth Industrial Revolution, in the context of Christian education. To achieve this, theoretical and literature research was conducted. First, the research analyzed the historical development of artificial intelligence to understand its characteristics. Second, the research analyzed the use of artificial intelligence in convergence education from an educational perspective and examined the current policy direction in South Korea. Through this analysis, the research examined the direction of Christian education in the era of artificial intelligence. In particular, the research critically examined the perspectives of continuity and change in the context of Christian education in the era of artificial intelligence. The research reflected upon the fundamental educational purposes of Christian education that should remain unchanged despite the changing times. Furthermore, the research deliberated on the educational curriculum and teaching methods that should adapt to the changing dynamics of the era. In conclusion, this research emphasizes that even in the era of artificial intelligence, the fundamental objectives of Christian education should not be compromised. The utilization of artificial intelligence in education should serve as a tool that fulfills the mission permitted by God. Therefore, Christian education should remain centered around God, rooted in the principles of the Bible. Moreover, Christian education should aim to foster creative and convergent Christian nurturing. To achieve this, it is crucial to provide learners with an educational environment that actively utilizes AI-based hybrid learning environments and metaverse educational platforms, combining online and offline learning spaces. Moreover, to enhance learners' engagement and effectiveness in education, it is essential to actively utilize AI-based edutech that reflects the aforementioned educational environments. Lastly, in order to cultivate Christian learners with dynamic knowledge, it is crucial to employ a variety of teaching and learning methods grounded in constructivist theories, which emphasize active learner participation, collaboration, inquiry, and reflection. These approaches seek to align knowledge with life experiences, promoting a holistic convergence of faith and learning.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.235-241
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• 2020

Artificial intelligence and machine learning are used in many parts of our daily lives, but the basic processes and concepts are barely exposed to most people. Understanding these basic concepts is becoming increasingly important as kids don't have the opportunity to explore AI processes and improve their understanding of basic machine learning concepts and their essential components. Machine learning educational tools can help children easily understand artificial intelligence and machine learning. In this paper, we examine machine learning education tools and compare their features.