• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.290-301
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• 2017

This research aimed to develop problem creating worksheets as a teaching & learning material for problem solving activities and assess its effectiveness. Activity worksheets for creative problem development were established. The effectiveness of the problem-creating classes taught to gifted students in invention was evaluated. In addition, effective strategies for encouraging problem creating and question making in teaching & learning processes were explored. The creative problem identification activity consisted of 5 steps, which are idea creation, convergence, execution, and evaluation. The results showed that elementary and middle school students taught in the classes using this problem-identification worksheet were highly satisfied with the program. This study concluded that it requires an educational environment, government level collaboration, and support to create a mature social atmosphere and educational environment motivating students to keep asking questions and identify problems. Through continual modification, additional ongoing efforts to increase the credibility and the quality of the worksheets as a creative problem solving and learning tool will be needed.

• Journal of Digital Convergence
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• v.15 no.5
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• pp.37-48
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• 2017

Recently, the importance of software education is growing because computational thinking of software education is recognized as a key means of future economic development. Also human resources who will lead the 4th industrial revolution need convergence and creativity, computational thinking based on critical thinking, communication, and collaborative learning is known to be effective in creativity education. Software education is also a time needed to reflect social issues such as collaboration with developers sharing interests and open source development methods. Github is a leading social coding site that facilitates collaborative work among developers and supports community activities in open software development. In this study, we apply operational cases of basic learning of social coding sites, learning for storage server with sources and outputs of lectures, and open collaborative learning by using Github. And we propose educational model consisted of four stages: Introduction to Github, Using Repository, Applying Social Coding, Making personal portfolio and Assessment. The proposal of this paper is very effective for software education by attracting interest and leading to pride in the student.

• Journal of The Korean Association For Science Education
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• v.35 no.5
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• pp.885-893
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• 2015

In this study, we compared the use of information and communications technology (ICT) by middle school teachers in Korea and other countries utilizing the teacher survey data of the IEA International Computer and Information Literacy Study (ICILS) 2013. The ICILS target population consisted of all students in the eighth grade. We compared Korea with Australia, the Czech Republic, Norway, and Poland, which are nations showing the highest achievements in computer and information literacy. We selected nine questions from the teacher questionnaire and divided them into the categories of computer use, use of ICT for teaching and learning, and the ICT support environment in school. In comparison to their counterparts in other countries, Korean middle school science teachers used computers frequently and also had high ICT self-efficacy. They were confident in their ability to use computers for general tasks, but not in their ability to use computers for teaching and learning. The Korean teachers also had a high percentage of utilization of presentation and graphics software. Also, the proportion of activities concerning the information provided and teacher-led tasks was high, but the proportion of activities for student collaboration or peer interaction was low. In Korea, middle school science teachers had more negative than positive views of using ICT in teaching and learning. The teachers thought that computer-related resource support and digital learning materials were insufficient and that the computer model was outdated in schools. Therefore, we propose to build an ICT infrastructure and to develop and disseminate ICT teaching and learning methods for student activities.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.61-70
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• 2018

It is urgent in the context of the Fourth Industrial Revolution that students become creative and integrative thinkers. In this vein, in the last few years, drawing upon constructivism as an innovative learning paradigm, new coding curricula using MIT's Scratch have been introduced in the number of countries to enhance computational thinking (CT). However, constructivism encouraging collaborative and active learning may not be explicitly utilized in instructional design focusing mainly on learning to code as technical skills - some of which exist today in large numbers of school and after-school code activities. To respond to such a misleading way of developing CT through coding, the present study aims to propose the benefits of CT self-assessment rubrics for primary pre-service teachers within a CT course entitled "Problem Solving by Computational Thinking". Our findings show how meaningful collaborative CT self-assessment in a group impacts their learning of CT. We end this paper with the discussion of implications of our findings for CT assessment towards a new paradigm in education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.872-877
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• 2018

STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. It is considered important to equip students with a creative thinking ability and the core competences required in future society, helping them devise new ideas emerging from branches of study. This study is about the convergence of instructional design in private finance for the life sciences, which aims to foster talent through problem-based learning (PBL). Skills like collaboration, creativity, critical thinking, and problem solving are part of any STEAM PBL, and are needed for students to be effective. STEAM projects give students a chance to problem-solve in unique ways, because they are forced to use a variety of methods to solve problems that pop up during these types of activities. The results of this study are as follows. First is the structured process of convergence lessons. Second is the convergence lesson process. Third is the development of problems in the introduction of private finance and the life sciences for a convergence lesson at Dornod University. Learning motivation shows the following results: understanding of learning content (66.6%), effectiveness (63.3%), self-directed learning (59.9%), motivation (63.2%), and confidence (63.3%). To make an effective model, studies applying this instructional design are to be implemented.

• Journal of Intelligence and Information Systems
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• v.20 no.2
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• pp.179-192
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• 2014

Keeping in line with the recent changes in the information technology environment, the online learning environment that supports multiple users' participation such as MOOC (Massive Open Online Courses) has become important. One of the largest professional associations in Information Technology, IEEE Computer Society, announced that "Supporting New Learning Styles" is a crucial trend in 2014. Popular MOOC services, CourseRa and edX, have continued to build active learning environment with a large number of lectures accessible anywhere using smart devices, and have been used by an increasing number of users. In addition, collaborative web services (e.g., blogs and Wikipedia) also support the creation of various user-uploaded learning materials, resulting in a vast amount of new lectures and learning materials being created every day in the online space. However, it is difficult for an online educational system to keep a learner' motivation as learning occurs remotely, with limited capability to share knowledge among the learners. Thus, it is essential to understand which materials are needed for each learner and how to motivate learners to actively participate in online learning system. To overcome these issues, leveraging the constructivism theory and collective intelligence, we have developed a social bookmarking system called WeStudy, which supports learning material sharing among the users and provides personalized learning material recommendations. Constructivism theory argues that knowledge is being constructed while learners interact with the world. Collective intelligence can be separated into two types: (1) collaborative collective intelligence, which can be built on the basis of direct collaboration among the participants (e.g., Wikipedia), and (2) integrative collective intelligence, which produces new forms of knowledge by combining independent and distributed information through highly advanced technologies and algorithms (e.g., Google PageRank, Recommender systems). Recommender system, one of the examples of integrative collective intelligence, is to utilize online activities of the users and recommend what users may be interested in. Our system included both collaborative collective intelligence functions and integrative collective intelligence functions. We analyzed well-known Web services based on collective intelligence such as Wikipedia, Slideshare, and Videolectures to identify main design factors that support collective intelligence. Based on this analysis, in addition to sharing online resources through social bookmarking, we selected three essential functions for our system: 1) multimodal visualization of learning materials through two forms (e.g., list and graph), 2) personalized recommendation of learning materials, and 3) explicit designation of learners of their interest. After developing web-based WeStudy system, we conducted usability testing through the heuristic evaluation method that included seven heuristic indices: features and functionality, cognitive page, navigation, search and filtering, control and feedback, forms, context and text. We recruited 10 experts who majored in Human Computer Interaction and worked in the same field, and requested both quantitative and qualitative evaluation of the system. The evaluation results show that, relative to the other functions evaluated, the list/graph page produced higher scores on all indices except for contexts & text. In case of contexts & text, learning material page produced the best score, compared with the other functions. In general, the explicit designation of learners of their interests, one of the distinctive functions, received lower scores on all usability indices because of its unfamiliar functionality to the users. In summary, the evaluation results show that our system has achieved high usability with good performance with some minor issues, which need to be fully addressed before the public release of the system to large-scale users. The study findings provide practical guidelines for the design and development of various systems that utilize collective intelligence.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.3
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• pp.193-215
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• 2014

This study examines undergraduate nursing students' user satisfaction and affective experience of collaborative information behavior in a group-based learning through survey method to see the relationship between these factors. For this purpose, the affective experiences (positive and negative aspects) of collaborative information search were examined using the PANAS scale through the same questionnaire. Correlation between students' experiences of collaborative information search and affective aspects were examined, and statistical significance using the t-test were also conducted to measure the relationship among students' demographic factors, experiences of collaborative information search and affective aspects. The results revealed that there was a significant correlation between experiences of collaborative information search and affective aspects. Also, there were significant relationships among students' demographic factors, experiences of collaborative information search and affective aspects. In particular, there were signigicant differences in students' overall satisfaction of collaboration and positive aspects between male and female students who experienced collaborative information search. This study found out the possibilities for a follow-up study for affective aspects in collaborative information behavior.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.425-434
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• 2014

This study aims to analyze school management consultants' competency from the perspective of professional and prospective consultants and to draw implications for their competency building and work. To achieve the purpose of this study, an importance survey and a retention survey of school management consultants' competency were performed. The main results are as follows: school management consultants' key competencies are concept, background and principle of school management consulting, process and method of school management consulting, contents of school management, listening and empathy, communication, problem solving, teamwork and collaboration, interpersonal skills, authenticity, commitment. Professional and prospective consultants' perception of school management consultants' competency were different, and importance and retention of prospective consultants' competency changed through the consulting experience. It is significant that the result of this study can be reflected in school management consultants' training and qualification and conform the 'learning' principle of school management consulting.

• Journal of The Korean Association of Information Education
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• v.20 no.3
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• pp.283-292
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• 2016

Based on revised 2015 curriculum, diversified SW education methods for elementary school students are researched, developed and applied. However, as most of SW education is based on English text, its coding process may be difficult for low graders of elementary school who are not familiar with English and Math. Under this situation, Kodu game lab based 'icon card board' by which coding could be learnt with ease through game and icon was developed and story activity, coding activity and collaboration activity (SCC) strategy based 17th session SW curriculum was applied and verified. As a result of research, in terms of satisfaction of students for SW class, students more than 86% recognized such class positively and a significant effect was obtained from students' interest level and learning model for coding.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.301-311
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• 2020

A model of cooperative learning, Pair Programming was applied to regular class for middle school students. Algorithm and programming skill were taught through the pair programming for two week and the achievement was analyzed based on 4Cs(Critical thinking, Communication, Collaboration, Creativity) proposed by the NEA(National Education Association). The control group was statistically significant on Critical Thinking between pre-test and post-test1, while the experimental group was statistically significant on all measurements of 4Cs. Between pre-test and post-test2, the control group showed overall little difference in range of 0.2 points on the 4Cs average scores. while the experimental group was statistically significant on all measurements of 4Cs. Between post-test1 and post-test2, there was no significant difference on 4Cs average scores in both groups. The experimental group showed higher score results on all 4Cs than the control group. This study verifies that the benefits of Pair Programming on 4Cs.