• Title/Summary/Keyword: Collaborative Classes

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Exploring the Agency of a Student Leader in Collaborative Scientific Modeling Classes in an Elementary School (초등학교의 협력적 과학 모델링 수업에서 나타난 리더의 행위주체성 탐색)

  • Uhm, Janghee;Kim, Heui-Baik
    • Journal of The Korean Association For Science Education
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    • v.41 no.4
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    • pp.339-358
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    • 2021
  • This study explores the agency of a student leader, expressed through efforts to distribute power and encourage participation in elementary scientific modeling classes. The study also analyzes the context in which the leader's agency was expressed and the context in which the development of a collective agency was constrained. The participants were 22 fifth-grade students. The leader's agency was analyzed by examining his words and actions. As a result, at the outset of the study, the leader had the most power, performing all the activities as the sole authority in a non-cooperative participation pattern. However, with reflection and help from the researcher, the leader recognized the problem and facilitated the participation of other students. He developed an identity as a teacher and demonstrated the agency. The leader's agentic behaviors can be categorized into three aspects. First, regarding the cognitive aspect, the leader helped other students participate in modeling by sharing his knowledge. Second, regarding the normative aspect, he made rules to give all students an equal voice. Third, regarding the emotional aspect, the leader acknowledged the contribution of the students, increasing their confidence. The leader's agency temporarily helped the group to overcome the student hierarchy, facilitating a cooperative participation pattern. However, the development of a collective agency was constrained. The power of the leader was partially redistributed, and the other students did not position themselves as equal to the leader. To support the leader's agency to develop into a collective agency, it is necessary to redistribute the power of the leader more equally and to change the recognition of students.

A Folksonomy Ranking Framework: A Semantic Graph-based Approach (폭소노미 사이트를 위한 랭킹 프레임워크 설계: 시맨틱 그래프기반 접근)

  • Park, Hyun-Jung;Rho, Sang-Kyu
    • Asia pacific journal of information systems
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    • v.21 no.2
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    • pp.89-116
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    • 2011
  • In collaborative tagging systems such as Delicious.com and Flickr.com, users assign keywords or tags to their uploaded resources, such as bookmarks and pictures, for their future use or sharing purposes. The collection of resources and tags generated by a user is called a personomy, and the collection of all personomies constitutes the folksonomy. The most significant need of the folksonomy users Is to efficiently find useful resources or experts on specific topics. An excellent ranking algorithm would assign higher ranking to more useful resources or experts. What resources are considered useful In a folksonomic system? Does a standard superior to frequency or freshness exist? The resource recommended by more users with mere expertise should be worthy of attention. This ranking paradigm can be implemented through a graph-based ranking algorithm. Two well-known representatives of such a paradigm are Page Rank by Google and HITS(Hypertext Induced Topic Selection) by Kleinberg. Both Page Rank and HITS assign a higher evaluation score to pages linked to more higher-scored pages. HITS differs from PageRank in that it utilizes two kinds of scores: authority and hub scores. The ranking objects of these pages are limited to Web pages, whereas the ranking objects of a folksonomic system are somewhat heterogeneous(i.e., users, resources, and tags). Therefore, uniform application of the voting notion of PageRank and HITS based on the links to a folksonomy would be unreasonable, In a folksonomic system, each link corresponding to a property can have an opposite direction, depending on whether the property is an active or a passive voice. The current research stems from the Idea that a graph-based ranking algorithm could be applied to the folksonomic system using the concept of mutual Interactions between entitles, rather than the voting notion of PageRank or HITS. The concept of mutual interactions, proposed for ranking the Semantic Web resources, enables the calculation of importance scores of various resources unaffected by link directions. The weights of a property representing the mutual interaction between classes are assigned depending on the relative significance of the property to the resource importance of each class. This class-oriented approach is based on the fact that, in the Semantic Web, there are many heterogeneous classes; thus, applying a different appraisal standard for each class is more reasonable. This is similar to the evaluation method of humans, where different items are assigned specific weights, which are then summed up to determine the weighted average. We can check for missing properties more easily with this approach than with other predicate-oriented approaches. A user of a tagging system usually assigns more than one tags to the same resource, and there can be more than one tags with the same subjectivity and objectivity. In the case that many users assign similar tags to the same resource, grading the users differently depending on the assignment order becomes necessary. This idea comes from the studies in psychology wherein expertise involves the ability to select the most relevant information for achieving a goal. An expert should be someone who not only has a large collection of documents annotated with a particular tag, but also tends to add documents of high quality to his/her collections. Such documents are identified by the number, as well as the expertise, of users who have the same documents in their collections. In other words, there is a relationship of mutual reinforcement between the expertise of a user and the quality of a document. In addition, there is a need to rank entities related more closely to a certain entity. Considering the property of social media that ensures the popularity of a topic is temporary, recent data should have more weight than old data. We propose a comprehensive folksonomy ranking framework in which all these considerations are dealt with and that can be easily customized to each folksonomy site for ranking purposes. To examine the validity of our ranking algorithm and show the mechanism of adjusting property, time, and expertise weights, we first use a dataset designed for analyzing the effect of each ranking factor independently. We then show the ranking results of a real folksonomy site, with the ranking factors combined. Because the ground truth of a given dataset is not known when it comes to ranking, we inject simulated data whose ranking results can be predicted into the real dataset and compare the ranking results of our algorithm with that of a previous HITS-based algorithm. Our semantic ranking algorithm based on the concept of mutual interaction seems to be preferable to the HITS-based algorithm as a flexible folksonomy ranking framework. Some concrete points of difference are as follows. First, with the time concept applied to the property weights, our algorithm shows superior performance in lowering the scores of older data and raising the scores of newer data. Second, applying the time concept to the expertise weights, as well as to the property weights, our algorithm controls the conflicting influence of expertise weights and enhances overall consistency of time-valued ranking. The expertise weights of the previous study can act as an obstacle to the time-valued ranking because the number of followers increases as time goes on. Third, many new properties and classes can be included in our framework. The previous HITS-based algorithm, based on the voting notion, loses ground in the situation where the domain consists of more than two classes, or where other important properties, such as "sent through twitter" or "registered as a friend," are added to the domain. Forth, there is a big difference in the calculation time and memory use between the two kinds of algorithms. While the matrix multiplication of two matrices, has to be executed twice for the previous HITS-based algorithm, this is unnecessary with our algorithm. In our ranking framework, various folksonomy ranking policies can be expressed with the ranking factors combined and our approach can work, even if the folksonomy site is not implemented with Semantic Web languages. Above all, the time weight proposed in this paper will be applicable to various domains, including social media, where time value is considered important.

Effect of Cooperative Learning on Conceptual Change of Atmospheric and Water Cycle (대기와 물의 순환 개념변화에 대한 협동학습의 효과)

  • Jeong, Jin-Woo;Jang, Myoung-Duk;Chun, Seon-Lye
    • Journal of the Korean earth science society
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    • v.25 no.2
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    • pp.63-73
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    • 2004
  • This study investigated the effect of cooperative learning on the middle school students’ conceptual change of atmospheric and water cycle and also examined the verbal interaction patterns in a cooperative group. The study also analyzed the relationship between the verbal interaction and students’ conceptual change in the cooperative learning situation. Two classes from a middle school were selected as an experimental group (cooperative learning group, n = 37) and a control group (traditional learning group, n = 37), respectively. The experimental group was taught by STAD cooperative learning model and received collaborative skill training. The results of the study can be summarized as follows: first, there were no significant differences in conceptual change between the two groups. As for the middle-achieving students on the pretest, however, the score of the cooperative learning group was significantly higher than that of the traditional learning group. Secondly, verbal interaction in the cooperative learning situation mainly happened among high- and middle achieving students. In addition, the students who were successful in undergoing conceptual change had more frequent verbal interactions than the students who were not. The study suggests that it is more important to interact between a teacher and students than to interact between the students and students in order to correct students’ misconception.

Design and Implementation of Problem Based Learning in Training Ship (PBL(Problem Based Learning) 수업 방법을 활용한 실습선 수업 설계 및 운영)

  • Kim, Bu-Gi;Kim, Noo-Ree;Kim, Jun-Ho;Choi, Hyun-Jun
    • Journal of the Korean Society of Marine Environment & Safety
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    • v.25 no.6
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    • pp.743-748
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    • 2019
  • This study suggested a process of redesigning and implementing problem based learning to enhance students' active and collaborative learning activities and learning outcomes. The results of this study are as follows. First, the ef ect of class participation, academic self-regulated learning, and academic self-efficacy were examined. As a result, first, the average of learning activity, class extension, and participation in class was high in the difference between before and after class. Second, the post average scores of all the factors except the 'evaluation' were higher than before. Third, academic self-efficacy showed a significant difference only in 'task preference'. Finally, students' satisfaction with the class was also high. The professor was also able to grasp the characteristics of individual students by designing and operating the classes using PBL, and it was confirmed that the interaction with students increased. Based on the results of this study, we discussed the limitations and educational implications of the problem based learning class and propose successful problem based learning design and operation of the classroom.

A Study of the Establishment of Framework for Information Exchange based on IFC Model in Domestic Collaborative Design Environment (국내 협업 설계 환경에서의 IFC기반 정보 교환 프레임워크 구축에 관한 연구)

  • Shin, Joonghwan;Kwon, Soonwook;Lee, Kyuhyup;Choi, Sangduck;Kim, Jinman
    • Korean Journal of Construction Engineering and Management
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    • v.16 no.1
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    • pp.24-34
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    • 2015
  • As recent multilateral collaboration design system has been advanced, BIM based data exchange is a key factor for successful next generation building project. Even though many studies have been trying to set up a data compatibility system for collaboration, There are still a lot of problem in data exchange between design and engineering phase. Therefore, In this study, we analysis causes of problem for information exchange and suggest a IFC based Information exchange framework for improving BIM based design collaboration environment. In order to find out problems that hinder establishment of advanced open BIM information exchange, proper analysis about transition of process from current and to-be BIM based design collaboration process is important, at first. From analysis of main obstacles to information exchange, this research suggests solution plan using open API and IFC based BIM collaboration supporting system. The suggested open API solution named Integrity feedback system perform a role making up for weak point derived from IFC based data exchange. And main system suggestion about framework for IFC based information exchange reflect technological system support, requirement of function for collaboration including API/BCF plug-in.

Investigation of Teaching Practices using Smart Technologies and Science Teachers' Opinion on Their Application in Science Education (스마트기기를 활용한 과학 교사의 교수 실행과 과학교육에서 스마트교육 적용 방안에 대한 의견 조사)

  • Yang, Chanho;Jo, Minjin;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.35 no.5
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    • pp.829-840
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    • 2015
  • In this study, we analyzed the teaching practices of science teachers using smart technologies and investigated their difficulties in implementing smart education and their educational needs. We also studied their opinions on the application of smart technologies in science education. The participants were seven science teachers who participated in the smart education study group of a science teacher association in Seoul. We elaborated on the characteristics of smart education in science education during comprehensive analyses of instructional materials used in science classes and the initial interviews. We then analyzed the second interviews by categorizing their responses inductively. All the science teachers used the 'instant access as needed', but their interactions, simply answering students' questions, were found to be at a low level. They did not effectively use the 'collaborative interaction with SNS or wiki-based service' for the support for interactive learning. While most collected learning results of their students and provided feedback in the aspect of 'individualization according to leaner level', they were not aware of 'context, situation, and location of learners' in smart education. While all the teachers extended learning opportunities by using learning resources widely in smart education, most were not aware of 'support for self-directed learning'. Most teachers believed that smart education should be developed to help students learn interactively and in a self-directed manner. They also provided many opinions on teacher training programs and environmental support for smart education. Based on the results, some considerations for implementing smart education in science instructions effectively are discussed.

Effect of NFTM-TRIZ Model Based on Cooperative Learning on Creativity and Class Satisfaction (협동학습에 기반한 NFTM-TRIZ교수·학습모형 적용이 창의성과 수업만족도에 미치는 효과)

  • Yun, Il Lo;Kim, Bi Ryong;Lee, Kyu Nyo;Kim, So Yeon
    • 대한공업교육학회지
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    • v.45 no.1
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    • pp.20-41
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    • 2020
  • The purpose of this study is to explore ways to improve teaching and learning in specialized high schools by investigating the relationship between creativity and class satisfaction in classes using the NFTM-TRIZ model for specialized high school students. In order to achieve the purpose of the research, first, the differences between the applied effects, experiments, and control groups were analyzed when the NFTM-TRIZ model was applied. Second, when the NFTM-TRIZ model was applied, it was analyzed whether there was a significant difference in creativity and class satisfaction by group size. The conclusions of this study are as follows. First, as a result of comparing the preand post-tests of the experimental group and the control group applying the NFTM-TRIZ model through the t-test, the experimental group showed significant differences in creative spontaneity, identity, attachment, curiosity and class satisfaction. Second, in experimental groups with the NFTM-TRIZ model, the size of groups of 4 and 6, rather than the size of groups of 2, had positive effects on class satisfaction. Therefore, the NFTM-TRIZ model based on collaborative learning was effective as a teaching and learning method that promoted creativity and satisfaction of students in specialized high schools.

An Analysis of Teacher Librarians' Role Recognition (사서 교사의 역할 인식 분석)

  • Song, Gi-Ho
    • Journal of the Korean Society for Library and Information Science
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    • v.53 no.4
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    • pp.5-22
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    • 2019
  • The purpose of this study is to analyze the factors that hinder the role recognition and role performance of teacher librarians and suggest some improvement methods. For this purpose, a questionnaire was conducted among 41 persons who participated in the first-level qualification training for teachers librarians at K University Secondary Teacher Training Institute in 2019.The results showed that there was a difference between the expected role and the execution role of the teacher librarians. In other words, teacher librarians recognize that they should teach information literacy as instructors and operate library-based instruction and cooperative classes as teaching partners. However, the most frequently played roles are reading education and library use education. They recognizes the cause as institutional limitations, such as the absence of a national level curriculum and the ambiguity of the role of specialists in school libraries. And it is perceived as a real problem such as the lack of partnership and recognition of their peers. Among the variables of teacher librarians, the higher their educational level, the more they perceived their peers as teachers. Based on this, some suggestions for strengthening the role of the teacher librarians' instructor and teaching partner were proposed in terms of including cross-curricular subjects of information literacy education, analyzing jobs and establishing scholarship system for school libraries.

An Exploratory Study on the Preparation for the High School Credit System of the Home Economics Education Community through the Analysis of Operation Case of High School Credit System Research School (고교학점제 연구학교 운영 사례 분석을 통한 가정과 교육공동체의 고교학점제 준비 방안에 대한 탐색적 연구)

  • Han, Ju
    • Journal of Korean Home Economics Education Association
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    • v.33 no.2
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    • pp.1-25
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    • 2021
  • The purpose of this paper is to explore ways to prepare for the high school credit system in the home economics educational community through the case of high school credit system research school operation. To this end, the operation process of H high school in Gangwon-do, which operated a high school credit system in 2019, was monitored for 5 months, and surveys and interviews were conducted with students, parents, and teachers to determine the operation of the curriculum. Suggestions based on the case of H high school's operation of the high school credit system for home economics educational community are as follows. Home economics teachers should make active efforts to provide attractive and meaningful home economics lessons to their students by improving instruction and assessment, and implementing a variety of elective courses within the subject of home economics, including collaborative online curricula. Home economics teacher communities and related associations should build a solid network that connects local home economics subject research groups, share information related to curriculum operation, and use it as a channel for disseminating class research results. Home economics teacher training institutions should innovate the curriculum to help prospective teachers develop the ability to guide multiple classes in line with the changing teacher training policy, and develop and provide high-quality online and offline programs for field teacher re-education.

Design of Computer Science and Engineering Courses based on Flipped Learning through Integrating Lectures and Team Activities (강의와 팀 활동을 조합한 컴퓨터학 과목의 플립러닝 기반 설계)

  • Sihyung Lee
    • Journal of Internet Computing and Services
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    • v.24 no.4
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    • pp.117-125
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    • 2023
  • Flipped learning is an instructional approach that reverses the traditional order of in-class and after-class activities. It entails students studying course materials before attending class, and then utilizing class time for completing homework tasks. Due to collaborative support available from teachers and peers, flipped learning has gained extensive adoption in computer science and engineering courses, enabling students to effectively engage in homework assignments. Nevertheless, students are responsible for studying class materials independently, which can limit their understanding of advanced topics. We propose an approach that combines both flipped learning and the traditional method, allowing them to mutually enhance each other. In the proposed approach, students acquire foundational concepts prior to attending class, and subsequently delve into advanced topics during classroom sessions through lectures and guidance provided by the teacher. Afterward, students collaborate with their peers to solve problems that involve the application of the concepts they have learned, and exchange a variety of solutions and perspectives. We implemented the proposed approach in four computer science and engineering classes, spanning one to four semesters and observed an enhancement in students' comprehension and satisfaction levels. We anticipate implementation of the proposed approach across various computer science and engineering courses, while enhancing their overall quality.