• Proceedings of the Korea Society of Design Studies Conference
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• 2001.10a
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• pp.72-72
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• 2001

• Korean Journal of Computational Design and Engineering
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• v.9 no.4
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• pp.387-396
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• 2004

In order to keep and increase a competitive potential, industrial enterprises have to reduce their costs for product development as well as shorten lead time in product development processes. Moreover they have to respond to market factors and conditions such as increasing demands for functionality and individuality of products, short product life cycles, high pressure on prices and time to market. The improved functional requirement in connection with high time and cost pressure lead to high risk in product development. Technological fine improvements in connection with high time and cost pressure lead to high development risk. To cope with these challenges many enterprises have to collaborate globally. The collaborative engineering in product development is aimed to create distributed collaborative corporations and to facilitate the management of design conflicts. This paper provides a methodology for analyzing collaborative design process as well as the tools and the framework to support collaborative product development. The methodology can identify the interdependences among design tasks and teams. The tools and framework are implemented to facilitate the management of product development process.

• Architectural research
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• v.7 no.1
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• pp.1-9
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• 2005

The needs of collaboration among design participants spread in different locations is emphasized in the early design stage in order to not only save time and provide places to meet and talk, but also to save cost for those events as well: This is being realized by the Internet, which helps support a networked, integrated real-time multi-user environment. As the base for collaboration activities moves from physical places to cyberspace, the methods of connecting every participant by means of a computer technology have been desired and considered. This study aims at investigating today's collaboration technology in the architectural design process, especially focused on the early stages, in terms of temporal dimensions. In addition, major concepts for and previous efforts and tools of collaborative design have been examined, and a specific recommendation has been proposed for future development of collaborative architectural design systems: That is distributed collaboration, which is accessible and comprehensible to all the professionals in the building design team, which not only allows the sharing of information but also the sharing of understanding, and which facilitates the development of design tools for different aspects of the envisioned collaborative design environment.

• Educational Technology International
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• v.20 no.2
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• pp.223-255
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• 2019

The purpose of this study is to draw implications for designing online tools to support monitoring in collaborative learning. For this purpose, eighteen research papers that explored learner dashboards and group awareness tools were analyzed. The driving questions for this analysis related to the information and outcomes that must be monitored, whose performance they represent, and who monitors the extent of learning. The analytical frameworks used for this study included the following: three modes of co-regulation in terms of who regulates whose learning (self-regulation in collaborative learning, other regulation, and socially shared regulation) and four categories of dashboard information to determine which information is monitored (information about preparation, participation, interaction, and achievements). As a result, five design implications for learner dashboards that support monitoring were posited: a) Monitoring tools for collaborative learning should support multiple targets: the individual learner, peers, and the entire group; b) When supporting personal monitoring, information about the individual and peers should be displayed simultaneously to allow direct comparison; c) Information on collaborative learning achievements should be provided in terms of the content of knowledge acquired rather than test scores; d) In addition to information related to interaction between learners, the interaction between learners and learning materials can also be provided; and e) Presentation of the same information to individuals or groups should be variable.

• Archives of design research
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• v.17 no.3
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• pp.373-382
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• 2004

Video protocol analysis is a popular and effective technique in many research disciplines including industrial design and HCI for understanding the interactions between people, and between people and machines. Analysing and transcribing video recordings is, however, notoriously time consuming, and a variety of single-user computer based tools have been developed to ease the task. This paper examines collaborative video analysis. The motivation for groupware tools for video analysis is described, and the desirable features of such tools are identified. The following section reviews related work on video analysis and on single-user video analysis tools. The review is used to derive a set of design goals for collaborative video analysis tools. We then detail prototype's user interface, its collaborative facilities, and its implementation. The preliminary evaluation is described prior the conclusions which identify directions for further work.

• The Journal of Information Technology and Database
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• v.4 no.1
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• pp.65-77
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• 1997

This paper describes and effective teaching approach to an undergraduate database course. This research draws on practical experience based on the hands-on practice approach which leads students to develop a database application utilizing various tools. Students not only learn concepts, methodologies and tools of database technology in class and through online multimedia learning aids, but also practice how to integrate them through collaborative team projects. The course employs collaborative learning approach and multimedia and internet technologies. Students are encouraged to work collaboratively on assignments and projects and to learn independently through online multimedia learning aids.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.37-47
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• 2015

The purpose of this study is to review the concept mapping tools and provide implications for designing tools that support collaborative learning activities. For this purpose, representative concept mapping tools - Convince Me, Knowledge Forum, Cmaptools, Mindmeister, Belvedere - was analyzed by using the 3C(Communication, Coordination, Cooperation) framework. We have applied three research methods; 1) literature review on design principles of tools, 2) heuristic evaluation, 3) focus group interview. As a result, most of comcept mapping tools supported communication functions but partialy supported coordication and cooperation features.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.375-384
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• 2019

In a rapidly changing society with the Fourth Industrial Revolution, future students should have the skills to utilize and organize high-quality knowledge, not the amount of knowledge. With the launch of the revised curriculum in 2015, the curriculum has been reorganized based on competency and the software education has been seeking capabilities such as 'Cultural computing knowledge', 'Computational thinking', and 'Collaborative problem solving skills'. Therefore, practical collaboration tools and education programs that can be used in the field of education are developed based on Pair Programming, which is a specific collaborative learning strategy to develop cooperative problem solving skill. The educational program using this collaboration tool was developed with a focus on developing computational thinking and collaborative problem solving skills through Pair Programming rather than focusing on learning grammar of programming language and programming techniques. In a educational program, students will be able to use collaborative tools for pair programming and foster collaborative problem-solving skills.

• Korean Journal of Computational Design and Engineering
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• v.9 no.1
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• pp.62-76
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• 2004

Many customers are no longer satisfied with mass-produced goods. They are demanding customization and rapid delivery of innovative products. Many companies are now realizing that the best way to reduce life cycle costs is to evolve a more effective product development paradigm using Internet and web based technologies. Yet there remains a gap between current market demands and product development paradigms. The existing CAD systems require that product developers possess all the design analysis tools in-house making it impractical to employ all the needed and newest tools. Hence, this paper addresses how assembly operation analysis can be embedded transparently and remotely into a service-oriented collaborative assembly design environment. A new assembly operation analysis framework is introduced and a relevant architecture and tools are developed to realize the framework. Instead of the current sequential process for verifying and validating an assembly design, a new Virtual Assembly Analysis (VAA) method is introduced in the paper to predict the various effects of joining during actual collaborative design. As a case study, arc welding and riveting processes are investigated. New service-oriented VAA architecture and its VAA components are proposed and implemented on prototype mechanical assemblies.

• 대한공업교육학회지
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• v.34 no.2
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• pp.267-285
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• 2009

The collaborative learning has been considered as an efficient teaching model and under the recent basic learning environment, even face-to-face classroom circumstance rapidly increases the courses of blended learning which utilize the merits of e-learning environment. Nonetheless, the study on the strategy for systematic blended learning is quite scarce. In this study, the survey was done for developing the blended learning strategy, based on the collaborative learning model at the face-to-face environment and judging the satisfaction on the courses which the model was applied to. The survey consists of demographic questions, satisfaction in the whole courses, satisfaction in the collaborative learning under the blended learning environment and satisfaction in the blended learning strategy and support tools applied to each step of the learning. The result of this study is as follows. First, in response to the question that the blended learning can complement the face-to-face classroom courses, the respondents represented average 4.09 at 5-point Likert scale. And to the question whether the collaborative learning is more efficient under the blended learning environment than the face-to-face classroom, the response corresponds to 4.06 scale on the average. Second, as for the satisfaction in the blended learning strategy and support tools applied to the each step of the blended learning, the satisfaction degree is analyzed as high as over 4.0 on the average toward all the questions. Third, regarding the support tools used for the blended learning strategy, the learners consider the tools as most helpful in order of chatting, team community, mail & note and archive. Lastly, I would like to suggest that the study result should be highly reflected in constructing the collaborative learning module of learning control system in the future.