• Journal of Engineering Education Research
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• v.21 no.6
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• pp.90-98
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• 2018

This paper proposes a framework of engineering education for product development processes based on product data management (PDM) software and 3D printing. The PDM software supports the product development process-oriented educational coursework, collaborative team projects and project-based learning environment. The 3D printing supports the prototyping step in the product development process and helps participants consider physical realization of their designs during the product design and development phases. The framework was implemented in an introductory course for engineering students to product design and development, and author found that it is important to support rich communication among participants including lecturers, teaching assistants and students to enhance the quality of education and to overcome the burden of learning various computer-aided tools and 3D printing techniques needed for the framework.

• Proceedings of the KSR Conference
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• 2010.06a
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• pp.448-454
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• 2010

Currently a KTX train of 20-car formation is 388m long and carries 931 passengers including one captain and three crews which is quite a few to cover the lengthy service area and many customers. On the other hand, if a passenger wants to talk to an attendant, he has to wait for an attendant passing by his/her seat or walk to an intercom which is placed at every other car. Any of these choices is inconvenient. So, in this paper, we presented a system design for developing an audio/visual communication system for a passenger and an attendant. The system was analyzed and designed according to the Object-Oriented methodology with UML (Unified Modeling Language). Based on a problem statement, a Use-case Diagram, Sequence Diagrams, Class Diagram, State Charts, collaboration Diagram were generated. The design will be used in system implementation to a HEMU-400X test train and to be tested.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.12
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• pp.1618-1624
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• 2018

The undergraduate structure based on flipped learning should be a necessary course to cultivate value creation capability based on students' problem solving capability through the change of university education in the fourth industrial revolution era. Flipped learning stimulated the learner's high order thinking and activates communication between the faculty-student and the students through the use of activity oriented teaching strategy. Introduction and spread of Flipping Learning combining project-based learning with MOOC is required. The professor should be able to apply net teaching and learning methods using flipping learning and active learning, and develop class contents reflecting new knowledge, information and technology. As the introduction and spread of AI-based(E-Advisor, chat bot et al) learning consulting, Which is becoming increasingly advanced, the transition to "personalized education" that meets the 4th Industrial Revolution should be made.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.499-507
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• 2016

A flipped learning class was held in an attempt to overcome the limits of lecture-type classes in pre-service science teacher training and to provide a student-oriented education suitable for digital native generation. The principles of teaching-learning in flipped learning were applied to the general ADDIE model to design the class; learning materials were developed accordingly. The developed flipped learning materials and class design were verified for their validity using an expert panel's Delphi method and validity test, in which the validity was verified with 0.75 CVR. The developed flipped learning materials were applied to the theory of science education and the instructional effectiveness was analyzed. The results suggest that the students' motivation to study, interest, and confidence in learning increased; however, their satisfaction in class decreased by 30% as compared to the lecture-type class and their self-confidence in the improvement of their academic achievement was not sufficient. In order for a flipped learning class to be successful, the class should be small in size, which would ensure appropriate teacher-student communication and individualized learning; also, the students' burden of learning should be reduced and accessibility to video materials for pre-class learning should be reinforced.

• Journal of the Korea Society of Computer and Information
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• v.25 no.6
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• pp.1-8
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• 2020

Communication between system modules is applied using the Modbus protocol in industrial sites including smart factories, industrial drones, building energy management systems, PLCs, ships, trains, and airplanes. The existing Modbus was used for serial communication, but the recent Modbus protocol is used for TCP/IP communication.The Modbus protocol supports RTU, TCP and ASCII, and implements and uses protocols in embedded systems. However, the transmission I/O devices for RTU, TCP, and ASCII-based protocols may differ. For example, RTU and ASCII communications transmit on a serial-based communication protocol, but in some cases, Ethernet TCP/IP transmission is required. In particular, since the C language (object-oriented) is used in embedded systems, the complexity of source code related to I/O registers increases. In this study, we designed software that can logically separate I/O functions from embedded devices, and designed the execution logic of each instance requiring I/O processing through a delegate class instance with Modbus RTU, TCP, and ASCII protocol generation. We designed and experimented with software that can separate communication I/O processing and logical execution logic for each instance.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.113-126
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• 2015

This study intends to investigate the features and the difference between traditional instruction and flipped learning through a comparative analysis of verbal interaction on those learning method. The videos of traditional instruction and flipped learning of 5th graders social class were recorded and transcribed, which were analyzed in Flanders verbal interaction model. The results were as follows: First, the flipped learning is composed of students' learning activity and a teacher's statement properly, while the traditional instruction consists of a teacher's statement mostly. Second, the traditional instruction tends to be directive classes that full of dominant, despotic, restrictive communication of teacher oriented. In contrast, the flipped learning is inclined to be nondirective with integrated, democratic, comprehensive, permissive communication of students oriented. Third, the flipped learning emphasizes students' activities and statement and reduces delivery of knowledge, meanwhile, the traditional instruction stresses delivery of content that the teacher centrally located. Lastly, the type of verbal interaction in traditional instruction is a one-way communication, students responding simply in teacher's lectures and questions. On the other hand, in flipped learning lessons, more interactive communication occurs, teachers complimenting students and accepting their comments.

• The Mathematical Education
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• v.43 no.4
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• pp.419-440
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• 2004

The purpose of this paper is to know the effects on number and operation abilities of the 1st grade children of elementary school by applying teaching and learning activity throught communication. For this purpose, we have studied according to the following procedure. 1. We divised teaching and learning model through communication and applied in the actual teaching and learning activity. 2. We investigated the effects of number and operations abilities of the 1st grade children by applying teaching and learning activity through communication. To accomplish this purpose, we applied learning activity through communication to the 1st grade of 40 elementary school children for about six months(September 1, 1999 ～ February 20, 2000). In process of applying this model, we collected all sorts of cases in the children's learning activity and investigated children's response on learning activity through communication, interview with children and researcher's observation. We applied the model through communication in class and compared with the traditional learning. 1. In learning through communication, children could solve the problem in themselves with a sense of responsibility. 2. It was impossible to find out the degree of children's comprehension in the explanatory learning. But in the learning through communication, it was a great help to individualize and plan the learning because children express their ideas clearly. It has conclusion as follows. The learning activity through communication has effected on forming number and operations abilities of the 1st grade of elementary school children importantly. 1. Children have improved in the abilities through communication to express their own ideas. 2. Children have studied with a sense of responsibility not in the teacher-oriented learning but in the self-directed learning 3. Children could find out the mathematical concepts in themselves - correcting false concepts, reguiding concepts by errors, finding invisible errors, solving problems variously and knowing the easy method. 4. The activity through communication in mathematics was a base of children's individual learning and important data of next learning plan. 5. The mathematical concepts formed through communication had a high transfer of learning. 6. Children have taken pleasure of discovery and had affirmative attitude about mathematics learning. We can make sure that number and operations abilities of the 1st grade children are formed by applying teaching and learning activity through communication. However, help and control of teacher have to be with it.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.897-907
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• 2023

The purpose of this study is to find out the development direction of adult learners' blended learning class as a study on the class satisfaction of adult college students according to the blended learning class participation type. To this end, a survey was conducted targeting adult learners at two schools that are carrying out the LiFE project (lifelong education system support project). The analyzed research results are as follows. First, in the case of adult learners, the proportion of participating in liberal arts + major classes as a blended learning subject was 77.8%, and home was the highest with 69.8% as a place to participate in online classes. Second, satisfaction with the blended learning teacher/instructor teaching method was generally satisfied with 95.2% of average or higher. Third, 96.8% of the students answered 'yes' or higher regarding the level of satisfaction with the blended learning method. The above research results show that blended learning is one of the important teaching and learning methods in providing adult-tailored education to adult learners who combine work and study. It can be seen that the blended learning teaching method is an effective teaching method that enables interactive communication between the instructor and the learner rather than the one-way teaching-oriented content delivery class of the traditional classroom.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.7
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• pp.857-865
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• 2020

This paper presents a method for code generation of UML sequence diagrams based on message patterns. In the sequence diagrams, it is shown that messages are some types of forms typically. This paper classifies according to type as three patterns, and construct meta-information for code generation analysing structural infomation for each patterns. The meta-message of structural information (MetaMessage) is stored in the MetaMessage datastore and the meta-method information from the MetaMessage is stored in the MetaMethod datastore. And then, the structural information of MetaClass and MetaObject is constructed in each datastore too. For each pattern, this paper presents a method for code generation based on the meta information of message patterns and the syntax of target progamming language. Also, branching and looping that has been seldom handled integratedly in the previous works are handled as same as the basic patterns by classifying the branching pattern and the looping pattern for code generation integratedly.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.10
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• pp.1509-1516
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• 2022

This paper presents a method to generate a model of the code implementation for UML state diagrams. First, it promotes the states of a state machine into objects, and then it structures the behavior model on the mechanism of a state diagram based on State design pattern. Then, it establishes the rules of generating the code implementation, and using the rules, the Java code mode is generated for the implementations of State Diagrams in Java syntax grammar. In addition, Structuring the information of the code model is necessary for generating Java code automatically. The meta information is composed of Meta-Class Model and Meta-Behavior Model, on which we could construct the automatic code generating engine for UML State Diagrams. The implementation model generation method presented in this paper could be used as a stand-alone engine, or included and integrated as a module in the UML tools.