• Journal of the Korean Society of Hazard Mitigation
• /
• v.9 no.1
• /
• pp.9-13
• /
• 2009

A simple outline for teaching adaptive scheme based finite element method for planar problems as a part of computer aided teaching of structural engineering curriculum is presented. Displacement based finite element formulation for planar problems and representative strain value based adaptive scheme for mesh generation are considered. As examples, a cantilever beam with a concentrated load treated as a planar problem and stretching of a plate with a circular hole are analyzed with displacement based finite element method with adaptive meshes. The examples and outlines show how adaptive based finite element method may become an essential part of computer aided teaching of structural engineering.

• The Korean Journal of Applied Statistics
• /
• v.5 no.1
• /
• pp.81-91
• /
• 1992

A software, the CATS (Computer Aided Teaching for Statistics), which is specially designed for teaching elementary statistics using the personal computer is developed. This software helps the novice to understand the complicated statistical theories, for example the central limit theorem, which are not easy to teach in classroom. The software is also designed for practicing the elementary statistical techniques using the small amount of data as the other statistical packages.

• Research in Mathematical Education
• /
• v.7 no.3
• /
• pp.191-209
• /
• 2003

In this paper, we present a new environment of learning and teaching of trigonometric, exponential and logarithmic functions, the most difficult parts for students to learn among functions, through sound and music, students like the most. First, by using sound and music, we try to arouse student's interest. Second, we let students see and hear properties of transcendental functions so that students can understand and remember them easily. Finally we encourage students to compose their favorite song using transcendental functions so that they can experience the practicality of transcendental functions.

• Journal of The Korean Digital Architecture Interior Association
• /
• v.12 no.4
• /
• pp.117-124
• /
• 2012

The importance of the digital architecture is increasing more ever. Currently, CAD and 3D programs are used as design fields, but the BIM (building information modeling) is gradually interested. BIM is mandatory on the project more than 50 billion won ordered by the government since 2012, it will be expanded to a total of government orders by 2016. University needs to evaluate teaching methods and computer-aided design environments such as CAD and BIM. In this paper, we surveyed computer-aided design environments and teaching methods for 73 students at the J University of Department of architectural engineering. Main results are as follows: 1. Hardlock is uncomfortable but necessary program for the computer management. 2. The desk placement considering the behavior of the design students results in higher satisfaction. 3. Because a CAD subject was a difficult course content and progress is fast, students thought it is difficult to follow. Especially, first-year students answered it is difficult to learn program and understand the structure of the building at the same time. 4. First-year students want to learn CAD more. Second-, third-, fourth-year students want to learn Photoshop more. Supplement for these classes is required. 5. Students answered that a teaching method of a CAD subject would be good to their own practice after the professor demonstrates for students. The senior's assistance is also a high effective way in the class. 6. During class, students' activities such surfing the web and Kakao Talk on a smartphone disrupt the class, there is a need to regulate by a rule such as disconnect computers from a network and against using smartphone. Although the Internet with the popularization of smartphones confers a benefit on modern life, it causes damage to us. This is a hard part for a salaried workers as well as students studying equally. The self management is required and a professor needs to control and restraint in a university classroom. The professor's continuing interest to students can increase the effectiveness of learning.

• Journal of Power Electronics
• /
• v.12 no.5
• /
• pp.842-850
• /
• 2012

Learning Power Electronics is essential in both electrical and electronic engineering fields and the introductory courses are similar in many universities. Taking this premise into account, an educational computer-aided platform for power electronics will be presented in this paper. This educational platform includes an e-book, a set of power electronics animations, Java simulations, as well as several hands-on training sessions. The main advantages of this platform are twofold. First, all necessary teaching tools are combined on a single platform. And secondly, access to this platform is available free of charge and with no complicated registration requirements. In addition to traditional teaching techniques, the use of this platform has demonstrated an increase in student participation and has consistently improved their academic performance. Data consist of surveys, which guarantee both reliability and validity through psychometric techniques.

• MALSORI
• /
• no.42
• /
• pp.37-46
• /
• 2001

Recently speech technologies have shown notable advancements and they now play major roles in computer-aided language learning systems. In the current paper, use of speech recognition technologies is viewed with our system for teaching English pronunciation to Japanese speakers.

• Proceedings of the KSPS conference
• /
• 2000.07a
• /
• pp.17-28
• /
• 2000

Recently speech technologies have shown notable advancements and they now play major roles in computer-aided language learning systems. In the current paper, use of speech recognition technologies is viewed with our system for teaching English pronunciation to Japanese speakers.

• 전기의세계
• /
• v.39 no.6
• /
• pp.35-41
• /
• 1990

Computer Aided Robot Simulation & Off-Line Teaching System개발은 CIM의 중추적 역할을 담당하고 제품설계 단계에서부터 생산으로 이어지는 Top-Down적 flow를 구축했다는데 의의가 있으며, 본 적용 과정을 통해 Off-Line Syste의 문제점 및 한계를 인식하고 반드시 극복해야될 과제를 얻었다는 성과가 있었다.

• Journal of Power Electronics
• /
• v.10 no.6
• /
• pp.643-646
• /
• 2010

An interactive web-based teaching tool for a power semiconductor course at the University of Central Florida is presented in this paper. A novel approach is introduced using Technology Aided Design Tools (TCAD) to generate time-lapsed 2D semiconductor device cross-section embedded in a webpage using $Adobe^{(R)}$ Flash (web design tool) platform to create interactive movies that demonstrate complex device physical phenomenon. Students can step through the interactive movies forward, backward, pausing, or looping. Each step represents a giving bias condition. Current-voltage plots are represented along with the semiconductor device and a visual point is placed on the IV curve to indicate the current bias conditions. The changes are then reflected in the 2D cross-section movie area and the IV plot. This tool was implemented in a classroom setting to augment the lectures or for discovery learning.

• Journal of Information Processing Systems
• /
• v.20 no.1
• /
• pp.105-115
• /
• 2024

The hybrid teaching approach of "MOOC + SPOC + Flipped Classroom" overcomes the constraints of time and space that are typically associated with traditional teaching methods, thus compensating for the shortcomings of traditional approaches. These changes in education are driven by the "Internet+" wave and the growing popularity of online teaching. The "MOOC + SPOC + Flipped Classroom" hybrid teaching mode can successfully compensate for the drawbacks of traditional teaching methods, thereby overcoming their restrictions. By defining relevant concepts, one can distill the key characteristics of the "MOOC + SPOC + Flipped Classroom" hybrid teaching mode. Formative assessment was employed to thoroughly evaluate the effectiveness of this teaching approach. By leveraging the advantages of massive open online course (MOOC), small private online course (SPOC), and flipped classroom, the "MOOC +SPOC + Flipped Classroom" teaching mode incorporates real-time student assessment through peer evaluation, computer-aided evaluation, and teacher evaluation. This mode promotes the simultaneous development of theoretical knowledge and practical skills, helping students to establish strong foundations while fostering their practical abilities. While the traditional teaching method remains fruitful, the convenience of today's network allows the teaching profession to continually evolve. The traditional teaching mode heavily relies on teachers, making it impossible to conduct lessons without them. However, the development of MOOC enables students to seek knowledge online from their preferred teachers, rather than solely relying on their assigned instructors.