• Journal of information and communication convergence engineering
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• v.20 no.4
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• pp.288-294
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• 2022

The media content market has been growing, as various types of content are being mass-produced owing to the recent proliferation of the Internet and digital media. In addition, platforms that provide personalized services for content consumption are emerging and competing with each other to recommend personalized content. Existing platforms use a method in which a user directly inputs video metadata. Consequently, significant amounts of time and cost are consumed in processing large amounts of data. In this study, keyframes and audio spectra based on the YCbCr color model of a movie trailer were extracted for the automatic generation of metadata. The extracted audio spectra and image keyframes were used as learning data for genre recognition in deep learning. Deep learning was implemented to determine genres among the video metadata, and suggestions for utilization were proposed. A system that can automatically generate metadata established through the results of this study will be helpful for studying recommendation systems for media super-personalization.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.375-384
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• 2022

As artificial intelligence(AI) education becomes essential in elementary schools with the revised 2022 curriculum, it is necessary to develop an AI curriculum for elementary school students. In this study, I developed the AI content framework to cultivate AI literacy of elementary school students. AI education areas were largely divided into AI understanding and AI development, and detailed areas were divided into eight categories: using of AI, impact of AI, AI ethics, recognition of AI, data expression, data exploring, learning of AI, and prediction of AI. In addition, twice expert Delphi surveys were conducted to verify the validity of the subject elements and achievement standards for each area. The final draft was finalized after reflecting expert opinions on the AI education content framework. In order for AI education to be expanded in elementary schools in the future, continuous research is needed, such as developing textbooks and teaching tools according based on the AI framework proposed in this study, securing the lesson hours to apply them to schools, and correcting and supplementing the problems of them.

• Safety and Health at Work
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• v.6 no.3
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• pp.211-217
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• 2015

Background: E-learning-based programs have recently been introduced to the occupational safety and health (OSH) education for migrant workers in Korea. The purpose of this study was to investigate how the factors related to migrant workers' backgrounds and the instructional design affect the migrant workers' satisfaction with e-learning-based OSH education. Methods: The data were collected from the surveys of 300 migrant workers who had participated in an OSH education program. Independent sample t test and one-way analysis of variance were conducted to examine differences in the degree of learning satisfaction using background variables. In addition, correlation analysis and multiple regression analysis were conducted to examine relationships between the instructional design variables and the degree of learning satisfaction. Results: There was no significant difference in the degree of learning satisfaction by gender, age, level of education, number of employees, or type of occupation, except for nationality. Among the instructional design variables, "learning content" (${\beta}=0.344$, p < 0.001) affected the degree of learning satisfaction most significantly, followed by "motivation to learn" (${\beta}=0.293$, p < 0.001), "interactions with learners and instructors" (${\beta}=0.149$, p < 0.01), and "previous experience related to e-learning" (${\beta}=0.095$, p < 0.05). "Learning environment" had no significant influence on the degree of learning satisfaction. Conclusion: E-learning-based OSH education for migrant workers may be an effective way to increase their safety knowledge and behavior if the accuracy, credibility, and novelty of learning content; strategies to promote learners' motivation to learn; and interactions with learners and instructors are systematically applied during the development and implementation of e-learning programs.

• Journal of the Semiconductor & Display Technology
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• v.20 no.4
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• pp.23-28
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• 2021

Augmented reality is a technique for combining virtual images into real life by showing information of virtual 3D objects on top of a real-world environment (Azuma et al., 2001). This study is an augmented reality-based educational content delivery device that receives user input that selects either a preset object or a photographed object for augmented reality-based training; It includes a three-dimensional design generation unit that generates a stereoscopic model of the augmented reality environment from an object, a three-dimensional view of the scene, a disassembly process of the developing road from a three-dimensional model, and a content control unit provided by the user terminal by generating educational content including a three-dimensional model, a scene chart, a scene, a decomposition process, and a coupling process to build a coupling process from the scene to the three-dimensional model in an augmented reality environment. The next study provides a variety of educational content so that children can use AR technology as well as shapes to improve learning effectiveness. We also believe that studies are needed to quantitatively measure the efficacy of which educational content is more effective when utilizing AR technology.

• Journal of the Korean Society of School Health
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• v.26 no.3
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• pp.169-183
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• 2013

Purpose: The purpose of this study was to develop a safety education system and its contents for technical high schools including textbooks and instruction manuals for teachers. Methods: Reference materials and surveys were both employed in the study. Basic theory and relevant contents were estimated. The contents of safety education included in the current curriculum in technical high schools were evaluated and the laws and regulations related to safety education in such schools were analyzed by researching references. In addition, the status of safety education in technical high schools and the demand for safety education were reviewed. Results: The goal of safety education has been established based on the status and theory of the estimated safety education, The goal was classified into an overall goal and sub-goals, setting five areas of safety education. Furthermore, the contents of safety education, total 17 hours per year for each grade, were organized into 20 content goals and 47 activity elements. These activity factors of safety education has been systemized by grade. Conclusion: All technical high-schools need to carry out safety education based on the contents related to safety education. The operation of this systematic safety education will be more efficient and effective than the current system and the knowledge, attitude, and behavior regarding safety at technical high schools are expected to undergo positive changes. Moreover, the result from this study will contribute to the establishment of various policies for safety education in technical high schools.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.494-503
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• 2011

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.307-316
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• 2014

In this study, we analyzed he computer operating system curriculum in primary and middle schools and suggested the content framework for them through review of previous research. After surveying primary and middle school teachers, we developed the framework based on the spiral curriculum. Through these surveys, we were able to determine when and how students should be introduced to the as curriculum. The content framework focuses on two areas: understanding and practicing computer OS. Each area has 4 levels which are based on the students' grade. We suggested developing textbooks and materials about computer OS; establishing Information Science as a part of the primary school curriculum: and offering lectures about computer OS to student teachers at the National Universities of Education.

• Journal of Convergence for Information Technology
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• v.8 no.4
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• pp.205-211
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• 2018

The purpose of this study is to classify appropriate content types according to the cyber education contents needed for employees of health and welfare and to develop contents based on specific instructional design strategies for each type. We divided the four types of content into instructor-led type contents, storytelling type contents, practice type contents, and case presentation type contents based on previous research and existing health and welfare cyber education contents. For each content type, a macro design strategies and a micro design strategies were derived, and contents were developed in accordance with the design strategies. Data were collected from 150 employees of health and welfare to analyze learning satisfaction. The average of learning satisfaction was 4.42. The results of this study will provide theoretical background and practical implications for the design and development of cyber education contents in health and welfare areas.

• Hwankyungkyoyuk
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• v.21 no.1
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• pp.70-81
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• 2008

The purpose of this study is to analyze the status of new & renewable energy education in elementary school textbooks and to develop workbook related new & renewable energy education for elementary school students. The results of this study are as follows. First, in the result of contents analysis energy education and new & renewable energy education through textbooks on 7th elementary school curriculum, subjects including contents related energy are Disciplined Life, Intelligent Life, Moral Education, Social Studies, Science, and Practical Arts. Contents related new & renewable energy are taught $4{\sim}6th$ grades but the quantity and quality of contents are very poor. Second, this study developed workbook related new & renewable energy education for 5th and 6th grades. The workbook is organized with 5 themes that are the need of new & renewable energy, the definition and kinds of new & renewable energy, strengths and weakness of new & renewable energy development, a case of new & renewable energy, and the application of new & renewable energy to practical life. Third, to improve workbook developed, it was applied to 6th grade and then more appropriately modified. Based on the results, it suggests the following for new & renewable energy education. Energy education in elementary school must equally be taught through the all scope of energy education. To solve the energy problem, the content related new & renewable energy education should be included much more both quantity and quality. New & renewable energy education workbook developed in this study is expected to reinforce current textbooks that is being taught a little content of new & renewable energy education.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.168-175
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• 2021

In this study, a transdisciplinary convergence education program was developed to enhance the understanding for classification of reptiles and amphibians in biology education and also to increase AI (Artificial Intelligence) capability by using artificial intelligence education. The main content is to solve the classification of reptiles and amphibians that has been dealt with for a long time in biology education, using a decision tree and ML4K (Machine Learnig for Kids), it was designed for a total of 3 lessons. Experts review was conducted on the developed education program, as a result, the I-CVI(Item Content Validity Index) value was .88~1.00 so that can secure content validity. This education program has the advantage of being able to simultaneously learn about the learning contents of artificial intelligence in informatics and the classification of vertebrates in the biological education. In addition, since it is configured to minimize the cognitive load in the AI using part, it is characterized by the fact that all of any teachers can apply it their lesson easily.