• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.274-281
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• 2021

In the field of artificial intelligence education, discussions on the direction of artificial intelligence education are actively underway, and it is necessary to establish a foundation for future information education. It is necessary to design a creative convergence teaching-learning and evaluation method. Although AI experience coding education has been applied, the evaluation stage is insufficient. In this paper, we propose an evaluation system that can verify the validity of the proposed education model to find a way to supplement the existing learning module. The core components of this proposed system are Assessment-Factor, Self-Diagnosis, Item Bank, and Evaluation Result modules, which are designed to enable system access according to the roles of administrator, instructors and learners. This system enables individualized learning through online and offline connection.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.82-91
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• 2021

The purpose of this study was to explore the prerequisites for securing the convergence validity of qualifications and the development of a lifelong education support system for the disabled. The research method consisted of the procedure of collecting and analyzing previous research literature and conducting expert meetings. The content of this study is based on the limitations and reflection of the current promotion of the qualification system for lifelong education professionals for the disabled, establishing the academic foundation and concept system for lifelong education for the disabled, designing a career development path for the professional competency of developing and operating the lifelong education curriculum for the disabled. Also, Restructuring of related institutions based on the curriculum for lifelong education for the disabled, and enhancement of qualification types for nurturing professionals for lifelong education for the disabled were suggested. As a result of the study, it was analyzed that the value and function of qualifications are very important in the comprehensive category of developing a lifelong education support system for persons with disabilities, and conclusively, the viewpoint of university foundation and the application model for nurturing professionals for lifelong education for persons with disabilities should be reviewed.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.40-51
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• 2021

This study was conducted with the aim of constructing a unified model according to the structure of qualification types of lifelong education professionals for the disabled. The research method consisted of procedures in which literature analysis and expert meetings were constructed in connection with each other. The contents of the study were suggested from the classification of qualification types into professional teacher type and coordinator type by focusing on special education and rehabilitation, which are related convergence fields that affect the qualification training of lifelong education professionals for the disabled. The two convergence fields, such as special education and rehabilitation welfare, lead to a separate application base from the perspective of education and welfare for the qualification of lifelong education professionals for the disabled, and finally confusion and conflict in the nature and contents of the curriculum and related services. A dichotomy structure system in which this phenomenon results in a divided type of qualification training for lifelong education professionals with disabilities was composed of several samples. In this regard, the curriculum and related services that can build convergence fields related to lifelong education for the disabled were reflected in the context of priority through the criteria that should be emphasized from the standpoint of the disabled in the overall category of establishing lifelong education support system for the disabled. In addition, by forming four qualification criteria centering on this, the common convergence field was composed of special education, thereby enhancing the aspect of inclusion in the rehabilitation welfare field and specific convergence into lifelong education for the disabled. As a result, the two qualification types were unified.

• Journal of Institute of Convergence Technology
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• v.10 no.1
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• pp.31-36
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• 2020

The purpose of this study is to discuss how to introduce micro degree for innovation in convergence education in our university. To this end, the background of the introduction of micro and nano degrees and domestic and foreign applications were reviewed. The reason why the rate of students completing the multi-degree was low was that the credits required for graduation were higher than that of other domestic universities, and the difficulty of the courses offered in the convergence major did not match the students. In order to reduce the burden of students learning convergence subjects while acquiring new knowledge and skills, the introduction of a micro degree is considered to be an alternative to the current convergence education.

• Journal of the Korea Convergence Society
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• v.7 no.6
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• pp.297-305
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• 2016

The purpose of this study was to suggest the operational problems and improvement methods of the teacher aide system in Korean special education. To suggest the operational problems and improvement methods of the teacher aide system in special education, annual statistics for special education, annual reports for special education, annual operational plans for special education, and the Act on Special Education for the Disabled Persons, etc. were analyzed. The operational problems of the teacher aide system in special education included (1) the uncertainty of special education teacher aide's role, (2) the lack of cooperation between teachers and special education teacher aides, and (3) the lack of a specific guideline for the management of special education teacher aides. The improvement methods included (1) the legislation of special education teacher aide's role, (2) a training system to improve special education teacher aide's professionalism, and (3) the development of a specific guideline to use and manage special education teacher aides.

• International journal of advanced smart convergence
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• v.8 no.3
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• pp.145-150
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• 2019

Due to the development of science and technology and the emergence of new industries, the environmental change of the digital contents industry is rapidly progressing. The scope of technological development in the digital contents industry is affecting not only the entertainment industry but also various industries. Recently, with the development of digital convergence using realistic content, games, video, and VR have provided new opportunities for the growth of the content industry. The researcher determined that a new education system would need to be changed as the digital contents industry developed. For this purpose, an AHP questionnaire was conducted for experts with a high basic understanding of the education platform based on previous studies. We proposed a platform model for human resource development as an education system that meets the demand of digital contents industry. The education system for nurturing talents needed by future society should include elements that can interest the learning of users. The platform should not be approached from a system point of view, but should be developed from the content and user's point of view, considering the platform's original purpose.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.89-103
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• 2019

This study was conducted with the aim of exploring methods of fostering professional human resources of the "department of support for the individuals with developmental disabilities in graduate school" based on the convergence of special education and connection between local relevant institutions. To this end, research methods were constructed that combine literature exploration and expert meetings. First, the system for fostering professionals in the "department of support for the individuals with developmental disabilities in graduate school" based on the convergence of special education programs was presented interlinked with the system for fostering professional human resources in the organizational and academic categories. Next, the link operation plans between relevant local institutions under the "department of support for the individuals with developmental disabilities in graduate school" based on the convergence of special education programs were presented interlinked with core management measures for curriculum education and cooperative support. In order to conclude the preconditions for the realization of the above research results, we presented leadership of special education convergence on the support system for lifelong education for adults with developmental disabilities.

• Journal of The Korean Association For Science Education
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• v.32 no.5
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• pp.974-990
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• 2012

The purpose of this study was to explore practical meanings of convergence education and to seek ways of implementing it in school science education. The study adopted focus group interview method in order to elicit science teachers' perceptions and practical knowledge related to various ways of integrating educational aims and contents from the perspectives of science education. Two focus group interviews were held with four science teachers with the themes of the concept and potential of convergence education, and the implementation and systemic support, respectively. The qualitative data was analyzed by deriving major themes comprising teachers' perception on convergence education: they are 1) related concepts and rationales, 2) contents, methods, and assessment, 3) the characteristics of the science subject that make it suitable for convergent education, 4) teacher perception and professionalism required for implementing convergent education, and finally 5) environmental conditions for putting the idea into practice. Based on this result, the study discusses conceptual and practical issues for implementing convergence education in ways that contribute to overcoming the problems of the traditional educational system and reorienting science education towards the future society.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.173-184
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• 2014

The ability to need information-oriented society is the convergence ability based in information ability. A new curriculum is demanded by new technology and circumstance to need the core ability. Korea Association of Information Education have studied a new curriculum and suggest a new plan that content of information education classified by 'computer system', 'SW production' and 'convergence activities'. Therefore, we studied on convergence activities of K-9. In this paper we firstly suggested concept of convergence ability as activities to use ICT, information communication ethics and robot. We nextly suggested object to achieve, teaching-learning methods and evaluation methods of convergence activities. We expect the curriculum we suggested about convergence activities will contribute to training talented individuals.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.245-252
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• 2018

With the emergence of lifelong learning society and the decrease in school-age population, structural changes of universities are lead to an adult-friendly university system reform. Since 2008, university-based lifelong education activation projects, such as the lifelong learning-centered university cultivation project and the lifelong learning college project have been accelerated as a university lifelong education system support project that integrated both projects in 2015. This study analyzed the present status of university lifelong education system support project management, according to four analysis frameworks; adult-friendly curriculum, adult learner support system, evaluation of diverse learning performances, and empowerment of adult learners, based on adults' learning desire for higher education in a lifelong learning society. University lifelong education system reform suggests to aim at promotion of empowered adult learners, who give themselves positions and roles, through cultural adaptation and integration between generations.