• The Journal of Information Systems
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• v.24 no.4
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• pp.117-138
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• 2015

Purpose To meet changing social demands and fulfill the needs of the information and communications technology industry, the curriculum of MIS related department should develop and implement new conceptual frameworks. In response, the purpose of this study was to develop curriculum for students in the Department of e-Business at Kyungnam University. Design/methodology/approach We conducted a demands analysis of educational demanders, NCS(National Competency Standards) based curricular analysis, and benchmarking from other management information systems related departments. The expert panel committee consisting of e-Business department faculty members was held to examine and discuss the student-oriented curriculum developed during this study. Findings Results show that the contents and types of curriculum should be organized so that students can maximize their professional job competency to apply to their core professional tasks. Given these findings, we reconstructed the curriculum with both basic and advanced courses, all systematically organized according to the job requirements they offer toward meeting the industry's needs. We also implemented the web-based JSSS(Job Searching Support System) with which educational demanders can search among 13 job types, estimate their performances, and obtain the information about course registration. In all this study presents specific, practical evidence of the job-related curriculum for students in the Department of e-Business at Kyungnam University.

• Journal of Korea Multimedia Society
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• v.22 no.3
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• pp.403-416
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• 2019

The purpose of this paper was to analyze multicultural elements and propose measures to strengthen them in the 2009and the 2015 school curriculum. Based on Kim Cheong-ha (2015), the multi-cultural guidance elements and Bennett (2003:32-35) the target system and Choi Moo-sung and Kim Soon-ja (2009) were reconstructed and analyzed. Multicultural elements shown in the 2015 revised curriculum were analyzed for cultural diversity, recognition and tolerance, community awareness, and self-identity. The analysis targets analyzed multicultural elements of 'seeking human beings', 'core competences' and 'school organization and operation' during the elementary education curriculum in 2009. As a result of analyzing the multicultural elements of the former primary education process, 'cultural diversity' is 1,Recognition and tolerance'0, community spirit'3, and 'self-reliant'2 total6. In the new elementary school curriculum, 18 were analyzed as 'cultural diversity'1, 'Recognition and tolerance'1, 'community spirit'8, and 'self-identity'8. The first analysis of multi-cultural factors appearing in the new elementary school curriculum should include the addition of multicultural elements 'cultural diversity' and 'cultural diversity area' and 'education and tolerance' to the following: Second, to grow into a balanced multicultural society member, it proposes an enhanced multicultural curriculum in four areas: cultural diversity, recognition and tolerance, ccommunity spirit, and self-identity.

• Journal of the Korea Society of Computer and Information
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• v.21 no.9
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• pp.139-147
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• 2016

In recent, android application developments have been done widely that intensify smart phone utilization. In this paper, we propose a curriculum that undergraduate students can improve their mobile programming abilities as well as integrate experiences of application development based on android. And also a series of practices to advance their sense of accomplishment are added by offering an opportunity to carry out a real project to use a variety of sensors embedded in smart phone during the course of study. The project is composed of a series of modules for implementing a trekking App that helpful to people who enjoy spending time in outdoors through their favorite activities such as trekking, cycling, and climbing with their own smart phones. Through practical curriculum operation and project implementation, we show that the proposed curriculum is appropriate to a mobile programming education that combine learning and practice.

• School Mathematics
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• v.8 no.1
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• pp.1-25
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• 2006

To be good at numeration is an important matter in learning mathematics. Unlike the 6-th curriculum, integers are introduced in middle school curriculum for the first time in the 7-th curriculum. Therefore, to help the students team integers systematically and thoroughly, it is necessary that we allow more space for process of introduction, process of operations and practice of operations in the 7-th curriculum text book than that of 6-th curriculum text book. As specific and systemic visualized teaching of operation is especially important in building the concept of operation, by using visualized teaching methods, students can understand the process of operation more fully and systematically. Moreover, students become proficient in operation of positive number and negative numbers by expending this learning process of operations to the operations used absolute value. In 7-th grade mathematics, the expression of positive numbers and negative numbers visually are useful for understanding of operations for numbers. But it is not easy to do so. In this paper we use arrows(directed segments) to express positive numbers and negative numbers visually and apply them to perform the operations for numbers. Using arrows, we can extend the method used in elementary school mathematics to the methods for operations of positive numbers and negative number in 7-th grade mathematics. By experiments, we can know that such processes of introduction for operations are effective and this way helps teachers teach and students learn.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.45-71
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• 2017

This study was designed to examine the characteristics of Chinese-foreign Cooperation in Running Schools (CFCRS) to draw implications for the introduction and management of curriculum cooperation with foreign universities. For this study, relevant literatures and articles on CFCRS were collected and analyzed. This study summarized the characteristics of CFCRS from the perspectives of the running purpose, cooperation modes, and evaluation and quality management. The results show that the main characteristics of CFCRS are to promote the comprehensive development of China's higher education and cultivate talents for imminent national development by introducing the advanced educational resources and experience, to achieve the purpose of "not studying abroad" through diversified and high-quality co-operation programs, to conduct strict quality management over the introduction and operation stages, and to establish legal grounds by establishing enough relevant policies. Based on the results, this study proposes several areas of improvement such as the introduction and operation of foreign curriculum in Korea to foster global talents, enhancement of the evaluation and management of cooperation programs and institutions with foreign universities, regulation and examination of the foreign university curriculum introduction, and normalization of the curriculum operation through the policy review process and related policies.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.32-39
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• 2011

In this research, an improved learning system in engineering design and HRD curriculums, and an operation of experiment and practice are proposed. That is, we propose improvements for creativity, for filed orientation and for experimental and practice operation. Specifically, we suggest the possibility of common operation between engineering design and HRD curriculums based on learning experience.

• Journal of the Korean School Mathematics Society
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• v.11 no.4
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• pp.629-654
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• 2008

This study investigated school mathematics curriculum of the State of Georgia in the United States focused on the 'number and operation' and 'algebra' domain. On the basis of its understanding, this domain was compared and analyzed with school mathematics curriculum of Korea. In doing so, this study explored its plans and procedures and established a frame of comparison for the curriculums between the two countries. The most noticeable difference between the former and the new curriculum in mathematics for Georgia schools is the use of performance standards. A performance standard has four components: a content standard, illustrative tasks, examples of student work, and a commentary for teachers. This study focuses on the content standard and according to the results of the present study, Korea focuses on the formal and systematic mathematical knowledge on the basis of sound understanding of certain mathematical terms or concepts. On the other hand, the State of Georgia curriculum tends to deal with the content which can be understood more intuitively, flexibly, and naturally through the experience, aquisition, and furthermore interpretation based on the concrete manipulation and technological devices.

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.694-711
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• 2016

National Competency Standards (NCS) is a good resource for curriculum development and operations corresponding to the industrial damand. Recently, four-year colleges and universities are committed to a restructuring of the industry demand-driven training courses in order to strengthen competitiveness. However, NCS is focused to train the technical personnel in vocational training institutions(ex. College, Polytechnic University). Accordingly, NCS applications of four-year colleges and universities are hard to find. In this study, we propose a new model for NCS-based curriculum development and operations. Also, NCS was utilized to complement the existing curriculum. This paper includes the following contents; 1) NCS-based curriculum development process, 2) NCS-based course development and operation, 3) learner satisfaction analysis. Finally, this study provide practical implications to four-year colleges and universities to consider NCS application.

• The Journal of the Korea Contents Association
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• v.9 no.6
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• pp.444-455
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• 2009

The selective central curriculum, which has been applied to the grades eleven and twelve in the 7th curriculum, has not operated well due to lack of teacher supply. This study analyzes the needs for the contents which are necessary to operate the minority optional curriculum through cyber education. Based on the developed contents, pilot program was performed. As a result of the program, the learning progress ratio of students was high but their satisfaction was very low. It is suggested that the quantity of the content should be reduced and the degree of difficulty lowered in order to address the problems. Another suggestion is to provide students with on-line teachers such as learning planners, tutors, and consultations to systematically manage students' learning. In addition, various elective-courses should be developed to allow students to take the courses of their choice, which in turn requires the establishment of the national operation system for the minority optional curriculum.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.43-52
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• 2021

In this paper, the necessity of independent operation of information curriculum was suggested by analyzing the changes and problems of elementary school information curriculum. Also, a plan was suggested to organize autonomous subjects for autonomous activities so that information education can be independently operated in elementary schools. Autonomous activity is an extension of the concept of creative experience activities, and refers to an educational activity time in which autonomous courses or various educational activities can be freely operated by reflecting the needs of students and parents or the characteristics of the school. It means a subject that you choose to run or do not have to choose. In the case of running an independent curriculum using the discretionary time of the principal, such as voluntary activities, the "safe life" of the 1st and 2nd graders in the 2015 elementary school curriculum and the 7th junior high school curriculum operate elective courses in subject discretionary activities. One can be found. Therefore, if information education in elementary schools can be organized and operated as autonomous subjects, at least students who want to learn artificial intelligence, coding, and big data will have an opportunity to learn in public education.