• International Journal of Computer Science & Network Security
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• v.23 no.4
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• pp.134-138
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• 2023

The field of digital forensics requires good theoretical and practical knowledge, so practitioners should have an in-depth understanding and knowledge of both theory and practical as they need to take decisions which impacts human lives. With the demand and advancements in the realm of digital forensics, many universities around the globe are offering digital forensics programs, but there is a huge gap between the skills acquired by the student's and the market needs. This research work explores the problems faced by digital forensics programs, and provides solution to overcome the gap between the skills acquired by the student's and the market needs using Activity led learning pedagogy for digital forensics programs.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.339-347
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• 2021

The purpose was to analyze the trend of sport pedagogy in secondary teacher certification examination based on the secondary teacher qualification criterion in Korea Institute for Curriculum and Evaluation since abolition of multiple-choice questions from 2014 to 2020. The result showed the questions for sport pedagogy were 48 question since 2014, and found 83 sub-questions. The implications are as follows. First, the frequency of sub-questions in sport pedagogy has increased, causing an integrated question. Second, the serious unbalanced issue of questions for examination was presented. Third, dependence on specific domains was excessively high. Fourth, the confusion caused by the overlapped domains with the content knowledge of physical education subject was intensified. Therefore, evaluation factors based on 2016 KICE classification table should be clear and field application questions should be developed.

• International Journal of Advanced Culture Technology
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• v.7 no.4
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• pp.194-207
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• 2019

This paper is the author's personal experience and interpretation as a student whilst participating in Professor Kyung-Sook Shin's English Literature graduate course, "Literature and Technology II: Feminisms and Digital Humanities," during the 2019 spring semester at Yonsei University, South Korea. Exploring the intersections of literary feminist theory and digital humanities, this paper examines not only the content, but also the methodology and political effects of collaboratively digitally annotating Elizabeth Barrett Browning's epic novel/poem, Aurora Leigh (1856) through the medium, Google Docs. In particular, this paper observes the students' interaction with the digital tools and literature-related pedagogy in two main parts. First, the democratic political nature of classroom culture when creating a new language/code during annotation. Second, the coexistence of cyberspace and the physical classroom space and its effect on time, specifically in the archival of the past, influencing of the future, and the splitting into the present multiverse. From a student's perspective in digital literary annotation, this paper shows that technology could become a way to decolonize and reprogram education to be more inclusive and collaborative.

• Journal of Digital Contents Society
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• v.18 no.7
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• pp.1259-1265
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• 2017

While there is consensus on the educational potential of serious games, there is still a lack of methodology and tools to support analysis and evaluation as well as design. This paper intends to explore the new methodology or design direction by analyzing pedagogy-related research required for serious games. To do this, we analyzed 4DF(Four Dimensional Framework), GOM(Game Object Model), LM(Learning Mechanics)-GM(Game Mechanics) and a framework for teacher. One of the biggest issues faced by educational games is the inadequate integration of education and game principles. This is due to a variety of factors, including the fact that game designers and educational professionals do not share a common vocabulary or work domain perspective.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.629-635
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• 2021

In the spring, 2020, the pandemic caused quarantine and all educational institutions switched to distance learning, which led to significant changes in the field of education around the world. It has become necessary to build its capacity to provide distance learning to protect education and create opportunities for more individualized approaches to teaching and learning not only during future pandemics but also during other possible issues, such as natural disasters, when a developed flexible curricula could be taught face-to-face or online. The article presents an analysis of distance education in the world during a pandemic, analyzes significant changes, and implements measures in the field of education in Ukraine and around the world. The role of public and international organizations in the implementation of quarantine in the conditions of COVID-19, which partially took over the functions of state and local authorities, is emphasized. The closure of schools under COVID-19 has led to a de facto deterioration in learning outcomes, so we have analyzed the effects of distance learning and digital inequality in the world. It is shown how the COVID-19 pandemic affected access to public services in Ukraine.

• Architectural research
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• v.17 no.1
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• pp.21-30
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• 2015

This study examines the significance of digital fabrication of scaled physical models in the digital design process and highlights the integration of design computing and digital fabrication in architectural education. Advances in CAD/CAM technologies have increasingly influenced building design and construction practices by allowing the production of complex forms that were once difficult to design and construct using traditional technologies. At the advent of digital architecture, schools of architecture introduced digital technologies to their curriculum, focusing more on design computing than digital fabrication, preventing students from completely mastering digital technologies. The significance of digital fabrication for scaled physical models as a design media within the digital design loop is discussed. Two case studies of leading schools of architecture that are successful in building the bridge between both areas are given. These focus on the curricular structure to integrate both areas within design studios. Finally, a curricular structure offering students a balanced approach to these areas of knowledge is proposed based on what was learned from these case studies.

• International Journal of Computer Science & Network Security
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• v.23 no.2
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• pp.193-198
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• 2023

The article focuses on the areas of education activities in using techniques for teaching and learning with information and communication technologies (ICTs), researching and analyzing the available ICTs, gearing the technologies to the specific psychological and pedagogical conditions, independently building and modeling ICTs, enlarging and developing their use in the learning environment. The visualization of scientific research has been determined to be part of the educational support for building students' ICT competence during teaching and learning and is essential to the methodology culture. There have been specified main tasks for pedagogy technologies (PTs) to develop the skills of adaptability to the global digital space in students, their effective database operation and using the data bases as necessary elements for learning and as part of professional training for research. We provided rationalization for implementing the latest ICTs into the Ukrainian universities' curricula, as well as creating modern methods for using the technologies in the learning / teaching process and scientific activities.

• International Journal of Computer Science & Network Security
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• v.24 no.4
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• pp.127-134
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• 2024

The article highlights the problems of the digitalization of the educational process, which affect the pedagogical cluster and are of a psychological nature. The authors investigate the transformational changes in education in general and the individual beliefs of each subject of the educational process, caused by both the change in the format of learning (distance, mixed), and the use of new technologies (digital, communication). The purpose of the article is to identify the strategic trend of the educational process, which is a synergistic combination of pedagogical methodology and psychological practice and avoiding dialectical opposition of these components of the educational space. At the same time, it should be noted that the introduction of digital technologies in the educational process allows for short-term difficulties, which is a usual phenomenon for innovations in the educational sphere. Consequently, there is a need to differentiate the fundamental problems and temporary shortcomings that are inherent in the new format of learning (pedagogical features). Based on the awareness of this classification, it is necessary to develop psychological techniques that will prevent a negative reaction to the new models of learning and contribute to a painless moral and spiritual adaptation to the realities of the present (psychological characteristics). The methods used in the study are divided into two main groups: general-scientific, which investigates the pedagogical component (synergetic, analysis, structural and typological methods), and general-scientific, which are characterized by psychological direction (dialectics, observation, and comparative analysis). With the help of methods disclosed psychological and pedagogical features of the process of digitalization of education in a mixed learning environment. The result of the study is to develop and carry out methodological constants that will contribute to the synergy for the new pedagogical components (digital technology) and the psychological disposition to their proper use (awareness of the effectiveness of new technologies). So, the digitalization of education has demonstrated its relevance and effectiveness in the pedagogical dimension in the organization of blended and distance learning under the constraints of the COVID-19 pandemic. The task of the psychological cluster is to substantiate the positive aspects of the digitalization of the educational process.

• International Journal of Computer Science & Network Security
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• v.21 no.8
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• pp.219-223
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• 2021

The article discusses the pedagogical support for the formation of ICT competence assumes the individualization of students' training, due to their personal and professional needs and interests, and the provision of the necessary conditions and means to implement this process. A theoretical analysis is carried out and an analysis of experimental work on the implementation of the developed model for the formation of ICT competence is generalized specialists on the basis of pedagogical support.

• International Journal of Computer Science & Network Security
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• v.22 no.10
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• pp.17-24
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• 2022

The article proves that the main goal of informatization of higher education institutions in the EU countries is to improve the quality of education of future specialists by introducing digital educational resources into the education process. The main tasks of informatization of education are defined. Digital educational resources are interpreted as a set of data in digital form that is applicable for use in the learning process; it is an information source containing graphic, text, digital, speech, music, video, photo and other information aimed at implementing the goals and objectives of modern education; educational resources on the Internet, electronic textbooks, educational programs, electronic libraries, etc. The creation of digital educational resources is defined as one of the main directions of informatization of all forms and levels of Education. Types of digital educational resources by educational functions are considered. The factors that determine the effectiveness of using digital educational resources in the educational process are identified. The use of digital educational resources in the training of future specialists in the EU countries is considered in detail. European countries note that digital educational resources in professional use allow you to implement a fundamentally new approach to teaching and education, which is based on broad communication, free exchange of opinions, ideas, information of participants in a joint project, on a completely natural desire to learn new things, expand their horizons; is based on real research methods (scientific or creative laboratories), allowing you to learn the laws of nature, the basics of techniques, technology, social phenomena in their dynamics, in the process of solving vital problems, features of various types of creativity in the process of joint activities of a group of participants; promotes the acquisition by teachers of various related skills that can be very useful in their professional activities, including the skills of using computer equipment and various digital technologies.