• 한국수학교육학회지시리즈D:수학교육연구
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• 제26권2호
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• pp.83-104
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• 2023

Lecture theatres and computing laboratories are common types of classrooms used for teaching and learning in this study; both were equipped with a computer network through which teachers and students can access learning management system, digital library, educational software, and so on. Students were divided into groups of two or three; each group of students collaborated on the worksheets in the laboratory and naturally sat together when attending a class held in the lecture theatre. The social organization of classroom learning would promote student learning but what drives student learning; how to engage students with learning; and how to maintain their interest in learning are of research interest in the present study. The study illustrated the theoretical and empirical links, student motivation has a relation to rich collaboration with peers, communication as verbal interactions as well as teacher-student interactions. These are within socio-cultural contexts for learning to take place. The study was extended to make comparisons of the motivational orientations between student genders. It was found that female students were keener on fun or enjoyment in learning, peer communication, and teacher's intervention, whereas male students were concerned more about digital learning tools, a positive working relationship, social reciprocity, and interpersonal relationships.

• Educational Technology International
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• 제15권2호
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• pp.117-141
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• 2014

This qualitative study investigated different interaction patterns in an online discussion. The data was collected from asynchronous discussion occurred in a graduate course. The data analysis methods include inductive analysis and mapping strategy. The results of the study suggest three layers of interaction: response sequences, interaction amongst participants, and concept map of messages. The visualization of response sequences enabled the researcher to discover complex and dynamic interaction patterns amongst participants. The many-to-many communication feature of online discussion does not always enable direct one-on-one interaction between two participants. Rather, one message contributed to multiple threads in the stream of conversation. In terms of interaction amongst participants, the interaction amongst participants, as indicated in the data, the messages also bind each participant and consequently a group(s) of participants together. It appears that the contribution of one message may not only enable a response to one participant, but also connect many participants to each other. The concept map of messages proposes that response sequences and interaction amongst participants can also be viewed between concepts within messages in the discussion. On the surface, the messages posted by individuals are linked by the system in a linear fashion as they are posted. However, the interaction extends to collaborative conversation amongst participants. Ultimately, a conceptual network of interrelated ideas including multiple perspectives is built in asynchronous discussion.

• Educational Technology International
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• 제10권1호
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• pp.1-23
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• 2009

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in e-learning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; 'Play Around Network (PAN)' as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners' knowledge building and their cognitive artifacts; Promoting monitoring of participants' contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.

• Educational Technology International
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• 제13권1호
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• pp.49-77
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• 2012

The development of mobile devices and network technology is changing the ways in which people communicate with one another. Mobile text message has emerged as one of the most frequently used form of communication, which also gave rise to various non-verbal texts such as emoticons. Nonetheless, the use of text messages has largely been denied in education because text messages often involve colloquial and non-verbal texts considered inappropriate or grammatically incorrect by the teacher. In efforts to provide a theoretical framework to better understand mobile e-text communication, this research compared the practical usages of non-verbal texts in the mobile e-learning environment. The study developed three types of text messages according to the degree of using non-verbal texts and their phraseology as instructors' messages, which were then distributed to 259 students via mobile text messaging. The perceptions of students were analyzed using a semantic differential scale and a questionnaire. The results showed clear differences in students' perceptions of non-verbal text and traditional text, and that optimally designed non-verbal texts turned out to encourage the students' interaction the most out of the three types of text messages. Following the discussion of the results, an expanded theoretical framework beyond Ong's concepts of orality and literacy is also suggested to understand the evolution of mobile e-text communication in education.

• International Journal of Computer Science & Network Security
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• 제24권4호
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• pp.163-169
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• 2024

India is a developing nation and has come with comprehensive way in modernizing its reducing poverty, economy and rising living standards for an outsized fragment of its residents. The STEM (Science, Technology, Engineering, and Mathematics) education plays an important role in it. STEM is an educational curriculum that emphasis on the subjects of "science, technology, engineering, and mathematics". In traditional education scenario, these subjects are taught independently, but according to the educational philosophy of STEM that teaches these subjects together in project-based lessons. STEM helps the students in his holistic development. Youth unemployment is the biggest concern due to lack of adequate skills. There is a huge skill gap behind jobless engineers and the question arises how we can prepare engineers for a better tomorrow? Now a day's Industry 4.0 is a new fourth industrial revolution which is an intelligent networking of machines and processes for industry through ICT. It is based upon the usage of cyber-physical systems and Internet of Things (IoT). Industrial revolution does not influence only production but also educational system as well. IoT in academics is a new revolution to the Internet technology, which introduced "Smartness" in the entire IT infrastructure. To improve socio-economic status of the India students must equipped with 21st century digital skills and Universities, colleges must provide individual learning kits to their students which can help them in enhancing their productivity and learning outcomes. The major goal of this paper is to present a low cost, effective learning mechanism for STEM implementation using Raspberry Pi 3+ model (Single board computer) and Node Red open source visual programming tool which is developed by IBM for wiring hardware devices together. These tools are broadly used to provide hands on experience on IoT fundamentals during teaching and learning. This paper elaborates the appropriateness and the practicality of these concepts via an example by implementing a user interface (UI) and Dashboard in Node-RED where dashboard palette is used for demonstration with switch, slider, gauge and Raspberry pi palette is used to connect with GPIO pins present on Raspberry pi board. An LED light is connected with a GPIO pin as an output pin. In this experiment, it is shown that the Node-Red dashboard is accessing on Raspberry pi and via Smartphone as well. In the final step results are shown in an elaborate manner. Conversely, inadequate Programming skills in students are the biggest challenge because without good programming skills there would be no pioneers in engineering, robotics and other areas. Coding plays an important role to increase the level of knowledge on a wide scale and to encourage the interest of students in coding. Today Python language which is Open source and most demanding languages in the industry in order to know data science and algorithms, understanding computer science would not be possible without science, technology, engineering and math. In this paper a small experiment is also done with an LED light via writing source code in python. These tiny experiments are really helpful to encourage the students and give play way to learn these advance technologies. The cost estimation is presented in tabular form for per learning kit provided to the students for Hands on experiments. Some Popular In addition, some Open source tools for experimenting with IoT Technology are described. Students can enrich their knowledge by doing lots of experiments with these freely available software's and this low cost hardware in labs or learning kits provided to them.

• World Technopolis Review
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• 제4권1호
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• pp.11-22
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• 2015

Globalization, increasing technological advancements and dynamic knowledge diffusion are moving our world closer together at a unique scale and pace. At the same time, our rapidly changing society is confronted with major challenges ranging from demographic to economic ones; challenges that necessitate highly innovative solutions, forcing us to reconsider the way that we actually innovate and create shared value. As such the linear, centralized innovation models of the past need to be replaced with new approaches; approaches that are based upon an open and collaborative, global network perspective where all innovation actors strategically network and collaborate, openly distribute their ideas and co-innovate/co-create in a global context utilizing our society's full innovation potential (Innovation 4.0 - Open Innovation 2.0). These emerging innovation paradigms create "an opportunity for a new entrepreneurial renaissance which can drive a Cambrian like explosion of sustainable wealth creation" (Curley 2013). Thus, in order to materialize this entrepreneurial renaissance, it is critical not only to value but also to actively employ this new innovation paradigms so as to derive community-driven shared value that stems from global innovation networks. This paper argues that there is a gap in existing business incubation model that needs to be filled, in that the innovation and entrepreneurship community cannot afford to ignore the emerging innovation paradigms and rely upon closed incubation models but has to adopt an "open incubation" (Ziouvelou 2013). The open incubation model is based on the principles of open innovation, crowdsourcing and co-creation of shared value and enables individual users and innovation stakeholders to strategically network, find collaborators and partners, co-create ideas and prototypes, share their ideas/prototypes and utilize the wisdom of the crowd to assess the value of these project ideas/prototypes, while at the same time find connections/partners, business and technical information, knowledge on start-up related topics, online tools, online content, open data and open educational material and most importantly access to capital and crowd-funding. By introducing a new incubation phase, namely the "interest phase", open incubation bridges the gap between entrepreneurial need and action and addresses the wantpreneurial needs during the innovation conception phase. In this context one such ecosystem that aligns fully with the open incubation model and theoretical approach, is the VOICE ecosystem. VOICE is an international, community-driven innovation and entrepreneurship ecosystem based on open innovation, crowdsourcing and co-creation principles that has no physical location as opposed to traditional business incubators. VOICE aims to tap into the collective intelligence of the crowd and turn their entrepreneurial interest or need into a collaborative project that will result into a prototype and to a successful "crowd-venture".

• 시큐리티연구
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• 제46호
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• pp.7-30
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• 2016

이 연구는 플랫폼 비즈니스 모델에 기반을 둔 사회연결망서비스를 활용하여 경호경비산업을 활성화하기 위한 전략을 규명하기 위하여 본 조사에서 심층면담과 IPA 분석 기법을 활용하여 규명된 전략의 방향성과 실제 구체화 할 수 있는 전략적 내용 및 개선과제를 확인하고자 하였다. 심층면담을 통하여 규명된 경호경비산업의 미래에 필요한 전략적 개선과제는 모두 11개 항목으로 나타났다. 각각의 개선과제는 3가지의 영역으로 범주화 할 수 있었다. 3영역 11개 항목을 IPA 분석을 통하여 중요도 및 실행가능성을 설명하였다. 첫째, 우선적으로 실행이 필요한 영역은 민간 중심 지역사회 치안관련 포털 사이트 개발 및 운영, 보편적 사회연결망서비스(소셜네트워크서비스: SNS) 활용 확대, IT기반의 보안콘텐츠 관리 및 운용 전문인력 양성, IT기반의 경호경비산업 종사자 교육 콘텐츠 개발, 온라인 경호경비산업 종사자 보수교육 프로그램 개발 및 확충 등 5개의 항목이었다. 둘째, 역량 재고를 통해 효과성을 높여야하는 영역은 공개형 경비보안 공공 종합정보시스템 구축에 관한 1개의 항목이었다. 셋째, 재검토가 필요한 영역은 개별 경호경비산업 종사자 전문인력 정보 채널 운영, 사설 경호경비 서비스업체의 고객전용 서비스 및 이벤트 확충 등 2개의 항목이었다. 넷째, 효과성이 미흡한 영역은 사회연결망서비스의 활용확대를 위한 제도 개선, 지역사회 치안용 폐쇄형 카메라 정보의 공유 방안 논의, 사설기업 사회연결망서비스(소셜네트워크서비스: SNS) 개발 등 3개의 항목이었다. 규명된 전략적 과제들의 특성에 따른 분류 및 실행의 정도는 향후 경호경비산업의 환경 변화에 따라 달라질 수 있음을 인지할 필요가 있을 것이다.

• 한국가정과교육학회지
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• 제32권3호
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• pp.179-197
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• 2020

본 연구는 언어 네트워크 분석방법을 활용하여 2000년부터 2019년까지 최근 20년간 KCI 등재 학술지에 게재된 가정과교육 논문의 연구 동향을 분석하였다. 총 501편의 가정과교육 논문을 대상으로, NetMiner 4.4를 활용하여 워드클라우드, 중심성 분석, 토픽모델링을 실시한 결과는 다음과 같다. 첫째, KCI 등재지에 게재된 가정과교육 논문의 수는 2000년대에 186편, 2010년대에 315편으로 점차 증가하는 추세이고, 가정과교육 논문이 게재된 학술지는 2000년대에 16종, 2010년대에 22종으로 더욱 다양해졌다. 전체 논문 수의 60%가 '한국가정과교육학회지'에 게재되었고, 2018년 이후 '학습자중심교과교육연구'에 게재된 논문이 급증한 것으로 나타났다. 둘째, 2000년대와 2010년대에 KCI 등재지에 게재된 가정과교육 연구의 주제는 교과 내용 분석, 수업 개발 및 적용, 교육과정 분석, 인식 조사 및 방향 탐색으로 범주화되었다. 2000년대에는 '가정과교사'가 주요 키워드로 등장하고, 인식 조사 및 방향 탐색 연구가 상대적으로 많이 이루어졌다. 2010년대에는 '개발' 키워드의 영향력이 커지고, 교과 내용 분석 및 수업을 개발하고 적용하는 연구가 상대적으로 많이 이루어진 것으로 나타났다. 본 연구는 분석 대상과 기간을 확대하여 가정과교육 연구 동향을 분석한 것에 의의가 있다.

• 한국국방경영분석학회지
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• 제33권2호
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• pp.101-113
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• 2007

국방부에서 발표한 '국방개혁에 관한 법률'에 따라 2014년까지 현역병들에 대한 복무기간이 단계적으로 단축될 예정이다. 이에 따라 육군에서는 좀 더 효율적인 직무교육 방안의 일환으로 훈련병들에게 '차등제 교육'을 시행하고 있다. 이러한 차등제 교육의 효과를 향상시키기 위해서는 훈련병들의 예상 학업 성취도를 미리 예측하여 성취집단별로 차별화 된 교육과정을 거치게 하는 것이 매우 중요하다. 따라서 본 연구에서는 입교초기에 얻을 수 있는 신병들의 제한된 자료들만을 이용하여 그들의 예상 교육 성취집단을 예측하는 모형을 개발하였다. 본 모형의 목적 변수는 '성취집단'이며 '일반관리 인원' 및 '집중관리 인원'의 두 가지 값을 갖는다. 사용된 기법은 인공신경망(Neural Network) 모형, 의사결정나무(Decision Tree) 모형, SVM 모형, 그리고 Naive Bayesian모형 등 4가지 순수 모형과, 각각의 순수 모형을 k-means군집기법과 혼합한 4가지의 혼합모형 등 총 8개의 모형의 성능을 비교 분석하였다. 실험 결과 k-means군집기법과 인공신경망 기법을 혼합한 모형이 가장 좋은 예측력을 보이는 것으로 나타났다. 이러한 교육 성취집단 예측 모형은 향후 군에서 이루어지는 다양한 교육 프로그램에 효과적으로 이용될 수 있을 것으로 기대된다.

• 비교교육연구
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• 제24권3호
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• pp.227-244
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• 2014

본 연구의 목적은 국내 대학의 국제화를 위해 국내외 우수 대학들의 학문 분야별 중점분야를 비교하여 현재 각 대학들이 중점을 두고 있는 연구분야의 차이를 인지하고 향후 국내 대학들이 더 관심을 갖고 시도해 볼 수 있는 새로운 연구분야(Research area)에 대한 방향을 제안하는 것이다. 본 연구의 분석대상은 인문사회계열의 언론(Communication & Media) 분야의 국내외 10개 대학과 이공학계열은 전기전자(Electrical Engineering) 분야의 국내외 10개 대학을 선정하였다. 분석 자료는 각 대학이 3년간(2009~2011) 발표한 논문을 바탕으로 추출하여 네트워크 분석방법을 통해 분석되었다. 추출된 데이터는 3번의 데이터 처리과정을 거쳐 정리되었으며 Ucinet, Gephi, Netdraw 프로그램을 통해 구현되었다. 분석결과 언론학 분야는 국내 대학의 경우 매우 전통적인 연구분야에 집중되어 있으며 해외 대학에 비해 새로운 연구분야가 매우 한정되어 있어 학제성이 낮다는 것을 알 수 있었다. 전기전자 분야는 국내외 대학 모두 전통적인 연구분야 이외에 새로운 연구분야를 다양하게 가지고 있었다. 하지만 국내 대학에서 나타나는 연구분야와 해외대학에서 나타나는 연구분야의 성격이 다르게 나타나 전기전자 분야에 대한 인식의 차이와 추후 국내 대학이 시도해 볼 수 있는 새로운 연구분야의 방향을 설정할 수 있었다.