• Journal of the Korean Society for Library and Information Science
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• v.56 no.2
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• pp.5-33
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• 2022

In this study, the direction and contents of public education to develop competencies that are in line with the 2022 revised curriculum and the paradigm of future education were sought, and a plan for reading education was prepared. A creative and cooperative problem-solving method and process as not only information literacy ability to read, select, and reconstruct information but also transformative competency to respond to uncertain future and diversified situations are important amid the complex, pluralistic and rapid development of information and communication technology It was intended to give an experience of exploring and communicating through reading in order to explore and derive it. Analyze the general outline and syllabus of the curriculum, international education project definitions and indicators, and organize academic theories and research to set the direction and goal of high school reading education, and organize creative and convergence class strategies and reading activities A library reading class model was developed. Accordingly, the class model was revised by applying the development research method, and the final model was developed by supplementing it through field application evaluation. In order to achieve the research purpose end, a two-round Delphi survey was conducted on 10 reading education and curriculum experts. The model modified through the Delphi survey was developed in the final school library convergence reading class model by demonstrating the class in the educational field and supplementing it through application evaluation.

• Journal of The Korean Association For Science Education
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• v.26 no.6
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• pp.732-742
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• 2006

This study expects to understand Korean girls' weaknesses in science achievement and to make suggestions for improvement. The analyses of 95 released items in TIMSS 2003 show that Korean girls had few difficulties in 'inference and analysis', 'very hard or very easy' items, 'previously-learned' items, and items presented in context of 'school science'. They achieved lower in items of understanding science concept or factual knowledge. Inference and analysis items, which were favorable to girls, worked unfavorably to them as case science knowledge intervened. Girls outperformed boys in items with 80% or more and with 20% or less percent correct. Also, the boys showed much higher achievement in previously learned and contextualized items, which proves girls' lack of interest in science in everyday life. On the base of item analysis, several suggestions were made for the girl-inclusive science education in Korea: First, girls should have more opportunities for science experience not only in school context but also in everyday life. Second, more teaching and learning programs should be developed to care girls' weaknesses in science learning. Lastly, gender issues in science education should be actively included in curriculum development process and teacher training programs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.221-230
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• 2017

This study explores the impact of a flipped classroom, in terms of self-efficacy, for elementary pre-service teachers in US teacher education programs. This research project explores how ESL microteaching activity in the flipped classroom shapes teacher-candidates' self-efficacy regarding teaching culturally and linguistically diverse (CLD) students. By analyzing ESL microteaching videos, pre-service teachers' reflection papers, and individual interviews with the course instructors, the study results show how pre-service teachers enhance their self-efficacy in teaching CLD English language learners in mainstream content subject classrooms. Moreover, the researchers provide suggestions on how teacher educators can utilize the flipped classroom to create an authentic and meaningful learning experience, such as using ESL microteaching for pre-service teachers to shape their self-efficacy in order to be well-prepared for CLD English language learners. The implication is that Korean pre-service teachers should be prepared to teach CLD students in their mainstream classrooms.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.232-243
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• 2021

This study analyzed how K-MOOC was used and identify the academic achievements in higher education. The participants who completed the survey questionnaire were composed of 379 students who were in curriculum-related extra-curriculum using K-MOOC. Results show that the participation rate in individual learning activities was high, thus indicating the activities were perceived positively. In addition, students perceived positively their academic achievements of receiving, valuing, and responding in affective area, as well as synthesis and evaluation of knowledge in cognitive area. Students were also satisfied that they had no psychological burden to the credit of the course and they could take a course from another college. By contrast, platform instability, too much online content, and tedious activities in the lessons were perceived negatively. Nonetheless, the group assessment results suggested that the students taking a course related to their major had further engagement in discussions, and their academic achievement was higher. Based on the foregoing findings, the study proposed developing a subject matter with various theme, utilization plans, interaction reinforcement, and quality management by supporting instructional design strategies in order to expand the use of K-MOOC both as a general education and a major curriculum. The results obtained in this study represent baseline data that may assist in the decision making for university system and operation plan.

• International conference on construction engineering and project management
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• 2024.07a
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• pp.1286-1288
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• 2024

The construction industry, known for its inherent risks and multiple hazards, necessitates effective solutions for hazard identification and mitigation [1]. To address this need, the implementation of machine learning models specializing in object detection has become increasingly important because this technological approach plays a crucial role in augmenting worker safety by proactively recognizing potential dangers on construction sites [2], [3]. However, the challenge in training these models lies in obtaining accurately labeled datasets, as conventional methods require labor-intensive labeling or costly measurements [4]. To circumvent these challenges, synthetic data generation (SDG) has emerged as a key method for creating realistic and diverse training scenarios [5], [6]. The paper reviews the evolution of synthetic data generation tools, highlighting the shift from earlier solutions like Synthpop and Data Synthesizer to advanced game engines[7]. Among the various gaming platforms, Unity 3D and Unreal Engine stand out due to their advanced capabilities in replicating realistic construction hazard environments [8], [9]. Comparing Unity 3D and Unreal Engine is crucial for evaluating their effectiveness in SDG, aiding developers in selecting the appropriate platform for their needs. For this purpose, this paper conducts a comparative analysis of both engines assessing their ability to create high-fidelity interactive environments. To thoroughly evaluate the suitability of these engines for generating synthetic data in construction site simulations, the focus relies on graphical realism, developer-friendliness, and user interaction capabilities. This evaluation considers these key aspects as they are essential for replicating realistic construction sites, ensuring both high visual fidelity and ease of use for developers. Firstly, graphical realism is crucial for training ML models to recognize the nuanced nature of construction environments. In this aspect, Unreal Engine stands out with its superior graphics quality compared to Unity 3D which typically considered to have less graphical prowess [10]. Secondly, developer-friendliness is vital for those generating synthetic data. Research indicates that Unity 3D is praised for its user-friendly interface and the use of C# scripting, which is widely used in educational settings, making it a popular choice for those new to game development or synthetic data generation. Whereas Unreal Engine, while offering powerful capabilities in terms of realistic graphics, is often viewed as more complex due to its use of C++ scripting and the blueprint system. While the blueprint system is a visual scripting tool that does not require traditional coding, it can be intricate and may present a steeper learning curve, especially for those without prior experience in game development [11]. Lastly, regarding user interaction capabilities, Unity 3D is known for its intuitive interface and versatility, particularly in VR/AR development for various skill levels. In contrast, Unreal Engine, with its advanced graphics and blueprint scripting, is better suited for creating high-end, immersive experiences [12]. Based on current insights, this comparative analysis underscores the user-friendly interface and adaptability of Unity 3D, featuring a built-in perception package that facilitates automatic labeling for SDG [13]. This functionality enhances accessibility and simplifies the SDG process for users. Conversely, Unreal Engine is distinguished by its advanced graphics and realistic rendering capabilities. It offers plugins like EasySynth (which does not provide automatic labeling) and NDDS for SDG [14], [15]. The development complexity associated with Unreal Engine presents challenges for novice users, whereas the more approachable platform of Unity 3D is advantageous for beginners. This research provides an in-depth review of the latest advancements in SDG, shedding light on potential future research and development directions. The study concludes that the integration of such game engines in ML model training markedly enhances hazard recognition and decision-making skills among construction professionals, thereby significantly advancing data acquisition for machine learning in construction safety monitoring.

• The Journal of the Korea institute of electronic communication sciences
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• v.9 no.1
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• pp.51-60
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• 2014

In this study, ICT medical service provider's level of knowledge fire fighting safety and methods on coping with fires in the regions of Gwangju and Jeonam Province of Korea were investigated to determine the elements affecting such levels and provide basic information on the manuals for educating how to cope with the fire fighting safety in medical facilities. The data were analyzed using SPSS Win 14.0. The scores of level of knowledge fire fighting safety of ICT medical service provider's were 7.06(10 point scale), and the scores of level of recognizing how to cope with fire fighting safety were 6.61(11 point scale). level of recognizing how to cope with fire fighting safety were significantly different according to gender(t=4.12, p<.001), age(${\chi}^2$=17.24, p<.001), length of career(${\chi}^2$=22.76, p<.001), experience with fire fighting safety education(t=6.10, p<.001), level of subjective knowledge on fire fighting safety(${\chi}^2$=53.83, p<.001). In order to enhance the level of understanding of fire fighting safety and methods of coping by the ICT medical service providers it is found that: self-directed learning through avoiding the education just conveying knowledge by lecture tailored learning for individuals fire fighting education focused on experiencing actual work by developing various contents emphasizing cooperative learning deploying patients by classification systems using simulations and a study on the implementation of digital anti-fire monitoring system with multipoint communication protocol, a design and development of the smoke detection system using infra-red laser for fire detection in the wide space, video based fire detection algorithm using gaussian mixture mode developing an education manual for coping with fire fighting safety through multi learning approach at the medical facilities are required.

• Journal of Christian Education in Korea
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• v.62
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• pp.313-334
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• 2020

As an element of education, the educational space cannot be separated from the purpose of education. The place of education is not only the passage to deliver actual curriculum, but also the purpose itself that can be accomplished through educational content. That is because the purpose of education cannot be achieved only with instructors, students, curriculum, and methods, but requires a change in the perception of the educational space that represents the goal and the place where it all can be implemented. Nevertheless, the problem that lies with educational space is easy to be overlooked and it has been rather considered as an issue related to the finances or scale of the church. The church educational space gives birth to faith and growth, where spiritual development and experience may occur. However, the reality follows the drawbacks of conventional school classroom arrangements and structures. In addition, even if the church educational space can be arranged according to the needs of its students, it cannot deviate much from the standard uniform format. In particular, the basic environment of church educational space is similar to that of standard school system in terms of arrangement of furniture such as chairs, desks, and its physical structure. As the school system was originally designed and tailored for the purpose of delivering knowledge and standardization, the space for church education must stay away from it. Humans are born and die in a space, where encounter with God also happens. Also, communication with God causes spacial conversion to humans, changing the place of their visitation. So the church educational space must be more meticulously designed and comprehensive than that of school which pursues physical, educational, psychological, social, and artistic purposes because the church educational space pursues the liturgical elements, as well. Therefore, the Christian learning environmental arrangements must seek liturgical elements, which is the major Christian value, by placing Christian artwork or symbols for church visitors. So in this research, I want to stress the role of Christian educational space for spiritual growth and pursue intrinsic and extrinsic changes in learning environment, leading to a greater awareness of the Christian educational space.

• Journal of Appropriate Technology
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• v.6 no.2
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• pp.151-162
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• 2020

Education is one of the priority sectors specified in Tanzania, and it has committed to provide 11 years of compulsory free basic education for all from pre-primary to lower secondary level. Despite the Government's efforts to provide free basic education to all children, there are 2.0 million (23.2 per cent) out of 8.5 million children at the primary school age of 7-13, who are out of school in Tanzania. The ICT class should be offered as a regular class in all secondary schools in Tanzania, recommended by the ministry of education. However, many schools are struggling to implement this mandate. Most of schools offer the ICT class with theory without any real hardware. Some schools were given with computers but they were not maintained for operation. There is a huge task to make ICT education universal. Main issues include: remoteness (off-grid area), lack of ICT teachers, lack of resources such as hardware, infrastructure, and lack of practical lessons or projects to be used at schools. An innovative blended ICT/STEM education program is being conducted not only for Tanzanian public and private/international schools, but also for out-of-school adolescents through institutions, NGO centers, home visits and at the E3 Empower academy center. For effective STEM education to take place and remain sustainable, more practical curriculum, and close-up teacher support need to be accompanied concurrently. Practical, project-based simple coding lessons have been developed and employed that students experience true learning. The effectiveness of the curriculum has been demonstrated in various project centers, and it showed that students are showing new interests in exploring new discovery, even though this was a totally new area for them. It has been designed for an easy replication, thus students who learned can repeat the lessons themselves to other students. The ultimate purpose of this project is to have IT education offered as universally as possible throughout the whole Tanzania. Quality education for all children is a key for better future for all. Previously it was hoped that education with discipline will improve the active learning. But now more than ever, we believe that children have the ability to learn on their own with given proper STEM education tools, guidelines and environment. This gives promising hope to all of us, including those in the developing countries.

• Asia pacific journal of information systems
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• v.21 no.4
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• pp.63-104
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• 2011

The study examines the relationships among employee's goal orientation, IT personnel competency, personal effectiveness. The goal orientation includes learning goal orientation, performance approach goal orientation, and performance avoid goal orientation. Personal effectiveness consists of personal work satisfaction and personal work performance. In general, IT personnel competency refers to IT expert's skills, expertise, and knowledge required to perform IT activities in organizations. However, due to the advent of the internet and the generalization of IT, IT personnel competency turns out to be an important competency of technological experts as well as employees in organizations. While the competency of IT itself is important, the appropriate harmony between IT personnel's business capability and technological capability enhances the value of human resources and thus provides organizations with sustainable competitive advantages. The rapid pace of organization change places increased pressure on employees to continually update their skills and adapt their behavior to new organizational realities. This challenge raises a number of important questions concerning organizational behavior? Why do some employees display remarkable flexibility in their behavioral responses to changes in the organization, whereas others firmly resist change or experience great stress when faced with the need to alter behavior? Why do some employees continually strive to improve themselves over their life span, whereas others are content to forge through life using the same basic knowledge and skills? Why do some employees throw themselves enthusiastically into challenging tasks, whereas others avoid challenging tasks? The goal orientation proposed by organizational psychology provides at least a partial answer to these questions. Goal orientations refer to stable personally characteristics fostered by "self-theories" about the nature and development of attributes (such as intelligence, personality, abilities, and skills) people have. Self-theories are one's beliefs and goal orientations are achievement motivation revealed in seeking goals in accordance with one's beliefs. The goal orientations include learning goal orientation, performance approach goal orientation, and performance avoid goal orientation. Specifically, a learning goal orientation refers to a preference to develop the self by acquiring new skills, mastering new situations, and improving one's competence. A performance approach goal orientation refers to a preference to demonstrate and validate the adequacy of one's competence by seeking favorable judgments and avoiding negative judgments. A performance avoid goal orientation refers to a preference to avoid the disproving of one's competence and to avoid negative judgements about it, while focusing on performance. And the study also examines the moderating role of work career of employees to investigate the difference in the relationship between IT personnel competency and personal effectiveness. The study analyzes the collected data using PASW 18.0 and and PLS(Partial Least Square). The study also uses PLS bootstrapping algorithm (sample size: 500) to test research hypotheses. The result shows that the influences of both a learning goal orientation (${\beta}$ = 0.301, t = 3.822, P < 0.000) and a performance approach goal orientation (${\beta}$ = 0.224, t = 2.710, P < 0.01) on IT personnel competency are positively significant, while the influence of a performance avoid goal orientation(${\beta}$ = -0.142, t = 2.398, p < 0.05) on IT personnel competency is negatively significant. The result indicates that employees differ in their psychological and behavioral responses according to the goal orientation of employees. The result also shows that the impact of a IT personnel competency on both personal work satisfaction(${\beta}$ = 0.395, t = 4.897, P < 0.000) and personal work performance(${\beta}$ = 0.575, t = 12.800, P < 0.000) is positively significant. And the impact of personal work satisfaction(${\beta}$ = 0.148, t = 2.432, p < 0.05) on personal work performance is positively significant. Finally, the impacts of control variables (gender, age, type of industry, position, work career) on the relationships between IT personnel competency and personal effectiveness(personal work satisfaction work performance) are partly significant. In addition, the study uses PLS algorithm to find out a GoF(global criterion of goodness of fit) of the exploratory research model which includes a mediating variable, IT personnel competency. The result of analysis shows that the value of GoF is 0.45 above GoFlarge(0.36). Therefore, the research model turns out be good. In addition, the study performs a Sobel Test to find out the statistical significance of the mediating variable, IT personnel competency, which is already turned out to have the mediating effect in the research model using PLS. The result of a Sobel Test shows that the values of Z are all significant statistically (above 1.96 and below -1.96) and indicates that IT personnel competency plays a mediating role in the research model. At the present day, most employees are universally afraid of organizational changes and resistant to them in organizations in which the acceptance and learning of a new information technology or information system is particularly required. The problem is due' to increasing a feeling of uneasiness and uncertainty in improving past practices in accordance with new organizational changes. It is not always possible for employees with positive attitudes to perform their works suitable to organizational goals. Therefore, organizations need to identify what kinds of goal-oriented minds employees have, motivate them to do self-directed learning, and provide them with organizational environment to enhance positive aspects in their works. Thus, the study provides researchers and practitioners with a matter of primary interest in goal orientation and IT personnel competency, of which they have been unaware until very recently. Some academic and practical implications and limitations arisen in the course of the research, and suggestions for future research directions are also discussed.

• International Journal of Computer Science & Network Security
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• v.21 no.3
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• pp.21-30
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• 2021

Economic transformations have led to an increase in the role of creative assets and their central role in public life. Changes in creative activity have led to a change in the organization of the work of institutes engaged in the training of specialists, in particular teachers of labor education. Methods and approaches to training determine the development of creative industries, being the basis for models of professional training of future teachers of labor training. The purpose of an article was to develop a modern model of professional training of future teachers of labor training based on the concept of creative economy. The methodology is based on the concepts of holistic craft and creative economy. Based on the integration of pedagogical learning models "Craft as design and problem-solving", "Craft as skill and knowledge building", "Craft as product-making" and "Craft as self-expression" developed and experimentally confirmed the conceptual model of professional training of future teachers of labor training. The proposed model forms a practitioner with professional, technical, digital and creative skills who is able to transfer the experience to students. The training course "Creativity and creative thinking" has been developed. The model provided for the development of a course based on the strategy of developing professional creativity, flexibility, improvisation, openness, student activity, joint practice, student-oriented approach. The practical value implies the adaptation of the developed model of professional training of future teachers of labor education during the training of teachers in higher education, which is confirmed in the experiment.