• Journal of Radiation Industry
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• v.8 no.3
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• pp.161-168
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• 2014

Increasing utilization of radiation and RI (Radioisotope) in nuclear industry including non-power area has achieved sustainable development of radiation industry. Industries are no longer confined by a single technology or abilities but expanded for application gradually. RI-Biomics fields are one of the convergence technology that is recognized on a high-tech industry. Unlike the conventional industry, RI-Biomics field needs to various specialists to perform related task. There is no domestic training program to educate the whole process. This study aims to suggest the plan for improvement of practical skills for specialists in RI-Biomics through development of our training program. For this purpose, we have first investigated the opinion about classification scheme from experts and then analyzed the results in order to reflecting our training program. Based on analyzed results, conformity assessment was executed to organize curriculum through status of constructed device and instructor in domestic. Our training program was performed jointly with KAERI (Korea Atomic Energy Research Institute). RI-Biomics center is prepared with facilities of overall experiment to improve quality of education. Due to the fact that specialists have routine task, we organized a five-day short course to reflect temporal difficulties. We performed a trial operation to 6 participants in RI-Biomics field. Through the survey for the specialists who participated in the program, we evaluated the efficiency of our training program. The results showed that participants were satisfied with the organized curriculum and educational materials. Therefore, our program is expected to be utilized as basic research data to develop feasible program for policy development and to improve practical skills in RI-Biomics.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.1-14
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• 2020

The goal of this study is to develop a hands-on type polar field trip program to inform the importance of the recent polar research and to contribute to the spread of polar science culture. For this purpose, the direction of program development and field trip course were established based on the current Korea Polar Research Institute tour program and research exhibition facilities analysis. Based on this, a total of 6 types field trip programs were developed, including one basic tour program and one optional experience program for the overall introduction of polar research institutes and polar science fields, and four optional experience programs for each education participant that enables field trips and professional experiential learning activities by polar science field. The developed program was revised and supplemented through a total of two trials, and a field trip program manual was produced, including guidance scripts, experience kits, activity sites, and instructor guides for each field trip. At the end, a follow-up study was proposed based on the significance and research results of the developed program.

• Journal of vocational education research
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• v.37 no.1
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• pp.55-75
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• 2018

The purpose of this study was to develop the evaluation scales that can access hierarchically the lifelong education field training program based on relevant stakeholders. To fulfill this purpose, both qualitative and quantitative research methods were applied. First of all, four groups of stakeholders were selected such as trainees, professors, field instructors, and program inspectors. The in-depth interviews with 13 experts in the field were conducted, and as a result, the scale with hierarchy of evaluation area, evaluation section, and evaluation item for each stakeholder was developed. In order to verify the content validity of the evaluation scales, delphi surveys for each stakeholder were conducted, using 35 expert panels. After delphi survey, the scale was applied to 90 trainees, 22 professors, and 31 field instructors. SPSS program was used to analyze the descriptive statistics, validity, and reliability. Finally, the evaluation scale of the trainer was identified as 8 evaluation areas, 14 evaluation sections and 51 evaluation items. And the professor's scale consisted of 6 areas, 10 sections and 40 items. The field instructor's scale was determined as 3 areas, 7 sections and 31 items, and the program inspector's evaluation scale was confirmed as 7 areas, 15 sections, and 32 items.

• Journal of Family Resource Management and Policy Review
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• v.16 no.1
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• pp.177-198
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• 2012

Women's education activity(yejeol)has seen changes and improvements, as Korean society has evolved overtime. Women have been actively addressing contemporary demands by contributing to the establishment of today's women-centered education environment. As a result of this study, the characteristics of yejeol can be summarized as follows: First, yejeol was mainly driven by women wanting to participate in social and volunteer activities, asameans of self-improvement. Second, as field of service, yejeol has become more lucrative ; increasing numbers of young women are participating in the yejeol service industry. Third, yejeol is taking place nationwide. Women are constantly making efforts to acquire expertise by participating in yejeol instructor training programs and obtaining licenses. Fourth, the writing of yejeol books by women scholars has improved the yejeol environment. Further improvements to yejeol in Korea can only be achieved through an in-depth and critical study of its origins, current state, and future direction(s).

• Journal of the Korean Society of Costume
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• v.55 no.3 s.93
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• pp.150-163
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• 2005

Distance Learning Education has been adopted as an alternative educational method to actively face the changing educational field. Fashion design education essentially requires not only a theoretical but also a practical process in which feedback comes through personal interactions between an instructor and a student. Hence, the existing WBI system exemplifies its limitations by applying only a one-way methodology that limit interactions based only on the theoretical texts. The objective of this study was to reveal the effects of an originally designed Distance Education program factoring in a teaching-learning methodology that addresses the practical demands of a fashion design program. So It analyzed the pre-existing conditions through a questionnaire survey of 472 students and 60 fashion design instructors to determine how the traditional fashion design education is different from other programs and which method is being applied. then, It designed and applied an original web-based distance educational system specifically incorporating the needs of the fashion design curriculum based on the data collected from the survey questionnaire.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.2
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• pp.525-531
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• 2010

In this paper, a mobile quiz system using SMS has been developed, which can be conveniently used on the spot of education. The system immediately not only provides each individual student with the results of his/her quizzes but also a instructor with the statistics of the results by SMS. Field tests of the quiz system have shown that it can be effectively used as a good teaching tool for teachers getting immediate feedback from participants in the lecture and adjusting teaching level as well as for inducing more interest in learning from participants and raising their concentration on the class.

• International Journal of Control, Automation, and Systems
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• v.5 no.5
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• pp.539-546
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• 2007

The important field of research in ship operation is related to the high efficiency of transportation, the convenience of maneuvering ships and the safety of navigation. For these purposes, many intelligent technologies for ship automation have been required and studied. In this paper, we propose an intelligent voice instruction-based learning (VIBL) method and discuss the building of a ship's steering control system based on this method. The VIBL system concretely consists of two functions: a text conversion function where an instructor's inputted voice is recognized and converted to text, and a linguistic instruction based learning function where the text instruction is understood through a searching process of given meaning elements. As a study method, the fuzzy theory is adopted to build maneuvering models of steersmen and then the existing LIBL is improved and combined with the voice recognition technology to propose the VIBL. The ship steering control system combined with VIBL is tested in a ship maneuvering simulator and its validity is shown.

• Korean Journal of English Language and Linguistics
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• v.1 no.2
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• pp.227-242
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• 2001

It is noted that although the current state of development of web-based English education (hereafter referred to as WBEE) might not meet the criteria some educators have set for themselves in the field, students certainly seem to prefer studying in a web-based and computer-assisted learning environment. This kind of demand is fueling the drive to develop more suitable variations of WBEE. In order for WBEE to work out, a teacher should be a multifunctional type of instructor handling responsibilities such as the role of scriptwriter to create text, act as technician for the sound mixing and recording, preside over online chat rooms and discussion boards, and finally, as webmaster to maintain the site and supervise all academic/ clerical work related to the course. Therefore, it is suggested that WBEE be accompanied by a small personnel to divide the labor and lessen the burden on the actual teacher. Finally, it is noted that the traditional relationship between students and teacher may no longer be sustainable since WBEE does not provide the face-to-face style of class discussion and office hours in its current form. Until the technology is fully developed to compensate for these kinds of differences, it is an immediate challenge to provide other more compelling reasons for students to participate in WBEE.

• Journal of Engineering Education Research
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• v.19 no.2
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• pp.76-82
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• 2016

The purpose of this study is to identify core elements required of instruction consulting and to develop a systematic consulting procedure for successful Flipped Learning. The main contents of this study to achieve its purpose are as follows. First, core elements required of consulting are deduced by analyzing cases of instruction implemented with Flipped Learning. Second, consulting procedure is constructed based on core consulting elements of Flipped Learning. Based on the study results, the 3P process is suggested as the elements and procedure of instruction consulting for Flipped Learning. The 3P process has the following characteristics. The first stage Preparation involves guiding students to have an objective viewpoint about the lesson beginning with building a relationship with the instructor. Also, a lesson plan and source materials for lesson are selected and developed. The second stage Performance involves implementing lesson coaching oriented towards cooperative problem-solving to find better direction. The last stage Post-review involves introspection necessary for continuous quality improvement of lessons. The validity of the instruction consulting elements for Flipped Learning applied to deduce the aforementioned results has been verified after specialist review and field application.

• Journal of Engineering Education Research
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• v.23 no.3
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• pp.20-31
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• 2020

The purpose of this study is to suggest a meaningful way of implementing science and engineering integrated lessons in school science settings. To this end, two types of science and engineering integrated lesson units (focusing on the physic concepts of light and wave) were developed based on the core elements of science and engineering integrated lesson; object, context, engineering design, and connection with science. These two units were implemented in free semester program in a middle school in a metropolitan city. Throughout the process of program implementation, instructor's reflection and focus group interview with participant students were collected to reveal problems arising from the field implementation. In addition, engineering education experts were interviewed to discuss the potential problems and possible solutions for the problems. As results of the study, five main problems of implementing escience and engineering integrated lessons in a school science setting were revealed and practical solutions for the problems were suggested by the experts.