• 한국정밀공학회지
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• 제22권4호
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• pp.92-98
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• 2005

The learning control develops controllers that learn to improve their performance at executing a given task, based on experience performing this specific task. In a previous work, the authors presented an iterative precision of linear decentralized learning control based on p-integrated learning method for the vertical dynamic multiple systems. This paper develops an indirect decentralized teaming control based on adaptive control method. The original motivation of the teaming control field was loaming in robots doing repetitive tasks such as on an assembly line. This paper starts with decentralized discrete time systems, and progresses to the robot application, modeling the robot as a time varying linear system in the neighborhood of the nominal trajectory, and using the usual robot controllers that are decentralized, treating each link as if it is independent of any coupling with other links. Some techniques will show up in the numerical simulation for vertical dynamic robot. The methods of learning system are shown up for the iterative precision of each link.

• 한국융합학회논문지
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• 제10권12호
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• pp.243-250
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• 2019

디자인 분야에서 온라인, 모바일을 통한 융합교육의 보급이 빠르게 확장되고 있다. 특히 증강현실 기술을 응용한 교육 프로그램 개발이 점차 널리 사용되고 있다. 이 글은 우선, 증강현실 기술의 현재 상태와 장점을 검토함으로써 교육 응용 분야에서 증강현실의 필요성을 강조한다. 둘째, 필자는 새로운 유형의 교육 시스템인 "AR + E" 교육 클라우드 플랫폼 시스템을 제안한다. 이 시스템은 일반 종이 교과서, 범용 휴대용 이동 단말기와 APP 등 3가지로 구성된다. 본 연구는 자동차 정비 전공 학생들을 대상으로 하여 "AR + E" 교육 시스템의 유용성 및 성능 실험을 통해 "AR + E" 시스템이 학습 효과에 미치는 영향 연구 조사하였다. "AR + E"시스템은 전통적인 학습 그룹과의 비교 실험을 통해 AR 대화식 미디어를 사용하여 학습자의 학업 성과를 향상시킬 뿐만 아니라, 재미와 참여도 및 연속성을 향상시키는 결과를 얻게 되었다. 끝으로, 사용자 경험, 행위와 기호에 대한 관찰과 인터뷰를 통해 AR 기반 교육 프로그램 소프트웨어를 디자인하고 개발하여 제안하고 있다.

• International Journal of Computer Science & Network Security
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• 제21권2호
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• pp.212-220
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• 2021

The objectives of this research were to identify the digital competencies required for information science specialists at Saudi universities and to examine whether there existed conspicuous differences in the standpoint of these specialists due to years of work experience with regard to the importance of these competencies. A descriptive analytical method was used to accomplish these objectives while extracting the required digital competency list and ascertaining its importance. The research sample comprised 24 experts in the field of information science from several universities in the Kingdom of Saudi Arabia. The participants in the sample were asked to complete a questionnaire prepared to acquire the pertinent data in the period between January 5, 2021 and January 20, 2021. The results reveal that the digital competencies required for information science specialists at Saudi universities encompass general features such as the ability to use computer, Internet, Web2, Web3, and smartphone applications, digital learning resource development, data processing (big data) and its sharing via the Internet, system analysis, dealing with multiple electronic indexing applications and learning management systems and its features, using electronic bibliographic control tools, artificial intelligence tools, cybersecurity system maintenance, ability to comprehend and use different programming languages, simulation, and augmented reality applications, and knowledge and skills for 3D printing. Furthermore, no statistically significant differences were observed between the mean ranks of scores of specialists with less than 10 years of practical experience and those with practical experience of 10 years or more with regard to conferring importance to digital competencies.

• 의학교육논단
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• 제18권3호
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• pp.125-131
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• 2016

Recent changes in educational paradigms that emphasize the performance or outcomes of education are redefining how learning objectives are being described as 'learning outcomes' in various academic disciplines. Medical education is not an exception to this trend. However, it has come to our attention that the key concepts and appropriate descriptions of learning outcomes have not been well understood among educators and that this lack of understanding has hindered our efforts to implement the practice in the field. This study aims to provide a direction to establish and describe learning outcomes by examining previous studies that have focused on setting learning objectives as well as learning outcomes. Setting and describing learning outcomes starts from reflection on the approach of behavioral learning objectives, which overemphasizes learner's acquired knowledge, skills, and attitude in each classroom rather than actual performance. On the other hand, the learning outcome approach focuses on what the learner is able to do as a result of a learning experience. This approach is more learner-friendly and encourages students to lead and be responsible for their learning process. Learning outcomes can best be described when the relevance of actual contexts and the hierarchy of learning objectives are considered. In addition, they should be in the form of context, task, performance, and level, as well as be planned with proper assessment and feedback procedures. When these conditions are met, the learning outcome approach is beneficial to students as it presents a curriculum that is more open to learners. Despite these advantages of the learning outcome approach, there is a possible concern that setting the learning outcomes and describing them can restrict evaluation to lower cognitive skills if the concept of learning outcome is narrowly interpreted or is set too low. To avoid such narrow applications, it is important for educators to understand the comprehensiveness of the learning outcome setting and to consider long-term outcomes embedded in an organizational vision rather than only short-term behavioral outcomes.

• 한국학교수학회논문집
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• 제5권2호
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• pp.1-15
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• 2002

The purpose of this study came to start to be helpful in that the teachers in field produced evaluation subject about the mathematics and applied by analyzing the performance capacity for the students about the subject developed through the application of subject about the teaching-learning model that can utilize the learners' learning experience and the development of items that can evaluate it by utilizing various and concrete operational materials as an object of the first year at the middle schools. The concrete purpose of realizing it is as follows. 1. This study is to develop the teaching-learning model centered on activities adequate to utilize various and concrete operational materials. 2. This study is to develop evaluation data for utilizing the concrete operational materials by making construction through the application of developed teaching-learning model as possible. 3. This study is to present standards initiative for reliable and fair marking about the evaluation data and to analyze the students' practice capacity by using it effectively. For accomplishing the purpose of this research, this study is the work-oriented teaching and learning model using learning data that can be easily found around the surroundings and 8 evaluation programs in order that the experience-oriented learning based on circumstances learning among the learning models of constructivism. Also, it is to examine the result after applying that on a basis of 25 students, consisted of only on class in a year, in the first year at the small size of agricultural middle schools. The result of this study from this research is as follows. First, as a result of frequency survey, of response about the developed evaluation data it showed positive response more than 80% of all the items. The atmosphere of self-directed learning was produced because the developed evaluation data could induce activity-based learning naturally by stimulating the students' curiosity and promoting interest. Second, this study executed t-test for the result of questionnaire about the mathematics propensity, and there were significant differences in 19 items among 25 items. It presented that the application of data about the teaching-learning and evaluation directly using concrete operational materials to the constructional learning by level might have desirable affect on the students' mathematical propensity. It came to be a motive that could increase value recognition and interest on the subject of mathematics by investigating a mathematical principle rule and confirming it through activity learning using the concrete operational materials.

• 정보교육학회논문지
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• 제23권1호
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• pp.39-53
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• 2019

4차 산업혁명시대를 맞이하여 소프트웨어를 원활히 운용 활용하여 문제 상황을 해결하는 컴퓨팅 사고력(computational thinking)을 갖추는 것은 필수적이라 볼 수 있다. 이에 정부는 컴퓨팅 사고력 함양을 목표로 개정 2015 교육과정으로 공교육에 체계적인 SW교육을 도입하여 필수화하였고, 초등학교에서는 실과 교과에서 SW교육이 내년 본격적으로 실시된다. SW교육이 학교현장에 체계적으로 안정되기 위해서는 무엇보다도 교사의 지도역량이 뒷받침되어야 하고, 이를 위해서 정부는 '2018년 교원양성대학 소프트웨어 교육 강화 지원 사업(SWEET)'을 추진하고 있다. 하지만, 정책이 추진되더라도 현장에서 교수 학습방법 개선 등의 방안을 강구하는 것이 뒤늦게 이루어지는 경향이 있으며, 교육의 변화의 주체는 교사이기에 교사가 변화에 대해 갖고 있는 인식, 경험, 관심도를 파악하는 것은 매우 중요하다고 할 수 있다. 따라서 본 연구에서는 초등예비교원의 SW교육에 대한 학습자의 인식, 경험에 대한 질적 분석을 실시하여 다양한 학습사례제시 등을 제안하였다.

• 한국간호교육학회지
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• 제24권2호
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• pp.137-148
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• 2018

Purpose: The purpose of this study was to explore the monitoring experience of nursing students and to suggest considerations when developing mentoring programs. Methods: This qualitative study was conducted by online surveys and individual interviews with 7 nursing students who participated in the health promotion program as mentors. Data were analyzed using qualitative content analysis to identify motives for participating in mentoring and to explore their changes through mentoring. Results: The results were as follows: Motives for participating were 'inquisitiveness about children', 'interest in mentoring activities' and 'curiosity about research'. Recognition of mentor roles were 'actively involved guide', 'exemplary role model' and 'empathetic emotional supporter'. Changes through mentoring experiences were revealed by 'understanding the characteristics of children', 'improvement of interaction ability with children', 'understanding self and changes' and 'recognition of excellence in forest activities'. Conclusion: Nursing students had opportunities to learn the characteristics of general children and to understand themselves through natural interaction. Participation in mentoring has the potential to be a creative educational method of field learning as a form of service learning.

• 웰빙융합연구
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• 제5권2호
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• pp.15-19
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• 2022

Purpose: This pilot study aimed to clarify features of motor module during walking in exercise experts who experienced lately repeated training for sports skill. To identify motor modules, autoencoder machine learning algorithm was used, and modules were extracted from muscle activities of lower extremities. Research design, data and methodology: A total of 10 university students were participated. 5 students did not experience any sports training before, and 5 students did experience sports training more than 5 years. Eight muscle activities of dominant lower extremity were measured. After modules were extracted by autoencoder, the numbers of modules and spatial muscle weight values were compared between two groups. Results: There was no significant difference in the minimal number of motor modules that explain more than 90% of original data between groups. However, in similarity analysis, three motor modules were shown high similarity (r>0.8) while one module was shown low similarity (r<0.5). Conclusions: This study found not only common motor modules between exercise novice and expert during walking, but also found that a specific motor module, which would be associated with high motor control ability to distinguish the level of motor performance in the field of sports.

• 실천공학교육논문지
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• 제14권1호
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• pp.137-147
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• 2022

대학은 학생들이 전공 관련 직무역량을 갖추고 졸업할 수 있도록 교과 및 비교과에서의 경험 학습을 제공해야 하며, 경험 학습에는 교내에서 수행하는 캡스톤디자인과 산업체에서 수행하는 현장실습 등이 있다. 특히 2021년 하반기부터 도입된 표준현장실습제도의 시행으로 산업체의 단기(4주) 및 중기현장실습(8주) 참여 감소현상은 학생들이 실무경험을 쌓을 기회를 더욱 더 어렵게 만들고 있다. 이를 해결하기 위해 본 논문에서는 기업의 애로기술을 해결하는 캡스톤디자인과 현장실습을 결합한 산업체 참여형 캡스톤디자인과 현장실습 연계 모형을 제안한다. 참여 학생들은 캡스톤디자인 과정에서 기업애로기술의 해결책을 찾고 현장실습 기간 동안 해결책에 대한 시제품제작을 진행한다. 어려운 난제가 있을 경우 전담 교수의 도움으로 해결하는 연계 모형이 경북 Y대 전자공학과 사례의 운영을 통해 대학과 산업체가 상생하는 산학협력 교육의 하나의 좋은 모형이라고 판단된다.

• 한국환경과학회지
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• 제26권11호
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• pp.1223-1233
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• 2017

The purposes of this study are to analyze the degree of satisfaction on forest experience among children, based on a survey of teachers and parents who lead them, and to make proposals based upon the findings. The survey was performed in forest experience for children at Apsan Park in Daegu. The results are as follows. First, there were 78 respondents comprising 34 teachers, 39 parents, and 5 others. The teachers' age groups were distributed evenly between the 20s and 40s and parents' 51.3% were in their 30s and 46.2% in their 40s. Second, all participants responded that forest experience is necessary for children. 80.8% of respondents required continually additional construction. Specifically, parents insisted that forest experience for children should be built up more than the teachers did. Third, as a result of the management and program satisfaction of forest experience for children, 38.5% of respondents wanted increased access and another 38.5% desired unlimited access. In addition, the older teachers preferred more flexible access. Fourth, the safe facility topped the list of the four facilities ranked by importance with 0.39 points, followed by the learning experience field, the shelter facility, and the discretional facility. This study aims to build up basic data in order to make and practically manage forest experiences for children. Therefore, through continuous research, forest experience for children should be established as a practical experience spaces for children.