• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.1-8
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• 2022

This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

• Cross-Cultural Studies
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• v.31
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• pp.415-438
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• 2013

This paper explores how to teach Chinese, using multi-media resources such as Chinese dramas and focusing on one of Jin Yong's dramas, The Return of the Condor Heroes. The purpose of this study is to develop teaching methodologies for university students learning Chinese through drama to integrate language skills: enhancing communicative competence and understanding Chinese cultures. First, the overview of previous studies provides several cases of foreign language education using drama. Teaching Chinese through drama can be an integrative education because students can develop their communicative competence as well as understand the cultures of the target language. In other words, the contexts of drama may offer rich sources of the history of China, Han Chinese ethnocentrism, and knowledge of Chinese literature as well as geography. Second, this study applies the principles of Tomlinson (2010) for materials development in language teaching into the case of Chinese drama. It concentrates on Jin Yong's The Return of the Condor Heroes that the author has used in the Chinese language courses for three years. It examines the characteristics of the drama for developing effective ways of teaching and learning Chinese language and culture. Furthermore, it discusses the impact of using drama on changes in students' pervasive perceptions about unnecessity of Chinese classical literature. Third, this paper presents some sample lessons which may help teachers to develop understanding of how to organize lessons through drama. Finally, it illustrates university students' opinions about using drama to learn Chinese.

• IE interfaces
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• v.12 no.1
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• pp.56-67
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• 1999

This paper is about implementation issues for use of the Internet technology in education. An examination of the current status of virtual university provides guidance for subsequent prototype development. A virtual university is the Internet based process by which students increase their specific knowledge and skills via electronic interaction with content and people. Virtual university enables colleges and universities to provide students and faculty with network access to courseware and educational materials on multimedia servers free from time and geography constraints. In this paper, we present a prototype instruction support system (ISS). The ISS consists of the following components in architecture: Internet, software, hardware, database systems, users, and workflow. The ISS also assists several functions as follows: lecture notes, register processes, attendance checks, built-in boards, grading systems, questions and answers, electronic libraries, chats, and search engines. Our work will provide a guideline for the development of a virtual classroom for distance education and learning.

• International conference on construction engineering and project management
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• 2009.05a
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• pp.774-780
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• 2009

Simulation is becoming increasingly popular in construction for training, planning and for assessment of projects. There are, however, significant problems inherent in simulating construction which are not common to other simulations. This paper describes the development and use of computer-based game for teaching and learning of some aspects of construction project management. It is concerned with the development of a model used to simulate the construction of a rock- and clay-fill dam. It includes detailed physical modelling of the performance of individual pieces of equipment and their interaction with the ground, the geography of the project and the weather in which the equipment operates. The behaviour of all of the individual pieces of equipment when acting as fleets is also discussed. The paper also describes the modelling issues of non-technical aspects of earthmoving operations. These include environmental impact, safety, quality and risks. The problems of integrating these with the physics-based models of the equipment performance are discussed. The paper also draws on real experience of using the game in classes in three universities in different countries.

• Journal of the Korean Geographical Society
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• v.36 no.1
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• pp.15-34
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• 2001

This is the second segment of an action research on the constructivist geography education.(1)Deeper and lasting construction of knowledge may be possible especially when some key or leading concepts are utilized, around which other related concepts may be further explored. (2) Graphic languages may be more pedagogically effective than any other language, when they are viewed as means of learning may be the teacher's questioning, cooperative discussion, and the teacher's guidance and assistance. The questioning by the teacher seems effective when it is appropriate to the different levels of learner's comprehension, and cooperative discussion among thern seems productive with the teacher's attentive guidance. And, (5) constructivism may best be understood when teachers try to embody it in their own classrooms. This may be part of the context in which action research is called for.

• Journal of the Korean Geographical Society
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• v.48 no.5
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• pp.629-650
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• 2013

This study reviews geographical research trends on 'New industrial agglomeration' in Korea and recommends research issues for further studies. Recent studies on industrial agglomeration region have typically concentrated on empirical case studies from new 'perspectives'. As a result, the establishment and theorizing of frameworks for analysis on industrial agglomeration have been given too little attention. To solve this problem research should be conducted to develop frameworks for analysis integrating noneconomic factors and existing economic factors, a strategy emphasized in new industrial agglomeration theory. By doing so, research investigating viability mechanism and generalization will be invigorated. Meanwhile, research focused excessively on social and cultural conditions of region-related networks between actors in economic space at specific scales should be excluded. In addition, academic research on vitalizing industrial agglomeration region, such as cluster policy, should be strengthened. In order to conduct these research objectives effectively, it is necessary to vitalize overall understanding among researchers of industrial agglomeration and provide a place for collaborative learning.

• Journal of the Korean Geographical Society
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• v.36 no.5
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• pp.539-560
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• 2001

This paper aims to critically review the geographical literature on learning and proximity that stresses the role of the regions and geographical proximity in sustaining competitive advantage, and to conceptualize a relational/organizational perspective on the sources of knowledge and learning in the firm. In the first part of the paper, I argue that the geographical literature lacks the deliberate scrutiny of how learning occurs in the firm and where the sources of knowledge and learning come from. Secondly, I attempt to elaborate the concept of proximity through a relational/organizational perspective. Thirdly, I delve into how learning takes place and is realized in the firm through communities in the firm such as communities of practice, epistemic communities and task-force teams and how such communities in the firm generate knowledge and sustain loaming by drawing on relational/organizational proximity. This paper concludes by claiming that the sources of learning exist in organizational spaces, with complex geographies mobilizing distributed knowledge and competences and combining varied forms of knowledge beyond the simple demarcation of tacit and codified knowledge.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.27-46
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• 2022

The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.45 no.3
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• pp.7-14
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• 2008

To nurture skilled IT professionals required in the 21st information society, we have been faced to the need of learner-centered open lifelong education through the e-learning system that crosses the boundaries of time, space and geography. The object of this research is primarily as-is analysis of the IT contents in present cyber institutions, then making out the basic research data by to-be analysis and international standardization trend through benchmarking. Eventually this research intends to produce a prototype of the contents especially for the subjects related to the IT which is based on the modeling of e-Learning standard contents development model. It is possible that the final output of this project is used for the contents producing and operating data in cyber universities and institutions. This output also enhances the international competitiveness by the standardization and presents a standardized guideline to the domestic cyber education institutions.

• Journal of the Korean Geographical Society
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• v.51 no.2
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• pp.219-233
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• 2016

In social science fields, statistical models are used almost exclusively for causal explanation, and explanatory modeling has been a mainstream until now. In contrast, predictive modeling has been rare in the fields. Hence, we focus on constructing the predictive non-parametric model, instead of the explanatory model. Gangnam-gu, Seoul was chosen as a study area and we collected single-family house sales data sold between 2011 and 2014. We applied non-parametric models proposed in machine learning area including generalized additive model(GAM), random forest, multivariate adaptive regression splines(MARS) and support vector machines(SVM). Models developed recently such as MARS and SVM were found to be superior in predictive power for house price estimation. Finally, spatial autocorrelation was accounted for in the non-parametric models additionally, and the result showed that their predictive power was enhanced further. We hope that this study will prompt methodology for property price estimation to be extended from traditional parametric models into non-parametric ones.