• 한국컴퓨터정보학회논문지
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• 제23권6호
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• pp.15-21
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• 2018

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content-based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content-based teaching method in Korean language education. It also suggests standards and principles of composition in Contents-based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content-based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher-centered teaching methods and lecture-teaching methods which are the dominant of present classroom environment.

• 수산해양교육연구
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• 제28권6호
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• pp.1834-1847
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• 2016

Main objectives of the this study are: to develop a model of "Flipped Leaning" that is designed to enhance self-directed learning, learning motivation and self-control, and to verify its effectiveness-in higher education. The verification process initially concentrated on the feasibility study of the model with a thorough literature review and case analyses; then, its general and practical applicability were tested with a field study. As a result, first, the CHANGE Class Model, specifically designed for effective and efficient "Flipped Learning", was developed. It is thus named for the stages that the learning process takes place in the model-i.e., (1) Check ${\rightarrow}$ (2) Ask ${\rightarrow}$ (3) Notice ${\rightarrow}$ (4) Group presentation ${\rightarrow}$ (5) Evaluation, and it emphasizes the dynamic, questions centered (i.e. back and forth between the students and the instructor as well as between the students) learning process. Second, the Model was instrumental in enhancing self-directed learning, learning motivation and self-control; thus, as a result, it significantly improved the effectiveness, the level of concentration and the attractiveness of the learning process. The value of this study lies in pointing to a clear plan to allow a student in higher learning to set-up a self-directed learning plan, to be able to control it while being continuously motivated to complete it.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제24권3호
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• International Journal of Computer Science & Network Security
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• 제21권1호
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• pp.125-136
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• 2021

The development of systems that can generate automatically instructional material is a challenging goal for the e-learning community. These systems pave the way towards large scale e-learning deployment as they produce instruction on-demand for users requesting to learn about any topic, anywhere and anytime. However, realizing such systems is possible with the availability of vast repositories of web information in different formats that can be searched, reused and integrated into information-rich environments for interactive learning. This paradigm of learning relieves instructors from the tedious authoring task, making them focusing more on the design and quality of instruction. This paper presents a mobile learning system (Mole) that supports the generation of instructional material in M-Learning (Mobile Learning) contexts, by reusing and integrating heterogeneous hypermedia web resources. Mole uses open hypermedia repositories to build a Learning Web and to generate learning objects including various hypermedia resources that are adapted to the user context. Learning is delivered through a nice graphical user interface allowing the user to navigate conveniently while building their own learning path. A test case scenario illustrating Mole is presented along with a system evaluation which shows that in 90% of the cases Mole was able to generate learning objects that are related to the user query.

• International Journal of Computer Science & Network Security
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• 제22권5호
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• pp.220-224
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• 2022

The teacher is considered the cornerstone of the educational process; the quality of education is linked mainly to teachers who perform such a necessary process. The shift in pedagogical thinking has led to progress in looking at the teacher's roles; he is no longer transferring knowledge to learners, but instead, he has become a mentor, a mediator, a planner, an intellect, and a leader. If we analyze these missions from the perspective of mental habits, we will see that they require the teacher to develop the skills of perseverance, listening comprehension, thinking flexibly, controlling emotions, self-confidence, communication skills, and other essential skills. The current research verifies the effectiveness of an instructional program based on web quests in developing habits of the mind of English language students. The study employed a quasi-experimental design. The sample consisted of 46 male students representing two classes. They were assigned randomly into an experimental group (n=24) and a control group (n=22). They were undergraduate students majoring in the English language. The findings showed a statistically significant difference in the mean scores of the experimental and control groups favoring the experimental group. The study concludes with some recommendations to differentiate teaching techniques in EFL classrooms.

• 한국정보시스템학회:학술대회논문집
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• 한국정보시스템학회 2003년도 추계학술대회
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• pp.3-16
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• 2003

글로벌 경쟁 환경 하에서 신발산업이 지속적으로 성장, 발전하기 위해서는 정보기술의 활용도 증진과 e-비즈니스의 활성화를 위한 정보화 교육이 필수적이다. 정보화 교육의 실행을 위해서는 먼저 체계적인 교육 과정이 개발되어야 한다. 본 연구에서는 부산지역의 신발업체를 대상으로 실시한 교육수요조사를 토대로 교수체제설계(ISD: Instructional System Design)기법을 적용하여 신발업체를 위한 정보화 교육 과정을 개발하고 이의 효율적 실행을 위한 각종 지원 방안을 제시한다. 교육과정 개발을 통해 낙후되어 있는 신발산업의 정보화 교육을 지원하고, 업종별, 직능별, 수준별 맞춤식 교육의 기틀이 마련될 수 있을 것이다.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2014년도 추계 종합학술대회 논문집
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• pp.421-422
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• 2014

최근 네트웤의 발달로 웹기반 강의시스템과 문제풀이 학습법이 많이 도입되고 있다. 이 학습법은 물리적 폐쇄성을 극복하고 학습자의 편이성을 제공하고, 학습자와 교수자간 상호작용성을 높일 수 있으므로 학습효과를 최대로 고양시킬 수 있다. 현재 웹 기반용 학습시스템들은 많이 개발되어 있으나 온라인에서 학습할 수 있는 실습교과목에 대한 교수-학습 모형 개발은 미흡한 편이다. 본 논문에서는 사례로서 실습교과목을 위한 실습문제풀이학습시스템을 위한 교수설계모형을 제안한다.

• 한국멀티미디어학회:학술대회논문집
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• 한국멀티미디어학회 2003년도 춘계학술발표대회논문집
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• pp.791-794
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• 2003

21세기 정보화 사회가 요구하는 새로운 인재의 모습은 시대의 변화에 맞게 달라지고 있다. 이러한 정보화 사회가 요구하는 인재 양성을 위한 교육 방향의 변화에 맞는 교육은 e-Learning이라 할 수 있다. 본 논문에서는 이러한 e-Learning 의 근간이 되는 교수법과 이에 따른 web-book 을 개발하였다. 본 연구에서 개발한 web-book은 웹을 기반으로 하는 학습이라는 점에서 e-Learning 에 포함될 수 있으며, 특히 학습 정보를 전달하고 교수자와 학습자 상호간에 의사소통을 할 수 있다는 점에서는 e-Learning 의 한 형태라 할 수 있겠다.

• 한국정보관리학회:학술대회논문집
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• 한국정보관리학회 2014년도 제21회 학술대회 논문집
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• pp.67-72
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• 2014

이 연구는 독서토론수업이 교육환경에서 실제 당면하고 있는 문제를 파악하고, 학습자가 독서 정보바탕의 토론활동을 하는 독서토론 모형을 개발하여 제안하는데 목적이 있다. 이를 위하여 연구자와 현장 전문가의 협력을 통해 현실적 문제를 해결하는 설계기반 연구를 활용하여 논제 구축형 독서토론수업 모형을 개발하였다. 연구의 대상은 초등학교 4학년이었으며, 모형의 완성을 위해 16차시의 수업을 진행하고 양적 연구와 질적 연구, 전문가 검토를 반복하는 형성적 순환을 실시하였다.

• 복식
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• 제66권1호
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• pp.73-89
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• 2016

This study aimed to develop an education program for fashion design that can deliver knowledge and techniques to enhance the capability of participatory fashion designers. The framework for education program was established based on the RP (Rapid Prototype) model, and the developing process of education program was structured and systemized. As a result, this study proposed the circulated RP-ISD model, which is designed to revise and complement the educational objectives, strategy and evaluation tool by iterative prototype, and purposed to be consistent in carrying out the instructional systems design. Furthermore, the systematic developing process and the assessment criteria of design education program for ten weeks was proposed. This result could be used as a base study of participatory fashion design and contribute to systemization of education programs in design field. Furthermore, it could foster the possibility of an alternative education model in fashion design.