• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 2003년도 ISIS 2003
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• pp.447-450
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• 2003

In this research, we propose an automatic knowledge acquisition and composite knowledge expression mechanism based on machine learning and relational database. Most of traditional approaches to develop a knowledge base and inference engine of expert systems were based on IF-THEN rules, AND-OR graph, Semantic networks, and Frame separately. However, there are some limitations such as automatic knowledge acquisition, complicate knowledge expression, expansibility of knowledge base, speed of inference, and hierarchies among rules. To overcome these limitations, many of researchers tried to develop an automatic knowledge acquisition, composite knowledge expression, and fast inference method. As a result, the adaptability of the expert systems was improved rapidly. Nonetheless, they didn't suggest a hybrid and generalized solution to support the entire process of development of expert systems. Our proposed mechanism has five advantages empirically. First, it could extract the specific domain knowledge from incomplete database based on machine learning algorithm. Second, this mechanism could reduce the number of rules efficiently according to the rule extraction mechanism used in machine learning. Third, our proposed mechanism could expand the knowledge base unlimitedly by using relational database. Fourth, the backward inference engine developed in this study, could manipulate the knowledge base stored in relational database rapidly. Therefore, the speed of inference is faster than traditional text -oriented inference mechanism. Fifth, our composite knowledge expression mechanism could reflect the traditional knowledge expression method such as IF-THEN rules, AND-OR graph, and Relationship matrix simultaneously. To validate the inference ability of our system, a real data set was adopted from a clinical diagnosis classifying the dermatology disease.

• 디지털콘텐츠학회 논문지
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• 제8권1호
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• pp.61-68
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• 2007

e-Learning이 발전하기 위해서는 e-Learning을 통한 학습 효과와 효율이 지금보다 더 높아져야만 한다. 이는 콘텐츠 기획, 교수설계 등을 반영한 콘텐츠의 품질을 고려하는 미시적 관점과 실제 현장에서 의도한 학습이 촉진될 수 있도록 하는 거시적 관점 모두가 반영될 때 비로서 가능해질 것이다. 미시적 관점에서의 학습효과는 e-Learning 콘텐츠의 품질에 달려있고 콘텐츠의 품질은 그 개발 방법에 따라 달라질 수 있다. 따라서 본 연구는 기존의 콘텐츠 개발모델을 정리하고 이를 토대로 콘텐츠의 품질을 더 높일 수 있는 방법으로서 콘텐츠 개발 및 운영시 관련되는 지식을 활용하는 지식기반 e-learning 모델과 관련 지식에 관해 논의한다.

• 지식경영연구
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• 제9권4호
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• pp.35-49
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• 2008

The purpose of the study is to develop and validate an instructional design model from the perspective of the knowledge creation. To serve the purpose, the researcher conducted 1) literature review to find causal relationship model among knowledge creation factors and to propose a hypothetical instructional design model, 2) data analysis with 50 senior level e-Learning instructional designers, and 3) testing the fitness of the proposed model and relevant causal-relational hypotheses. Results indicate; 1) the proposed model fit to the empirical evidence, 2) 6 hypotheses among 11 were validated. A typical instructional designer's personal competency was evidenced as the most powerful independent variable that predicted knowledge acquisition, knowledge sharing, and the application of the instructional models. However, the expected effect of instructional design models toward other dependent variable was not be found. In addition, further suggestions for the future research are addressed.

• Asia pacific journal of information systems
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• 제16권2호
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• pp.85-110
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• 2006

The objective of this research is to identify the process of knowledge transfer and to examine the effect of IT human capability on knowledge transfer in information systems outsourcing. Through a field survey, it is found that clients' IT human capability significantly affects on cooperative learning with vendors and knowledge transfer from vendors to clients. The survey also shows that clients' trust with vendors indirectly enhances the knowledge transfer by increasing the cooperative learning. This study provides a solution of knowledge transfer problem in information systems outsourcing. Also it brings out issues that can be accrued in the outsourcing situation, such as clients' dependency on vendors and knowledge asymmetries developed in favor of the vendors. These issues should be topics for future research on information systems outsourcing.

• 의학교육논단
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• 제23권1호
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• pp.11-22
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• 2021

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

• International Journal of Internet, Broadcasting and Communication
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• 제4권2호
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• pp.12-16
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• 2012

This paper presents a learning framework that fits the digital age - an e-Friendly PLE. The learning framework is based on the theory of connectivism which asserts that knowledge and the learning of knowledge is distributive and is not located in any given place but rather consists of the network of connections formed from experiences and interactions with a knowing community, thus, the newly empowered learner is thinking and interacting in new ways. The framework's approach to learning is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather as embedded in meaningful activities such as games or workflows. It sees learning as an active, personal inquiry, interpretation, and construction of meaning from prior knowledge and experience with one's actual environment.

• International Journal of Human Ecology
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• 제9권1호
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• pp.71-79
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• 2008

Service-Learning pedagogy includes community service and reflection as main components. Students can learn integration and application of knowledge beyond specific fields through experiences and reflection. The purpose of family and Consumer Sciences Education is related to connect theory and practice to improve individual, family, and community life. The curriculum focuses not only on content mastery in subjects, but also application of that knowledge to the real lives of students. Considering the purpose of service-learning as integration and application of knowledge, service- learning pedagogy can contribute to rethink family and Consumer Sciences Education. Reflection as a key component is examined for service-learning pedagogy. Exploring a deeper meaning of reflection in aspects of community connection, critical thinking, and transformative learning would extend the value of it and provide implications for implementing reflection in service-learning pedagogy in Family and Consumer Sciences Education.

• 벤처창업연구
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• 제7권1호
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• pp.57-66
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• 2012

본 연구는 벤처기업의 성과를 제고시키기 위하여 지식경영에 대한 지식중심문화와 협동학습의 영향을 파악하고자 문헌연구와 실증분석을 수행하였다. 지식이 경쟁우위의 핵심역량이 되어 가고 있는 지식경제하에서 기업 조직 성공의 관건은 지식경영을 선도할 구성원들의 자율성과 풍토가 마련된 가운데 효율적인 학습을 위한 협동적 분위기가 적실히 요구되고 있다. 실증분석 결과는 지식중심문화의 자율성과 조직풍토가 성과에 영향을 미칠 때 협동학습의 조절효과가 없었으며, 규모별 비교에서 중소벤처기업의 경우에는 조절변수인 협동학습이 성과에 유의적인 영향을 미치고 있었고, 대벤처기업의 경우에는 조절변수인 협동학습이 성과에 유의적인 영향을 미치고 있었으며, 조직풍토는 유의적인 영향을 미치고 있는 것으로 나타났다.

• 기본간호학회지
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• 제11권2호
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• pp.148-155
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• 2004

Purpose: The purpose of this study was to examine the level of knowledge and learning needs of patients with a permanent pacemaker implantation. Methods: The participants were 86 patients with a permanent pacemaker implantation. Data were collected during April and May 2002 using a questionnaire survey on knowledge and level of learning need. The collected data were analyzed using the SAS program. Results: 1. The average knowledge score was 13.21. The knowledge level was significantly higher in participants under 50 years of age and for those with higher levels of education. The items with the highest knowledge score was 'permanent pacemaker needs regular check ups' and the lowest, 'a bath can be taken 1 month after stitches are removed'. 2. The total average score for learning needs was 60.78 and the mean item score was 3.04 as measured on a 4-point Likert scale. The item showing the highest learning need was 'electrical fields can affect the pacemaker's function and the lowest learning need was for sexual activity after permanent pacemaker implantation'. Conclusion: According to the above findings, it can be concluded that an intensive nursing education program should be developed for patients with a permanent pacemaker especially for those patients over 50 years of age and those with lower levels of education.

• 지식경영연구
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• 제19권3호
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• pp.173-187
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• 2018

This study was aimed at suggesting an integrative framework for creating collective intelligence and enhancing group performance after reviewing previous studies including those related to learning organizations, organizational learning, knowledge management, and collective intelligence. In the first, we examined that the similarities and differences between collective intelligence and other similar concepts, such as learning organizations, organizational learning, and knowledge management. Next, an integrative framework for creating collective intelligence and channeling it into strong group performance were suggested. In this process, we reviewed conditions for creating collective intelligence and segmented the major variables as expectancy, valence, and instrumentality, according to Vroom's (1964) expectancy theory. Characteristics of problems and the roles of leaders were respectively considered as valence for inducing collaboration and expectancy for managing probability to achieve goals. Instrumental factors were also adopted from conditions for creating group intelligence suggested from several researchers, such as creativity, openness, willingness for working together, horizontal communication, centralization in decision making, and building effective information and communication technology system and active usage of it. We discussed two potentially disputable matters about the scope and level of collective intelligence and group performance and suggest several theoretical and practical implications in the Discussion.