• 한국컴퓨터정보학회논문지
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• 제23권1호
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• pp.139-145
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• 2018

This paper recommends flipped learning as a method to improve the learning abilities and the level of software utilization when it comes to using computers in children education institutes. Flipped learning enables a class fully making use of the up-to-date multimedia-related technology. Especially, flipped learning leads a participation-oriented class rather than lecture-based ones. Young child's teachers can, not only improve their capabilities to utilize multimedia, but also manage classes that follow the trend of the fourth industrial revolution. Therefore, this paper introduces the importance of media education when it comes to training preliminary teachers and suggests a flipped learning curriculum. This paper finds significance in future efficient education for raising creative and integrated thinking children.

• 로봇학회논문지
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• 제17권1호
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• pp.40-47
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• 2022

A reward function suitable for a task is required to manipulate objects through reinforcement learning. However, it is difficult to design the reward function if the ample information of the objects cannot be obtained. In this study, a demonstration-based object manipulation algorithm called stochastic exploration guided by demonstration (SEGD) is proposed to solve the design problem of the reward function. SEGD is a reinforcement learning algorithm in which a sparse reward explorer (SRE) and an interpolated policy using demonstration (IPD) are added to soft actor-critic (SAC). SRE ensures the training of the critic of SAC by collecting prior data and IPD limits the exploration space by making SEGD's action similar to the expert's action. Through these two algorithms, the SEGD can learn only with the sparse reward of the task without designing the reward function. In order to verify the SEGD, experiments were conducted for three tasks. SEGD showed its effectiveness by showing success rates of more than 96.5% in these experiments.

• 정보교육학회논문지
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• 제3권2호
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• pp.113-119
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• 2000

I studied a distance education model for English learning on the Internet. Basic WWW files, that contain courseware, are constructed with HTML, and functions, which are required in learning, are implemented with Java. Students and educators can access the preferred unit composed of the appropriate text, voice and image data by using a WWW browser at any time. The education system supports the automatic generation facility of English problems to practice reading and writing by making good use of the courseware data or various English text resources located on the Internet. Our system has functions to manage and control the flow of distance learning and to offer interaction between students and the system in a distributed environment. Educators can manage students' learning and can immediately be aware of who is attending and who is quitting the lesson in virtual space. Also, students and educators in different places can communicate and discuss a topic through the server. I implemented these functions, which are required in a client/server environment of distance education, with the use of Java. The URL for this system is "http://park.taegu-e.ac.kr" in the name of GAIA.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 2005년도 ICCAS
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• pp.1072-1075
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• 2005

This paper presents that TD method is applied to the human adaptive devices for smart home with context awareness (or recognition) technique. For smart home, the very important problem is how the appliances (or devices) can adapt to user. Since there are many humans to manage home appliances (or devices), managing the appliances automatically is difficult. Moreover, making the users be satisfied by the automatically managed devices is much more difficult. In order to do so, we can use several methods, fuzzy controller, neural network, reinforcement learning, etc. Though the some methods could be used, in this case (in dynamic environment), reinforcement learning is appropriate. Among some reinforcement learning methods, we select the Temporal Difference learning method as a core algorithm for adapting the devices to user. Since this paper assumes the environment is a smart home, we simply explained about the context awareness. Also, we treated with the TD method briefly and implement an example by VC++. Thereafter, we dealt with how the devices can be applied to this problem.

• 한국환경교육학회지:환경교육
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• 제14권2호
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• pp.116-132
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• 2001

The goal of the environmental education in High School is to make students survey and work out the issues on environment and to help them continue and improve the work. It is important that we should educate students the rational ability of decision-making. The more they can make decisions rationally, the more they participate actively in that. The purpose of this study is to develope the model of a new teaching-learning method coinciding with the goal of the environmental education of Social studies in High School. This study is backed up by the following developing processes. To begin with, the contents related to environmental problems in Social Studies Curriculum are being investigated. To urge the importance of STS(Science, Technology and Society), 1 will present the righteous understanding of Science in societal contexts, the development of rational decision-making abilities, and the cognitive connections between society and science. For this, 1'm representing a new model of learning-teaching method, backed up by Constructivism, especially Vygotsky's ZPD theory, giving 4 steps from everyday concepts to natural lingistic thought. Based on the above hypothesis, at last I will represent a STS whose topic is a problem of beach preservation because I intend to show the possibility of STS on the environmental education of Social Studies through this study. This study will help us lay a foundation stone of introducing STS in environmental education of Social Studies.

• 디지털융복합연구
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• 제11권2호
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• pp.235-242
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• 2013

본 연구에서는 정보원천 신뢰도 이론(source credibility theory)을 기반으로 비개인화된(non-personalized) 추천시스템의 일종인 평판시스템(reputation system)을 위한 평판 순위결정기법을 제안하고, 이러닝 콘텐츠 서비스에 적합한 평판시스템 모형을 제시하였다. 정보원천 신뢰도 요인 중 온라인 구전에 적합한 두 가지 요인(expertise, co-orientation)을 기반으로 사용자 평판정보를 암묵적으로 추출하는 기법을 제안하였다. 즉, 사용자의 과거 이러닝 콘텐츠 평가 정보로부터 사용자의 두 가지 신뢰도 요인을 자동적으로 추출하는 방법을 정의하고, 사용자중 높은 신뢰도를 가진 소수 평가자의 정보만을 가지고 전체 사용자의 콘텐츠 평판정보를 효과적으로 예측할 수 있는 방법을 제안하였다. 콘텐츠 평판정보를 예측하는 단계에 있어, 정보원천 신뢰도 이론이 반영된 수정된 협업 필터링(collaborative filtering) 기법을 적용하였다. 한편, 다양한 평판기법들과의 성능 비교실험을 통해, 제안하는 평판시스템 모형이 명시적인 사용자 평판정보가 부족한 기업대 소비자간(B2C) 이러닝 콘텐츠 전자상거래 사이트에 적합함을 검증하였다.

• 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.

• 한국학교수학회논문집
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• 제4권1호
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• pp.91-101
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• 2001

Nowadays the number of students that is losing their interest as well as learning desire in mathematics is increasing because of lack of logical thought creative power and abstract expression that present-day mathematics requires by reason of discrepancy of extreme scholastic ability by speciality of mathematics. In these conditions, we reduce the number of learning depression by bringing about learning desire or learning interest on mathematics, and students learn effective learning methods to be voluntary learning of discovery themselves that studies basic concepts, principles, rules through logical thought of students to solve difference of scholastic ability, thus we assumed that debate studies through small group activities in ability group would be one of ways to improve learning power, so the results of our research are as follows; 1. Debate studies through small group activities were very effective because of reinforcing the achivement level of students. 2. By this learning method, an individual or cooperrative learning was fostered, and lively discussions were accomplished. And learning attitudes of students were changed by the extension of cooperative learning abilities through advices or by themselves. 3. A personal opinion is payed regard by accepting an individual idea in the process of making questions. Learners can correct wrong concepts in the process of correcting wrong answers. So if we apply above-mentioned studies with easy contents from the lower grades, the effectiveness would increase as learners go to the higher grade. According to the results of various researches as follows; "The teaching-learning method oriented coopperative debate studies is effective to find solutions to mathematical problems." If small group activities are applied in the educational situation to search the course of a desirable cooperation learning through small group activities to improve scholastic abilities for a discoverable problem-solving power. I think that the teaching-learning method oriented cooperative debate studies is one of the most desirable methods to increase the problem-solving ability.

• Journal of Information Processing Systems
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• 제8권3호
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• pp.409-420
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• 2012

The decision-making by agents in games is commonly based on reinforcement learning. To improve the quality of agents, it is necessary to solve the problems of the time and state space that are required for learning. Such problems can be solved by Macro-Actions, which are defined and executed by a sequence of primitive actions. In this line of research, the learning time is reduced by cutting down the number of policy decisions by agents. Macro-Actions were originally defined as combinations of the same primitive actions. Based on studies that showed the generation of Macro-Actions by learning, Macro-Actions are now thought to consist of diverse kinds of primitive actions. However an enormous amount of learning time and state space are required to generate Macro-Actions. To resolve these issues, we can apply insights from studies on the learning of tasks through Programming by Demonstration (PbD) to generate Macro-Actions that reduce the learning time and state space. In this paper, we propose a method to define and execute Macro-Actions. Macro-Actions are learned from a human subject via PbD and a policy is learned by reinforcement learning. In an experiment, the proposed method was applied to a car simulation to verify the scalability of the proposed method. Data was collected from the driving control of a human subject, and then the Macro-Actions that are required for running a car were generated. Furthermore, the policy that is necessary for driving on a track was learned. The acquisition of Macro-Actions by PbD reduced the driving time by about 16% compared to the case in which Macro-Actions were directly defined by a human subject. In addition, the learning time was also reduced by a faster convergence of the optimum policies.

• 대한지구과학교육학회지
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• 제1권1호
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• pp.28-40
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• 2008

This study is the analysis of the effects of Jigsaw II Cooperative Learning upon the academic achievement and upon the ability of self-directed learning, compared to lecturing. It made it experimental target for two male and two female classes of students in the 2nd grade of humanity high school in Ulsan metropolitan area. One male and one female classes conducted Jigsaw II cooperative learning by making up a small group heterogeneously from the aspect of learning ability, and the other male and female classes carried out the lecturing focusing on a teacher. As for the academic achievement of science, Jigsaw II cooperative learning was shown to be effective compared to the lecturing. As for the ability of self-directed learning, Jigsaw II cooperative learning was indicated to be effective compared to the lecturing. As for the ability of self-directed learning for Jigsaw II cooperative learning, it was indicated to be effective compared to the lecturing. Given seeing this, it was identified the necessity for Jigsaw II cooperative learning to be applied to a school field as an alternative plan for the lecturing.