• Journal of The Korean Association For Science Education
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• v.42 no.4
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• pp.477-486
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• 2022

This study explored a possibility of science concept learning in scientific practice-based science instruction through the review of literature about situated learning theories and practice-based science education. It was revealed that the situated learning theories were closely related to the recent trend in science education which emphasizes students' active engagement in scientific practices. From the perspective of situated learning, concept learning occurs in the process in which learners make use of concepts as resources and further develop the concepts through the emergence of conceptual agency during their participation in practices. The study also found that the situated learning perspectives could apply to science concept learning in scientific practice-based instruction: Science concepts are used as resources in practice-based science learning, students can better engage in scientific practices as they take advantage of science concepts as resources, and the emergence of conceptual agency can facilitate science concept learning during the participation in scientific practices. Implications for school science education were suggested.

• The Journal of Korean Association of Computer Education
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• v.14 no.2
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• pp.33-45
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• 2011

According to recent needs for 'smart learning', the concept of smart learning was reviewed by device, environmental, and theoretical approaches. The principle of smart learning includes three elements: First, rich instructional resources as learning contents. Second, participatory learning environments with interactions among teachers and learners as learning methods. Third, practical and realistic contexts as learning environments. Based on those characteristics, instructional designs for smart learning can be summed up as learning objectives, learning resources, instructional environments, instruction process design, instruction method development, implementation, and evaluation. As a conclusion, it is required to systematically develop instructional designs addressing specific learning settings to facilitate smart learning.

• Journal of Korean Library and Information Science Society
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• v.38 no.1
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• pp.423-441
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• 2007

Reading abilities are the key for students' problem-solving, self-directed learning and lifelong competency. Reading to learn is usually created through resources-based learning or inquiry-based learning. This study shows a integrated cross-curriculum approach as a alternative method of the reading to learn and it is completed In collaboration with classroom teachers. In this study especially, the model for reading-based information problem solving is introduced as a specific learning strategy of a integrated cross-curriculum and team-teaching.

• International Journal of Contents
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• v.12 no.4
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• pp.8-16
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• 2016

This research proposes the composition logic of an Active Learning Environment (ALE), to enable discovery by learning through experience, whilst increasing knowledge about modern architectural heritage. Linking information to the historical heritage using Information and Communication Technology (ICT) helps to overcome the limits of previous learning methods, by providing rich learning resources on site. Existing field trips of cultural heritages are created to impart limited experience content from web resources, or receive content at a specific place through humanities Geographic Information System (GIS). Therefore, on the basis of the blended space theory, an augmented space experience method for overcoming these shortages was composed. An ALE space framework is proposed to enable discovery through learning in an expanded space. The operation of ALE space is needed to create full coordination, such as a Content Management System (CMS). It involves a relation network to provide knowledge to the rule engine of the CMS. The application is represented with the Deoksugung Palace Seokjojeon hall example, by describing a user experience scenario.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.37-49
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• 2011

A user can use resources on the Semantic Web using a Semantic Web browser. In order to utilize the functions of Semantic Web browsers in education, we compared the functions of well-known Semantic Web browsers such as Tabulator, Contextual Search Browser (CSB), Magpie, and Piggy Bank. In order to utilize Semantic Web browsers in education, a user needs to understand the features of each Semantic Web browser and our work can help both teachers and students. Tabulator is an RDF browser that can help to check whether resources can be used for learning and relevance of resources. CSB can be used to search educational resources using a conrtext file that contains the subjects of learning. It can also help learning by showing semantic web resources in the form of triple set as well as by supporting highlighting function. Magpie can help learners without basic knowledge on learning materials by providing interpretation based on a glossary file and related background knowledge. Piggy Bank supports conversion of web resources into semantic web resources and allows to browse semantic web resources in various views as well as to share semantic web resources.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.10
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• pp.481-489
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• 2020

The study examines the role of facilitating conditions and user habits in the use of technology in Online Learning Platform (OLP) in Indonesia. The adoption of online learning, persistence, and learning results in online platforms is essential for ensuring that education technology is implemented and gets as much value as possible. People who use technology and systems will embrace new technologies even more. This quantitative study is based on a survey of 254 respondents, who were active users of the technology, and considers the facilitating conditions and user habits variables. Two research hypotheses were tested using the Partial Least Square-Structural Equation Modeling method. Cronbach's Alpha, path coefficient, AVE, R-square, T-test were applied. The results showed that the factors significantly influence the Online Learning Platform technology behavioral intention. This impact is primarily associated with the availability of the resources required to use OLP technology. The availability of these resources includes supporting infrastructures such as widespread Internet access, easy access to mobile devices, and file sizes that affect access speed. The findings of this study suggest that it is necessary to introduce and increase the availability of resources for using OLP technology, and familiarize people with the technology features.

• Journal of Information Processing Systems
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• v.17 no.4
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• pp.721-736
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• 2021

For the mobile edge computing (MEC) system supporting dense network, a joint allocation algorithm of computing and communication resources based on reinforcement learning is proposed. The energy consumption of task execution is defined as the maximum energy consumption of each user's task execution in the system. Considering the constraints of task unloading, power allocation, transmission rate and calculation resource allocation, the problem of joint task unloading and resource allocation is modeled as a problem of maximum task execution energy consumption minimization. As a mixed integer nonlinear programming problem, it is difficult to be directly solve by traditional optimization methods. This paper uses reinforcement learning algorithm to solve this problem. Then, the Markov decision-making process and the theoretical basis of reinforcement learning are introduced to provide a theoretical basis for the algorithm simulation experiment. Based on the algorithm of reinforcement learning and joint allocation of communication resources, the joint optimization of data task unloading and power control strategy is carried out for each terminal device, and the local computing model and task unloading model are built. The simulation results show that the total task computation cost of the proposed algorithm is 5%-10% less than that of the two comparison algorithms under the same task input. At the same time, the total task computation cost of the proposed algorithm is more than 5% less than that of the two new comparison algorithms.

• Proceedings of the Korea Water Resources Association Conference
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• 2022.05a
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• pp.143-143
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• 2022

Precipitation plays an essential role in water resources management and disaster prevention. Therefore, the understanding related to spatiotemporal characteristics of rainfall is necessary. Nowadays, highly accurate precipitation is mainly obtained from gauge observation systems. However, the density of gauge stations is a sparse and uneven distribution in mountainous areas. With the proliferation of technology, satellite-based precipitation sources are becoming increasingly common and can provide rainfall information in regions with complex topography. Nevertheless, satellite-based data is that it still remains uncertain. To overcome the above limitation, this study aims to take the strengthens of machine learning to generate a new reanalysis of precipitation data by fusion of multiple satellite precipitation products (SPPs) with gauge observation data. Several machine learning algorithms (i.e., Random Forest, Support Vector Regression, and Artificial Neural Network) have been adopted. To investigate the robustness of the new reanalysis product, observed data were collected to evaluate the accuracy of the products through Kling-Gupta efficiency (KGE), probability of detection (POD), false alarm rate (FAR), and critical success index (CSI). As a result, the new precipitation generated through the machine learning model showed higher accuracy than original satellite rainfall products, and its spatiotemporal variability was better reflected than others. Thus, reanalysis of satellite precipitation product based on machine learning can be useful source input data for hydrological simulations in ungauged river basins.

• Advanced Industrial SCIence
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• v.2 no.3
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• pp.8-14
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• 2023

The majority of IoT devices already employ AIoT, however there are still numerous issues that need to be resolved before AI applications can be deployed. In order to more effectively distribute IoT edge resources, this paper propose a machine learning-based approach to managing IoT edge resources. The suggested method constantly improves the allocation of IoT resources by identifying IoT edge resource trends using machine learning. IoT resources that have been optimized make use of machine learning convolution to reliably sustain IoT edge resources that are always changing. By storing each machine learning-based IoT edge resource as a hash value alongside the resource of the previous pattern, the suggested approach effectively verifies the resource as an attack pattern in a distributed AIoT context. Experimental results evaluate energy efficiency in three different test scenarios to verify the integrity of IoT Edge resources to see if they work well in complex environments with heterogeneous computational hardware.

• Educational Technology International
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• v.16 no.2
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• pp.201-229
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• 2015

Culture is a crucial concept that forms the thinking and behaviors of a group of people, and it influences interactions in learning. Thus, it is also essential to consider cultural sensitivity in online learning technologies and instructional design as education is a set of learning actions based on values and perceptions. MOOCs, the latest online learning platform, are global online learning platforms that provide global learners with free and various learning resources including courses from different world-class institutions. Despite globalization having brought learners closer to sharing similar learning resources, the actual experiences with the resource are expected to vary according to cultures, mainly because learning behavior is a set of outcomes based on cultural differences. Taking this into consideration, this study aims to examine MOOCs from a cultural perspective in order to facilitate global learners, especially Korean learners, to utilize MOOCs with user-friendly services and contents. To achieve this objective, the study first identified and developed an evaluation criteria to examine the cultural sensitivity of MOOCs and conducted case studies on courses from major MOOC providers including edX and Coursera. From the findings, design recommendations of contents and courses on MOOCs were suggested to provide Korean learners with optimal learning experiences.