• Journal of Digital Convergence
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• v.11 no.8
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• pp.341-347
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• 2013

Instructor willingness to accept and literacy is an e-leaning important variable to expect a positive effect of the introduction of e-learning from the perspective of university. The role of faculty is not only instructor but also content experts, curriculum designers, graphics professionals, media director or programmer. This study suggest as the role of instructor as pedagogical, managerial, social and technical aspect for effective learning outcomes.

• Journal of Information Technology Applications and Management
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• v.13 no.2
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• pp.1-15
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• 2006

This paper classifies the critical knowledge/skill set required to IS practitioners according to content or domain of knowledge : IS technology knowledge/skills, organizational and societal knowledge/skills, interpersonal knowledge/skills, and personal traits knowledge/skills. The survey reveals that Korean IS practitioners rate interpersonal knowledge/skills and personal traits knowledge/skills the most important, and organizational and societal knowledge/skills the least important. Specifically, they rate creative thinking, critical thinking, interpersonal communication skills, team working skills, personal motivation, operating systems, programming languages, DB/data warehouse, IS technological trend, networkicommunicationisecurity especially important. The survey also shows that Koran IS practitioners feel knowledge deficiency in almost all knowledge/skills areas. The results confirm that the curriculum of universities, the training and education programs of industries, and IS/IT education policy of the government should be revised as soon as possible.

• Information Systems Review
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• v.11 no.2
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• pp.113-129
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• 2009

With increasing interest in information security, many studies have been conducted on cultivation and management of information security manpower. The widespread application of information security made the activity of information security professionals more diverse. Therefore, it is essential to analyze the knowledge and skills that are necessary for information security professionals to carry out their job and we also need to take these into considerations for the development and operation of education programs. In this study, for analyzing the perception gaps of information security knowledge and skills level between academia and industry, we have derived 58 knowledge and skills by conducting the literature review and Delphi method and we also conducted a survey of information security knowledge and skills requirements for information security professionals who are now working in industries and educational organizations. As a result, we analyze the perception gaps between two groups of information security professionals and suggest some guidelines for establishing the demand-based curriculum for training information security professionals.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.19 no.3
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• pp.143-152
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• 2009

Successful industries that have maintained their competitiveness are characterized by well-established skills framework system. Skills framework establishes the agreed-upon, industry-identified knowledge, skills and abilities required to succeed in the workplace. Skills framework forms a solid foundation for the development of outcomes-based instruction and assessment, thus it benefits industry, students, educators and government. Each group has a major stake in the education of our students and in the efficient development of a productive workforce. Particularly in fast-changing fields like information security, relevant data that accurately reflect current and future knowledge and skills enable timely direction of resources, development and revision of industry-relevant curriculum, and efficient development of career information and job profiles. Skills framework occupies an indispensable position in any dialog concerning education or training in technical fields. In this study, we develop the skills framework for information security professionals.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.1-30
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• 2005

Environmental education as worldwide sustainable education is effective when it is carried out as early as possible. But we do not have any aims and textbooks for environmental education in the elementary school. The purpose of this study is systematizing environmental syllabus as sustainable education. To achieve this purpose, firstly, the meaning of environmental education as sustainable education was conceptualized, secondly, the aims of environmental education was set up, thirdly, domains of environmental education was revised, and lastly, the syllabus for environmental instruction were created for each grade. Literature review was practiced over 143 textbooks and teacher's guidebooks from the 4th to 7th curriculum period. The result of this study follows. First, environmental education as sustainable education in the elementary school was conceptualized as an integrative education to keep the lifelong education and welfare. Second, the synthetic aim of environmental education as sustainable education in the elementary school was set up as 'cultivating desirable environmental people that behave for the sustainable future with environment-friendly value and attitude. Third, our environmental domains were divided into 11-12 independent areas, and ESSD (Environmentally Sound and Sustainable Development) was located on the subcategory of environmental domain. These domains were revised into three environmental domains and five sub-domains. Fourth, according to the aims of environmental education as sustainable education and five environmental domains, 253 objectives were established. Fifth, objectives of environmental education of 10 subject matters and integrative objectives were presented. Sixth, based on the objectives of domains and subject matters, 255 contents for environmental education in the elementary school were abstracted and distributed to each grade in the consideration of balance among domains and appropriateness of grades. Seventh, analytic results of textbooks of 7th curriculum shows heavy stress on the 'knowledge perception' section and deficiency on the altitudes and behavior section. The environment-related level and contents overlapped and fragmented deeply. Furthermore, 33 parts of textbooks could bring to mis-concept on environment.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.668-674
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• 2004

This study investigated Korean fifteen-year-olds' (mis)conceptions on the greenhouse effect based on the PISA results. Based on previous studies on students' ideas about the greenhouse effect, Korean students'understanding of the natural factors and human-induced factors of the greenhouse effect were analyzed. Students' misconceptions about causes of the greenhouse effect were also examined. In addition to CO2, Students mentioned CFCs, atmospheric pollution, water vapor and methane as greenhouse gases. Many students indicated that the greenhouse effect and ozone depletion have a causal relationship. Teaching implications of the misconceptions were also discussed.

• Information Systems Review
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• v.12 no.2
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• pp.205-223
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• 2010

Korean professors and students majoring IS (information systems) were asked "How much knowledge and skills will be required for entry level IS practitioners?" The result shows that there are significant perception gaps between IS academics and IS practitioners and that the perception of IS academics is obsolete. The result implies that the obsolete perception of IS academics is one of the major causes that Korean IS practitioners are experiencing so severe knowledge and skill deficiency.