• The Journal of Korean Association of Computer Education
• /
• v.7 no.3
• /
• pp.111-121
• /
• 2004

One of the cooperative learning models, the cooperative learning of structural approach which is very simple and easily applicable accomplishes teaching-learning through combining learning contents and organic connections of various structures. This work proposes a cooperative teaching-learning model for the structural approach, designs and implements a web-based cooperative system supporting it. The model provides a concrete frame which can apply to a subject learning thus could effectively support cooperative learning. Furthermore, it classifies learning into three types such as knowledge learning, investigation, and function mastering and presents a structure application model for each so as to apply different structures according to learning materials and types. We implemented a system that performs cooperative learning on the basis of these models, applied to a class, and analyzed the effect of it.

• Journal of the Korean Society for Precision Engineering
• /
• v.25 no.4
• /
• pp.134-139
• /
• 2008

A spirally arrayed nano-pattern is designed as a model pattern for the next generation optical storage media. The pattern consists off types of embossed rectangular dot, which are 50nm, 100nm, 150nm and 200nm in length and 50nm in width. The height of the dot is designed to be 50nm. The pitch of the spiral track of the pattern is 100nm. A ER(Electron resist) master for this pattern is fabricated by e-beam lithography process. The ER is first spin-coated to be 50nm thick on a Si wafer and then the model pattern is written on the coated ER layer by e-beam. After developing this pattern written wafer in the solution, a ER pattern master is fabricated. The most conventional e-beam machine can write patterns in orthogonal way, so we made our own pattern generator which can write the pattern in circular or spiral way. This program generates the patterns to be compatible with the e-beam machine from Raith(Raith 150). To fabricate 50nm pattern master precisely, a series of experiments were done including the design compensation for the pattern size, optimization of the dose, acceleration voltage, aperture size and developing. Through these experiments, we conclude that the higher accelerating voltages and smaller aperture size are better for mastering the nano pattern which is in order of 50nm. With the optimized e-beam lithography process, a spiral arrayed 50nm pattern master adopting PMMA resist was fabricated to have dimensional accuracy over 95% compared to the designed. Using this pattern master, a metal pattern stamp will be fabricated by Ni electro plating for injection molding of the patterned plastic substrate.

• School Mathematics
• /
• v.10 no.2
• /
• pp.259-277
• /
• 2008

Conventional assessments only provide a single summary score that indicates the overall performance level or achievement level of a student in a single learning area. For assessments to be more effective, test should provide useful diagnostic information in addition to single overall scores. Cognitive diagnosis modeling provides useful information by estimating individual knowledge states by assessing whether an examinee has mastered specific attributes measured by the test(Embretson, 1990; DiBello, Stout, & Rousses, 1995; Tatsuoka, 1995). Attributes are skills or cognitive processes that are required to perform correctly on a particular item. By the results of this study, students, parents, and teachers would be able to see where a student stands with respect to mastering the attributes. Such information could be used to guide the learner and teacher toward areas requiring more study. By being able to assess where they stand in regard to the attributes that compose an item, students can plan a more effective learning path to be desired proficiency levels. It would be very helpful to the examinee if score reports can provide the scale scores as well as the skill profiles. While the scale scores are believed to provide students' math ability by reporting only one score point, the skill profiles can offer a skill level of strong, weak or mixed for each student for each skill.

• Korean Journal of Social Welfare
• /
• v.45
• /
• pp.341-373
• /
• 2001

This study seeks to identify the reform of vocational education plans so as to bring about a seamless transition from school to work. It puts forward a number of suggestions based upon an analysis of vocational education policies in Korean and U.S. schools, concerning the government's role, partnerships between education and industry, the educational system, curriculum and work-based learning. First, not only government initiatives but also close partnerships between education and industry are essential to help vocational education in school the transition to employment. Education and industry should work closely together to standardize certificate related skills and to have these skills reflected in the curriculum. Also the government should strive to provide guidelines for work-based learning and formulate standards for supervision and evaluation. Second, to facilitate the school to work transition, comprehensive schools should be promoted so that students have access to a greater ranger of vocational education. At the same time, an assessment system that certifies a mastering of the basic skills of those who undergo the education should be introduced, and it should be related to earn these certificates. Third, standardized vocational skills should be included in the curriculum so that students can acquire skills that are useful for industry. All the students in vocational and general high schools should have access both to general education, the foundation for lifelong learning and for employ ability, and to basic occupational skills which empower students in dealing with rapid changes of technology. Also a range of specialized vocational curricula should be offered so that students can opt for more specialized occupations; and they can select careers appropriate to their capability. Fourth, so that all students to have the opportunity to take part in work-based education, which is closely related to employment, various work-based learning programs should be offered to meet the needs of students and their educational conditions. Companies should for their part train students thoroughly in accordance with the standards of work-based education. In addition, supervisors should be stationed both in schools and companies in order to administer the students' work-based learning.

• Journal of Home Health Care Nursing
• /
• v.11 no.1
• /
• pp.44-56
• /
• 2004

This study was conducted to investigate the evaluation of students on a practical performance of the home health care and to provide data for practical education on the home care nurse institution. Research was performed from March to December. 2002. 40 Respondents participated in the evaluation four times. The data were analysed by using the SPSS/PC + version 10. 0. The results of this study were as followings: 1. The average age of the subjects was 32. Majority of the subjects were interested in home health care. Majority of the subjects were staff nurse(57.5%) and workers at general hospitals(50%). 2. According to the result of the comparison of practical performances. performance evaluations of 20 items were higher when they admitted special practice than when they admitted any other practice. There was an positive increase in the evaluation of health assessment. nursing documentation. explanation. coping with emergency status. coordination and self assertion. In addition to health assessment. CPR. oxygenation. education & consultation. developmental assessment of child. nursing documentation. mastering nursing practice and consideration of client were significantly different. 3. The subjects were useful for practical circumference where they are working at. From these research findings. the following suggestions have been drawn: it is needed to manage practical curriculum variously and to include not only clinical aspect but also organic or administrational aspect and to reflect on students' needs and to choose to be reasonable items and to develop instruments for evaluation capability of home care nurse.

• Journal of Fashion Business
• /
• v.19 no.5
• /
• pp.63-76
• /
• 2015

The purpose of this study was to design a training program for utilization of 3D special makeup mask program. This study was conducted with a 3D computer graphics software program, for special makeup mask using a variety of creative educational models and case study with comparative analysis. The makeup program applied to the majors and liberal arts classes for program design. Inthis study, the selected major courses included ' stage make up ', make up application', and illustrations and color '. Students were required to take a class targeted to questionnaire completion and analysis. The research method included literature search, and Internet navigation, of experimental research. The research targeted select college students attending a 4-year university located in Dae-jeon, Korea. ETRI's "3D mask special makeup simulation program" was used in support. A survey of the study conducted from September 1, 2013, to August 30, 2014, showed a total of 94 additional statistical analyses. First, grade 3 44.6% was attained by 91.7% of the first year student majoring in liberal arts classes, Second, students' in the 3D special dress up mask program Interestingly, attained high recognition in its mastering, usability, and creativity. Furthermore, the major student satisfaction was higher for the '3D special makeup mask program. Third, students '3D special dress up was one of the biggest advantages of the program', the mask ' that models 3D ' faces. In addition, the student's delicate dress called for critical technology skills. It is thought to be suitable for practical training and improving the efficiency and performance if applied to universities and beauty schools, such as the regular high school curriculum through research.

• Journal of Fisheries and Marine Sciences Education
• /
• v.10 no.1
• /
• pp.100-113
• /
• 1998

The information society is characterized by rapidly increasing and changing information. Traditional models of learning and instruct on have emphasized forms of mastering the information in content domains. Storing information and being able to recall it has been central to formal education. But it is no longer possible to master content domains. This paper discusses constructivism as a shifting paradigm for educational research and practice in information society. Constructivism provides an alternative epistemological base to the objectivist tradition. Constructivism holds that there is a real world that we experience. However, the argument is that meaning is imposed on the world by us, rather than existing in the world independently of us. Meaning is seen as rooted in experience. The experience in which an idea is embedded is critical to the individual's understanding of that idea. From the constructivist perspective, learning is not a stimulus-response phenomenon. It requires self-regulation and the building of conceptual structures through reflection and abstraction. Problems are not solved by the retrieval of rote-learned right answers. The effective motivation to continue learning can be fostered by leading students to experience the pleasure that is inherent in solving problems chosen as one's own. Constructivism requires the change of the teacher's role from a knowledge transmitter to a coach or facilitator of student's understanding. Constructivist teachers inquire about students' understanding of concepts before sharing their own understandings of those concepts, and encourage students to engage in dialogue, both with them arid with one another. In Korea, the educational reform called open education has been spreading through out the country. There should be a paradigm shift in learning and instruction from objectivism to constructivism for better educational reform in Korea.

• The Journal of the Korea Contents Association
• /
• v.21 no.3
• /
• pp.143-156
• /
• 2021

In this study, the Bookstore Block of Historical and Cultural Street in Kaifeng City is taken as the object, which makes analysis on the landscape color features appearing in the elements of the bookstore block landscape. Through literature, it obtains the contrast list for the landscape composite elements of the historical and cultural street. After mastering the general characteristics of architectural colors and basic analysis methods of landscape colors in the Qing Dynasty, it conducts the site survey on the landscape composition elements and colors of the bookstore block. According to the conclusion, it is found that the landscape color of bookstore block is composed of R series, PB series, Y series and achromatic (N) series, in which the overall color shows relatively high integrity. However, it exists some deficiencies in the use of colors in signs, facilities and modeling objects. Therefore, it is necessity to increase the color plan of landscape elements such as signs, modeling objects and facilities, enhance the recognition possibilities of visual information.

• International Journal of Computer Science & Network Security
• /
• v.22 no.3
• /
• pp.245-251
• /
• 2022

In the context of the pandemic, educational institutions had to ensure an instant transition to remote technological models of communication within the new conditions of the educational environment. The purpose of the academic paper lies in determining the role of the communicative model of educational transformations in the realities of (post) modernity. The research methodology is based on a survey of 120 students from 10 higher educational institutions (HEIs) of Ukraine through an online form regarding the importance of live communication during a pandemic. Results. The communicative model changed significantly during the pandemic - the interaction was mainly due to technologies. The research has identified four communication models of educational transformations under the conditions of the pandemic, depending on learning models. The first traditional model of distance learning involves distance learning; the second model involves contact remote training using remote educational technologies; the third model is blended learning, which combines remote and traditional learning formats, synchronous and asynchronous modes of interaction; the fourth model is traditional contact training. The empirical study of the effectiveness of communication models proves that live communication remains extremely important for learning and understanding of educational materials by students, and technology has provided support for such communication. Along with this, seminars and video lectures with presentations combining live communication and communication technologies are as important as digital learning tools. The most effective teaching method for mastering and memorizing educational material was a live dialogue with a teacher at seminars in ZOOM, followed by individual written assignments on the studied topic.

• International Journal of Computer Science & Network Security
• /
• v.22 no.11
• /
• pp.63-70
• /
• 2022

At the present stage, the main directions of the professional position of a specialist in the implementation of English-language Education are to improve and spread the practice of learning languages throughout a person's life by involving information, communication and digital technologies in the educational process. Computerization of the educational process in Higher Education Institutions is considered as one of the first and most promising areas for improving the quality of education in Higher Education Institutions. The necessity of ensuring timely training and retraining of specialists of various profiles (in particular teachers) on the effective use of domestic and foreign electronic resources with the help of modern information technologies for the implementation of the professional position of a future specialist in a foreign-language environment is noted. The main goal of teaching a foreign language (the formation of students' communicative competence, which means mastering the language as a means of intercultural communication) is defined. The types of speech activity that cover the content of teaching a foreign language are highlighted. The main types of assessment in a foreign language are shown - current (non-classroom), thematic, semester, annual assessment and final state certification. The task of the teacher is drawn, which is to create conditions for practical language acquisition for each student, to choose such teaching methods by means of information technologies that would allow each student to show their activity, their creativity; to activate the cognitive activity of the student in the process of learning a foreign language.