• International Journal of Computer Science & Network Security
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• 제22권8호
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• pp.25-34
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• 2022

Today, further education of adults in the UK is one of the developing areas of continuing education. The Open University with distance learning, in the process of which innovative forms and methods based on computer and telecommunication technologies are used, is particularly successful in the organization of additional education of the adult population. The advantages of distance learning, multimedia - the latest information technologies, which provide the combination of graphic images, video, sound with the help of modern computer tools, are noted. The basic principles and forms underlying the technologies and forms of work with the elderly are defined. The international experience of implementing "Universities of the Third Age" is summarized. The most widespread approach in adult education in Great Britain is informational. The use of computer technologies motivates a new paradigm in educational methods and strategies, which requires new approaches, forms of learning, and innovative ways of delivering educational materials to adult learners. Information technologies have gained great popularity in such activities as distance learning, online learning, assistance in the education management system, development of programs and virtual textbooks in various subjects, online search for information for the educational process, computer testing of students' knowledge, creation of electronic libraries, formation of a single scientific electronic environment, publication of virtual magazines and newspapers on pedagogical topics, teleconferences, expansion of international cooperation in the field of Internet education. The information technology of synchronous distance learning "online" has gained considerable popularity in the educational process today. A promising direction is the use of multimedia technologies in educational activities to create a design of a virtual computer environment by decoding audiovisual information.

• 디지털콘텐츠학회 논문지
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• 제11권1호
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• pp.1-8
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• 2010

컴퓨터는 수업시의 문제 해결에 대한 동기유발과 이해를 강화시켜 오늘날의 교육에 강조되고 있는 문제 해결 학습에 가장 적합한 교육공학 도구이고 우리에게 다양하고 풍부한 학습경험을 적시적소에 전달할 수 있는 정보화시대의 대표적인 교수-학습 방법으로 인식되고 있다. 멀티미디어 저작도구는 멀티미디어 시스템의 제반기술을 이용하여 단시간 내에 교육용 코스웨어의 개발과 유지보수를 도와준다. 본 논문에서는 멀티미디어 저작도구를 이용하여 효과적인 교육용 소프트웨어 개발과정을 제시하며 이의 교육에의 응용에 대한 교육적 이점, 제한점 그리고 향후 나아가야할 발전 방향을 모색해 보고자 한다.

• 대한간호학회지
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• 제34권6호
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• pp.994-1003
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• 2004

Purpose: This study was to develop Web-based multimedia content for Physical Examination and Health Assesment. Method: The multimedia content was developed based on Jung's teaching and learning structure plan model, using the following 5 processes: 1) Analysis Stage, 2) Planning Stage, 3) Storyboard Framing and Production Stage, 4) Program Operation Stage, and 5) Final Evaluation Stage. Results: The web based multimedia content consisted of an intro movie, main page and sub pages. On the main page, there were 6 menu bars that consisted of Announcement center, Information of professors, Lecture guide, Cyber lecture, Q&A, and Data centers, and a site map which introduced 15 week lectures. In the operation of web based multimedia content, HTML, JavaScript, Flash, and multimedia technology(Audio and Video) were utilized and the content consisted of text content, interactive content, animation, and audio & video. Consultation with the experts in context, computer engineering, and educational technology was utilized in the development of these processes. Conclusions: Web-based multimedia content is expected to offer individualized and tailored learning opportunities to maximize and facilitate the effectiveness of the teaching and learning process. Therefore, multimedia content should be utilized concurrently with the lecture in the Physical Examination and Health Assesment classes as a vital teaching aid to make up for the weakness of the face-to- face teaching-learning method.

• 한국정보통신학회:학술대회논문집
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• 한국해양정보통신학회 2010년도 추계학술대회
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• pp.289-292
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• 2010

본 논문에서는 3D 기술을 활용하여 웹기반 교육용 멀티미디어 컨텐츠를 개발하는 방법을 제안하고, 실제 교육현장에서 사용하기 위한 Web 3D 컨텐츠를 구현하였다. 컨텐츠의 구현은 특정개체를 3D 형태로 모델링하고, 모델링 데이터를 웹에서 실행 가능한 데이터로 변환하고, 웹페이지에 포함하는 일련의 과정으로 구성된다. 본 연구를 통해 개발된 컨텐츠의 사용은 교수자와 학습자 모두에게 보다 향상된 사용자 경험과 몰입감을 제공할 수 있다.

• International Journal of Computer Science & Network Security
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• 제22권3호
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• pp.141-146
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• 2022

In modern educational practices, the issue of dependence on the experience of using multimedia by students and the adoption of technologies in education, the perception of their benefits and effectiveness in blended learning is little covered. The purpose of the academic paper lies in assessing the audiovisual context of multimedia technologies, its acceptance by students in practice on the example of using video lectures in blended learning. The methodology is based on an online survey of 120 students of Ukrainian universities who have assessed the experience level in using video lectures, as well as the constructs as follows: Technology Characteristics, Fit, Perceived Usefulness, Perceived Ease of Use, Attitude, Intention to Use, Actual Use. The results show that the majority of students use video lectures to a certain extent in their training (20,8% have used technology to a certain extent, 49,2% have often used technology in training, 20% are regular users of technology). It has been revealed that most students agree with the relevance of video lectures, the accuracy of lectures, the brevity of lectures, the clarity of lectures, as well as the high quality of lecture videos. It has been estimated that 42,5% believe that lecture videos are an effective tool towards supporting students in hybrid learning. 26,7% of students consider video lectures to be appropriate technologies for online / hybrid courses. In general, 37,5% of respondents find video lectures useful; however, 35,0% do not agree with this statement. 83,3% of students have rated the high level of ease of access to video. In total, 95% of students find lecture videos easy to use. In general, positive attitude of students to video lectures has been revealed.

• 한국멀티미디어학회논문지
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• 제6권4호
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• pp.685-697
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• 2003

The Web based multimedia programmes/courses are becoming widely available in recent years. Most of these courses focus on Behaviorist way of learning, which does not promote deep learning in any way. For Adults this approach further incapacitated, as it does not satisfy Andragogical needs. The search for Constructivist way of learning through the web applied to Indian conditions led to need for developing a curriculum development approach that would promote construction of knowledge through web based collaboration. This paper attempts to reengineer existing curriculum development processes and lays out a framework of‘Problem Based Online Learning (PBOL)’curriculum design. In this context, entire curriculum development life cycle is evolved and explained. This is a part of doctoral work (Ph.D), which is in progress and being undertaken by K.James Mathai, and guided of Dr.D.S.Karaulia.

• Educational Technology International
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• 제7권1호
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• pp.81-98
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• 2006

The purpose of this study was to apply the ADDIE instructional design model to develop multimedia rich project-based learning methods for effective instruction in a Korean mechanical engineering high school. This study was conducted as action research based on a high school situation. The study included 40 participants in a class purposively selected from 52 classes at 2080 student high school. Data were collected through observations, surveys and artifacts. Results indicated the multimedia rich project-based learning allowed students to take part in learning activities and there was close cooperation with and among group members to create better products. Also, the flexibility in the project-based learning environment allowed the participants to make decisions about their abilities, resources, and plans. Recommendations and implications for teacher educators as well as in-service and pre-service teachers are also presented.

• 한국컴퓨터정보학회:학술대회논문집
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• 한국컴퓨터정보학회 2014년도 제49차 동계학술대회논문집 22권1호
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• pp.189-191
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• 2014

This paper provides an overview of the E-learning service education on the last decade, In the early 2000's the emphasis of educational technology was on interactive multimedia- stand alone packages on computer hard disks or portable memory, which integrated a range of media forms in the lately. Customers handle finding the best sources of content.The system then uses social signals such as those coming from Facebook, Twitter, LinkedIn, delicious as well as clicks and views. The SNS and network infrastructure is sufficiently mature that the focus should shift to how to use the technology most appropriately to facilitate learning. As we study environmental conditions of the traditional internet and the mobile internet users in some ways. In this paper, analyze the nature of learning, role of educational and suggest alternative policy, innovation of e-learning service and effective e-learning environment in developing technology.

• 한국멀티미디어학회논문지
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• 제6권4호
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• pp.676-684
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• 2003

eLearning can be defined as an approach to teaching and teaming that utilises Internet technologies to communicate and collaborate in an educational context. This includes technology that supplements traditional classroom training with web-based components and learning environments where the educational process is experienced online. The use of hypertext as an educational tool has a very rich history. The advent of the internet and one of its major application, the world wide web (WWW), has given a tremendous boost to the theory and practice of hypermedia systems for educational purposes. However, the web suffers from an inability to satisfy the heterogeneous needs of a large number of users. For example, web-based courses present the same static teaming material to students with widely differing knowledge of the subject. Adaptive hypermedia techniques can be used to improve the adaptability of eLearning. In this paper we report an approach to the design a unified implementation framework suitable for web-based eLearning that accommodates the three main dimensions of hypermedia adaptation: content, navigation, and presentation. The framework externalises the adaptation strategies using XML notation. The separation of the adaptation strategies from the source code of the eLearning software enables a system using the framework to quickly implement a variety of adaptation strategies. This work is a part of our more general ongoing work on the design of a framework for adaptive content delivery. parts of the framework discussed in this paper have been imulemented in a commercial eLearning engine.

• Journal of Multimedia Information System
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• 제6권3호
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• pp.147-154
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• 2019

In a variety of fields, highly developed technology is being combined to create a lot of value. In order to keep up with this global trend, the Ministry of Education, which is in charge of national education, continuously develops and applies content for creative education to textbooks. The continuous development of content for creative education is not only related to national interests, but also to the continued development of mankind. Today, the succession and development of human knowledge is in charge of the education system. Research into an effective educational system is necessary for effective succession of rapidly developing science and technology and building up technical personnel with such skills. In particular, the computer science field is faster in development than other scientific fields and has accumulated many technologies, indicating that it takes a lot of time and good teaching to foster talent that can effectively utilize the technology. In this paper, elementary school subjects were analyzed to achieve the purpose of cultivating talent in the field of computer science. In addition, we have investigated techniques related to computer programming learning not covered in elementary school subjects. So we developed content that students need to practice. Next, we taught the content to randomly selected elementary school students and assessed their educational effectiveness. As a result of training using the content we developed, 55.37% increased academic performance.