• International journal of advanced smart convergence
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• 제8권2호
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• pp.170-182
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• 2019

In this paper, we use scratch to design and develop non-formal learning experiences that are linked with contents of secondary science textbook to educational programs. The goal of this paper is to develop a convenient and interesting program for non-formal learning in a learning environment using various smart device. Theoretical approaches to mobile education, such as smartphones, and smart education support policies continue to lead to various research efforts. Although most of the smart education systems developed for students who have difficulty in academic performance are utilized, they are limited to general students. To solve the problem, the learning environment was implanted by combining the scratch, which is an educational programming that can be easily written. The science education program proposed in this paper shows the result of process of programming using ICT device using scratch programming. In the evaluation stage, we were able to display the creations and evaluate each other, so that we could refine them more by sharing the completed ideas.

• 이베로아메리카
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• 제23권2호
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• pp.209-241
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• 2021

Over the last few years, rural areas in northeastern Mexico have present significant changes in social, economic, and territorial aspects linked to the New Rurality. In this context, winemaking has become one of the most dynamic and growing activities in the regional economy. This emerging development has prompted different forms of appropriation and use of this space, but it also highlights the lack of access to knowledge for wine production due to the lack of formal educational centers. As a result, learning communities enable the development of skills and competencies through non-formal educational practices. The objective of this paper is to analyze the role of learning communities in non-formal educational environments, taking as a case study: a collective of small-scale wine producers in Parras de la Fuente, Coahuila. This research focuses on two perspectives of learning: appropriation and technology transfer, and promotion of Mexican wine culture. The main finding was to demonstrate the importance of including educational processes that respond to the context and needs of the community.

• 한국노년학
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• 제36권4호
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• pp.1059-1074
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• 2016

본 연구는 노인의 평생학습활동과 삶의 만족도, 우울의 구조적 관계를 분석하는데 목적이 있다. 본 연구 목적 달성을 위한 분석자료로 제4차(2012) 고령화연구패널(Korean Longitudinal Study of Ageing : KLoSA) 기본 조사 자료를 사용하여, 항 우울제를 복용하지 않는 만65세 이상 노인 4,096명을 대상으로 분석하였으며 분석결과는 다음과 같다. 첫째, 노인의 비형식교육 활동 및 무형식학습 활동은 삶의 만족도에 정의 영향을 미치는 것으로 나타났다. 둘째, 노인의 비형식교육 활동 및 무형식학습 활동은 우울에 부의 영향을 미치는 것으로 나타났다. 셋째, 노인의 우울은 삶의 만족도에 부의 영향을 미치는 것으로 나타났다. 넷째, 노인의 비형식교육 활동 및 무형식학습 활동은 우울을 감소시켜 삶의 만족도에 정의 영향을 미치는 것으로 나타나 우울이 부분 매개효과가 있는 것으로 확인되었으며, 비형식교육보다 무형식학습 활동의 간접효과가 더 큰 것으로 확인되었다. 이러한 연구결과를 바탕으로 실천적 함의를 제안하였다.

• 예술인문사회 융합 멀티미디어 논문지
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• 제8권3호
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• pp.357-365
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• 2018

21세기 들어 창조경제 시대의 도래가 전망됨에 따라 세계적으로 사회에서 요구되는 창의적 인재 양성에 관한 관심이 새롭게 높아지고 있다. 지속가능발전교육은 비단 학교 교육에서만 한정되는 것이 아니라 평생교육의 목적으로 사회 모든 교육의 장소에서 촉진되고 지원받아야 한다. 따라서 이 논문의 목적은 공식 및 비공식 학습의 가능성과 고등 교육 내 역량 개발과의 관계를 고려하는 것이다. 집중 그룹을 기반으로 하는 탐구적이고 질적 연구는 공식 및 비공식 학습 설정의 여러 그룹을 사용하여 설계되었다. 중국에서 경우 또한 창조경제 구현이 새 정부의 주요 국정 방향으로 설정되면서 창조경제 시대에 요구되는 인재가 갖추어야 할 역량이 무엇이고, 그것을 어떻게 교육할 것인가가 주요 정책 과제가 되고 있다. 핵심 역량의 개발은 인지적 비인지적 처분에 기반을 두고 다중 문맥을 요구하는 것이다. 새로운 학습 문화의 목적으로 고등 교육 내에서 공식 및 비공식 학습 환경을 결합함으로써 다양한 상황을 제공하고 역량 개발을 향상하게 시킬 수 있다. 본 연구는 공식 및 비공식 학습 설정의 측면을 식별할 수 있지만, 이들 간의 상호 의존성은 아직 파악하기 어렵습니다. 그러나 실용적 함의를 명확하게 볼 수 있다. 즉, 결과를 토대로, 고등 교육 환경에서 핵심 요소가 될 수 있는 역량 습득의 주요 측면을 지적할 수 있습니다. 결과, 본 연구는 고등 교육 내 핵심 역량을 개발하는 새로운 방식에 대한 공식 및 비공식 학습 환경에 대한 함의를 분석하였다.

• 디지털산업정보학회논문지
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• 제14권4호
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• pp.35-45
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• 2018

Users are sharing many of contents such as text, image, video, and so on in SNS. There are various information as like as personal interesting, opinion, and relationship in social media contents. Therefore, many of recommendation systems or search systems are being developed through analysis of social media contents. In order to extract subject-related topics of social context being collected from social media channels in developing those system, it is necessary to develop ontologies for semantic analysis. However, it is difficult to develop formal ontology because social media contents have the characteristics of non-formal data. Therefore, we develop a social topic system based on semantic and subject correlation. First of all, an extracting system of social topic based on semantic relationship analyzes semantic correlation and then extracts topics expressing semantic information of corresponding social context. Because the possibility of developing formal ontology expressing fully semantic information of various areas is limited, we develop a self-extensible architecture of ontology for semantic correlation. And then, a classifier of social contents and feed back classifies equivalent subject's social contents and feedbacks for extracting social topics according semantic correlation. The result of analyzing social contents and feedbacks extracts subject keyword, and index by measuring the degree of association based on social topic's semantic correlation. Deep Learning is applied into the process of indexing for improving accuracy and performance of mapping analysis of subject's extracting and semantic correlation. We expect that proposed system provides customized contents for users as well as optimized searching results because of analyzing semantic and subject correlation.

• 영어어문교육
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• 제5호
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• 영어어문교육
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• 제9권2호
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• pp.133-149
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• 2003

As the world becomes a global village, national conferences become more frequent, and the language of choice to mediate the exchange of information is English. Accordingly, the purpose of this research is to find several methods to prepare L2 students for English communication at conferences. Various studies about discourse markers can be found in this study. Discourse markers are indicators of fluency in spoken language, and indicators of improvement from features of spoken English to more typical forms of formal writing. In this study the presentation styles of native speakers and Asian non-native speakers are compared, and the difference between efficient and non-efficient speakers at conferences are discussed. As a study of conference English teaching and learning method, this research targets suggestion and application of discourse markers for L2 speakers. As a result, the fact that discourse markers are very important in effective writing and conference English is found and accordingly we can see that developing the ability to use discourse markers in writing and speaking are essential for L2 speakers.

• 공학교육연구
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• 제20권3호
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• pp.32-41
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• 2017

The $4^{th}$ industrial revolution refers to an era where machines capable of outperforming humans are created. In light of the 4th industrial revolution, university students are demanded problem solving abilities, critical thinking abilities, and problem discovering abilities as general and basic abilities. The need for changes in the university level communication education for engineering students remains imperative in this constantly changing social environment. The era where education is conducted only in classrooms is over. This paper discusses the need for diversified education such as the integration of online and offline education, the reinforcement of learning outside of the classroom as well as an education model that transcends formal and informal education such as games and activities that induce self-learning, both intentional and non-intentional learning, and the utilization of mass media and social networking systems. Through providing an education model that assesses and utilizes the data gained from the learning process provided above, this paper widens the perception of future education methods in the 4th industrial revolution.

• 비교교육연구
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• 제28권3호
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• pp.291-307
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• 2018

평생학습의 가치가 부각 되면서 각국은 평생학습의 시스템을 구축하는 데 노력을 경주하고 있다. 이러한 경향에 따라 논문에서는 평생학습 참여율, 학습성과, 학습지원 인프라, 학습비 지원, 평생학습 결과 인정 등을 국제 비교하고자 한다. 비교교육학적 접근을 위하여 Bray와 Thomas(1995)의 비교교육학적 프레임인 지리적/지역 수준, 비지정학적 인구 통계학 집단, 사회와 교육측면의 큐브를 활용하였다. 우리나라의 평생학습 참여율은 2017년 34.4%로 OECD국가 평균 46%보다 낮다. 성인의 역량을 측정하는 PIAAC 조사에서는 언어능력, 수리력, 컴퓨터 기반 문제해결력 3영역 모두 OECD국가 평균보다 낮았다. 사전학습 인증에서 EU국가는 EQF를 개발하여 모든 비형식, 무형식 학습의 결과에 가치를 부여하고 있다, 반면 한국은 학점은행제에 의하여 자격을 학점은행제 학점으로 인정하고 있다. 평생학습의 국제비교는 한 국가의 평생학습의 실태를 진단하고 향후 평생학습 정책을 수립하는데 중요한 자료로 활용될 수 있다, 유럽의 시민사회 형성과 맥락을 같이 하였다. 따라서 평생학습의 비교교육학적 접근은 근대국가의 형성 과정과 특성 등 역사적 맥락과 사회경제적 성격, 인구 동태 등에 따라 다르다는 것을 견지할 필요가 있다.

• International Journal of Computer Science & Network Security
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• 제21권11호
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• pp.97-104
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• 2021

The authors provide characteristics of the open educational platforms, classification and quantitative analysis regarding the availability of IT courses, teaching language, thematic directions on the following platforms: Coursera, EdX, Udemy, MIT Open Course Ware, OpenLearn, Intuit, Prometheus, UoPeople, Open Learning Initiative, Open University of Maidan (OUM). The quantitative analysis results are structured and visualized by tables and diagrams. The authors propose to use open educational resources (teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows free use, adaptation, and distribution) for organization of independent work; for organization of distance or correspondence training; for professional development of teachers; for possibility and expediency of author's methods dissemination in the development of their own courses and promoting them on open platforms. Post-project activities are considered in comparing the courses content of one thematic direction, as well as studying the experience of their attending on different platforms.