• 한국치위생학회지
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• 제4권1호
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• pp.119-132
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• 2004

The purpose of this study was to introduce PBL to dental hygienist education in an effort to raise a question about the inauthentic and inappropriate curriculum. PBL is one of learning methods to enhance the problem-solving ability of learners, and it's attempted to develop a PBL package focusing on dental hygienist roles to lay the foundation for producing competent and expert dental hygienists with a good problem- solving ability. The literature concerned was reviewed from November 2002 through January 2003 to determine whether or not PBL was applicable to dental-hygienist course, and that turned out to be effective for dental hygienist education. And then a PBL package was developed to train students to be knowledgeable and have a knowhow and excellent problem-solving skills. The characteristics of the PBL package could be described as follows: First, that focused on dental hygienist roles to serve the purpose of this study to remedy the current unrealistic and improper curriculum and improve the problem-solving skills of learners. Second, time factor was taken into account. In this four-week course for two credits, there are four classes a week, and it's required to take six or eight weeks to apply the PBL package, which is expected to demotivate students. Therefore, it's planned to conduct more weekly classes to make a proper progress. Third, a wide variety of teaching aids were put to use, and learner would be encouraged to be more interactive and utilize teaching aids properly, and eventually, they could have an opportunity to better express themselves. Fourth, online real-time learner discussion would be attended by this researcher. Learners would have a discussion in real time in the Internet cafe chat room, and different discussion time would be allocated to each team. This researcher would take part in each team's discussion once or more. Fifth, learners would prepare one or more journal(s) about four-hour Internet cafe learning. They have to make it twice a week at least, and it would be a good opportunity for learners to look back on themselves and their teams, and their learning effect would be greater. Specific rules were presented to help them make a successful self-examination. Sixth, there are some spaces in the lower part of objective test sheets to have students describe why they make a particular answer choice. They would be asked to depict the reason of their prior evaluation and lecture assessment especially because their responses would be important for more successful discussion and feedback. Seventh, problem-solving approach was designed to attain learning objectives, stimulate the creative thinking of learners and help them share a more systematic discussion. That would serve as a secondhand guide not to make them digress when they discuss by using information they acquire from a scenario presented in class.

• 디지털융복합연구
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• 제18권10호
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• pp.397-402
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• 2020

홀로그램은 아날로그 홀로그램과 디지털 홀로그램으로 구분되지만 일반인이 구현하기에는 고가의 장비나 콘텐츠 구현의 한계가 존재한다. 또한 정해진 동영상을 통해 무한 반복되는 콘텐츠나 수동적인 관람 등 기존의 정적인 형태에서 벗어나 인터랙션이 가미된 홀로그램 콘텐츠를 연구해야 할 필요성이 있다고 사료된다. 따라서 유사 홀로그램 중 플로팅 홀로그램을 중심으로 융복합형 영상시스템을 제안하고자 한다. 홀로그램 인터랙션 요소는 3차원 공간에서 카메라 높이, 3D 모델간의 간격, 모델의 중복, 스케일, 애니메이션, 포지션, 칼라, 3D 모델체인지 등 8가지이며, 관람자가 실시간으로 직접 컨트롤하는 플로팅 홀로그램은 값비싼 홀로그램 장비를 사용하지 않고 플로팅 홀로그램을 쉽게 제작, 융복합 영상시스템을 활용함으로서 보다 대중적이면서도 능동적인 홀로그램 콘텐츠 제작 방법론을 제시하였다. 연구한계점으로는 실제 전시를 통해 개발된 영상시스템과 피드백을 통하지 못한 점이며, 이를 지속적으로 보완하여 보다 완성된 홀로그램 영상시스템이 개발되기를 기대해 본다.

• 대한조현병학회지
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• 제19권1호
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• pp.10-16
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• 2016

Objectives : This article aims to describe the development of smartphone application for the case management of patients with schizophrenia. Methods : Gwangju Bukgu-Community Mental Health Center developed and launched a smartphone application (HYM) for cognitive-behavioral case management and symptom monitoring. The development of the application involved psychiatrists, nurses, social workers, psychologists, and software technicians from a software development company (Goosl Corp.). Results : The HYM application for clients includes six main modules including Thought record, Symptom record, Daily life record, Official notices, Communication, and Scales. The key module is the 'Thought Record' for self-directed cognitive-behavioral treatment (CBT). When the client writes and sends the self-CBT sheet to the case manager, the latter receives a notification and can provide feedback in real time. 'Communication' and 'Official notices' are useful for promoting communication between case managers and clients with schizophrenia. Ratings in 'Symptom record', 'Daily life record', and 'Scales' modules are stored in graphic or table form representing changes in them and shared with case managers. Conclusion : The interactive function of this application is the key characteristics that distinguishes it from other mobile self-treatment tools. This smartphone application may contribute to the development of a youth- and customer-friendly case management system for individuals with early psychosis.