• 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.

• Journal of Practical Engineering Education
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• 제13권3호
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• pp.483-490
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• 2021

In this paper, we proposed the development of a smart factory intergrated technology education platform using smart factory based CPPS (Cyber Physical Production System) and VR (Vitrual Reality) technology and educational methods using the platform. A platform has been developed to learn how to integrate 3D digital twin and BOP (Bill of Process)-based manufacturing processes. In addition, Digital Twin established a smart factory-based integrated education platform by linking mechanical systems, digital twins, and virtual reality through the OPC-UA server. Based on this platform, the smart factory integration platform is proposed to have individual elements of the smart factory integration platform through BOP-based digital twin simulation, OPC-UA integration, MES system, SCADA system, and VR interworking.

• Journal of Korea Entertainment Industry Association
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• 제15권4호
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• pp.279-286
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• 2021

In this study, we looked at the appearance of Edutech, which is being put into the educational field after Corona 19, with the advent of the 4th industrial revolution. In the era of the 4th industrial revolution, the infrastructure, data, and service of Smart Stick that actively utilized ICT became the main pillars of smart education. In particular, smart education is being implemented through e-learning, smart learning, and edutech, and on this basis, it has become possible through the expansion and use of the Internet and computers, the dissemination of smart devices, and a software foundation using big data. Based on this, it was confirmed that Edutech is being implemented through the establishment of a quarantine safety net, a learning safety net, and a care safety net for individual learners and safe life based on artificial intelligence. Lastly, in order for edutech education using big data to become a discourse for everyone, it is necessary to consider artificial intelligence and ethics in the use and application of edutech.

• The Journal of Korean Association of Computer Education
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• 제16권6호
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• pp.83-94
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• 2013

As exchanges and cooperation of political, economic, social, and cultural aspects among nations are recently vigorous, recognition of the global world has increased. In order to nurture the right talent in this era of globalization, transition into appropriate education for the global age beyond the state centered curriculum is required. Due to the recent explosive spread of smart devices, a new educational paradigm of smart training has emerged. Global learning can be effectively supported in the smart educational environment that entails brisk interactions, active participation and cooperation in a highly connected society. In this research, we suggest an instructional model for effectively supporting global learning in smart learning environments.

• The Journal of the Korea Contents Association
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• 제13권1호
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• pp.467-481
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• 2013

The smart education recognized new educational paradigm is going to be introduced in earnest in the field from 2015. We develop the instructional design model for smart education to be able to provide a guide to design the instruction which has a speciality compared to current instruction. Furthermore, we did an expert assessment to recognize the validation and applicability of developed instructional design model and then apply this model to the field. As a result, we drew a positive conclusion for this instructional design model, which provides a base of systemic instructional design in smart education environment and focuses on expanding the ability of students living on 21st century. We expect that this study will be useful for teachers in the field who perform the smart education.

• Journal of the Korea Institute of Information and Communication Engineering
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• 제24권11호
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• pp.1534-1538
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• 2020

Smart farming education service focuses on the dissemination of farming information that is the farming knowledge, farming skill, and farmer's experiences and knowhow, etc. This farming information is supposed from current activities, farming product and from the experience of farmer on the field. If the information is not available, or if available and not in a form that is amenable to being brought to the end producer then the process stalls at this point. The core component of the automation process for smart farming education service is the creation of a data store which will be a repository for the information of the smart farming education. The farming sector will benefit immensely from the implementation of farming data in farming contents repository which will serve as the knowledge base for the smart farming education service.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 한국정보통신학회 2021년도 추계학술대회
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• pp.287-289
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• 2021

Smart farming education service based on network are important factors for farming sector. The lack of time and space has to lead to their limited appliance to farmers. Limited information support and low background knowledge in farming production is a lot of trial and error in farming production. Smart farming education as a service based on cloud provide the farming information that is the farming knowledge, farming skill, and farmer's experiences and knowhow, etc. And real-time information such as climate change, soil environment and market trends is very important. This paper proposes a framework for applying farming education service based on cloud. It consists of smart farming function and smart farming education function

• Journal of Internet Computing and Services
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• 제14권6호
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• pp.59-70
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• 2013

With advances in information and communication technologies, many innovative technologies have been developed. Those technologies are changing every aspect of our daily life. Especially smart technologies are changing our life dramatically. Smart devices such as tablet PCs and smart phones are used in education so that new concept called "smart learning" is created and used. Currently smart learning becomes popular in accordance with wide distribution of smart devices and smart contents in schools. In order to compare and check the current status and progress of individuals in smart environment, we need smart literacy standards. However, there has been only few works for smart literacy standards for teachers and students. Also, those standards need to be improved. The purpose of this paper is to develop smart literacy standards for teachers and students in smart learning environment. The proposed literacy standards are developed based on the existing ICT literacy standards. In this work, smart literacy standards consist of four main areas, smart education, smart knowledge, smart application, and smart ethics, respectively. For development of smart literacy, wide experts from teachers, professors, and researchers are selected and surveyed. Their responses are analyzed using through statistical analysis so that final smart literacy standards are obtained.

• Journal of Internet Computing and Services
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• 제15권1호
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• pp.143-156
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• 2014

The smart education has the goal of enhancing the capability of learners in the 21st century and especially address the improvement of the problem solving capability. This smart education based on the growth of smart devices and the effect of dramatical spread requires the ability of problem solving using the smart technology in accordance with time change. As the problem solving learning is a model used mainly for improving the capability of problem solving, this study develops the problem solving learning model focusing on the teaching-learning activity using the smart devices and also applies this model to the school field. As a result, the favorable response that using the smart devices is effective to the problem solving can be obtained. This study can contribute to achieve the goal of the smart education, and later can be effective to the successful smart education in the school field.

• The Journal of the Korea Contents Association
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• 제18권10호
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• pp.415-424
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• 2018

The purpose of this study was to examine the physical environmental readiness for smart learning and the actual utilization of smart devices by special education teachers, and to suggest ways to vitalize smart education. For this, a 14-item survey questionnaire was developed, which touched upon issues regarding the availability of wireless internet service and teachers' utilization of smart devices. An online survey was conducted among a randomly chosen sample of 991 special education teachers across the nation, including teachers who work at special schools for developmentally disabled students and in special classes at all three levels of regular schools.The collected data was analyzed with the method of a cross-time-frequency analysis using a SPSS 21.0 statistics program. The research findings indicated that both special schools and classes had a poor smart education environment and that special education teachers were having a harding time because of the lack of the infrastructure and additional expenses. In addition, special education teachers were found to use smart device mostly for the purpose of motivating students. These research findings propose that it is urgent to set up a proper smart education environment for special needs students and to provide a systematic training program for special education teachers.