• 영어어문교육
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• 제10권1호
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• pp.53-76
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• 2004

This paper introduces a class model based on a course, Internet English, offered by an English department at a university. The course has dual purposes of developing students I English skills and Internet using skills at the same time. In support of using the Internet for language learning, the advantages of project-based language learning and constructivist learning in relation to CALL are explored. The activities in this course, which are basically project-based under the paradigm of constructivist learning perspective, are explained in detail to show the relationship between second language learning theory and teaching application. The way how the four language skills - speaking, listening, reading, and writing - are integrated in this class is described as well. Finally, judgmental evaluation of the course by the students is noted. The results show that a project-based CALL class could be a promising class model to realize an integrative, constructivist, and authentic learning.

• 한국컴퓨터정보학회논문지
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• 제21권9호
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• pp.149-156
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• 2016

This paper is concerned with education courses operating practices for basic computer literacy training. In this study, we propose an example for students to effectively measure and evaluate the achievement of defined ability in the performance measurement and analysis, learning objectives and learning outcomes set in operation throughout the course. Through research and development use case presents the tools for teaching method and effective and objective measurement of the related subjects. And based on the results, we propose the possibility of utilizing NCS-based course operation and education certification. In this study, the measurement process is based on the association with the objective of the development and operation, and measurement tools, measuring tools for measuring learning outcomes associated with the curriculum design methods for the measurement and evaluation of the case of the operation of the course units of learning outcomes and the method proposed.

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 2005년도 추계학술대회 논문집
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• pp.17-22
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• 2005

This paper presents a new adaptive autopilot for ships based on the Adaptive Neural Networks. The proposed adaptive autopilot is designed with some modifications and improvements from the previous studies on Adaptive Neural Networks by Adaptive Interaction (ANNAI) theory to perform course-keeping, turning and track-keeping control. A strategy for automatic selection c! the neural network controller parameters is introduced to improve the adaptation ability and the robustness of new ANNAI autopilot. In Part II of the paper, to show the effectiveness and feasibility of the proposed ANNAI autopilot, computer simulations of course-keeping and track-keeping tasks with and without the effects of measurement noise and external disturbances are presented.

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 2005년도 추계학술대회 논문집
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• pp.23-28
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• 2005

In Part I (theoretical study) of the paper, a new adaptive autopilot for ships based on Adaptive Neural Networks was proposed. The ANNAI autopilot was designed for course-keeping, turning and track-keeping control for ships. In this part of the paper, to show the effectiveness and feasibility of the ANNAI autopilot, computer simulations of course-keeping and track-keeping tasks with and without the effects of measurement noise and external disturbances are presented. Additionally, the results of the previous studies using Adaptive Neural Network by backpropagation algorithm are also showed for comparison.

• 한국항해항만학회지
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• 제29권9호
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• pp.771-776
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• 2005

This paper presents a new adaptive autopilot for ships based on the Adaptive Neural Networks. The proposed adaptive autopilot is designed with some modifications and improvements from the previous studies on Adaptive Neural Networks by Adaptive Interaction (ANNAI) theory to perform course-keeping, turning and track-keeping control. A strategy for automatic selection of the neural network controller parameters is introduced to improve the adaptation ability and the robustness of new ANNAI autopilot. In Part II of the paper, to show the effectiveness and feasibility of the proposed ANNAI autopilot, computer simulations of course-keeping and track-keeping tasks with and without the effects of measurement noise and external disturbances will be presented.

• Communications for Statistical Applications and Methods
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• 제12권2호
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• pp.335-348
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• 2005

The rapid development of microarray technologies enabled the monitoring of expression levels of thousands of genes simultaneously. Recently, the time course gene expression data are often measured to study dynamic biological systems and gene regulatory networks. For the data, biologists are attempting to group genes based on the temporal pattern of their expression levels. We apply the consensus clustering algorithm to a time course gene expression data in order to infer statistically meaningful information from the measurements. We evaluate each of consensus clustering and existing clustering methods with various validation measures. In this paper, we consider hierarchical clustering and Diana of existing methods, and consensus clustering with hierarchical clustering, Diana and mixed hierachical and Diana methods and evaluate their performances on a real micro array data set and two simulated data sets.

• East Asian mathematical journal
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• 제25권3호
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• pp.263-277
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• 2009

In this paper, we conduct a questionnaire survey on the actual conditions and the test on the basic scholastic ability of the students who register for the course, Introduction of Business Mathematics. We want to find the ways to improve the teaching-learning methods for this course. Especially, the registered students have difficulties in the following the course because they have not studied Calculus in their high school. So we give them several assignments on the Webwork system, an internet based homework management system, and analyze its effect on the students' scholastic achievement. And we propose a teaching-learning method suitable for the course.

• Educational Technology International
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• 제12권2호
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• pp.47-70
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• 2011

The purpose of this paper was to develop evaluation procedures for blended instruction, focusing on the courses that are currently offered in the university. This study analyzed current evaluation procedures and instruments and suggested redesign the evaluation process for blended instruction. The evaluation procedures are designed based on the combination of objective-oriented and consumer-oriented evaluation approaches. It includes three stages: front-end (screening), formative evaluation, and summative evaluation. During the front-end evaluation stage, information regarding students' technology skills and attitudes towards online instruction and classroom instruction are suggested to collect and plan the instructional strategies accordingly. The formative evaluation is conducted during the semester to collect students' opinions about the course and instructors modify their instruction based on the evaluation results. At the end of semester, summative evaluation is to be conducted to collect the data to improve the course. Evaluation questions and components for each stage are developed to collect the data such as students' perceptions of the course, the usefulness of online instructional materials, the effectiveness of blended learning strategies, and students' satisfaction with the course.

• 수산해양교육연구
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• 제27권2호
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• pp.452-466
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• 2015

The study analyzed the result of a survey on educational programs after the provision of professional development education in textile-based industries, with the aim of suggesting a method of evaluating professional development education, by shedding new light on the educational contents and environment required by industries and on the components required to strengthen competence based on an evaluation of the outcomes of such educational programs. Methods of analysis included frequency & average analysis, ANOVA and portfolio analysis, and a questionnaire containing seven questions on satisfaction with 'educational contents,' six questions on satisfaction with 'educational environment,' three questions on educational effect and questions on overall satisfaction with education was used as an analysis tool. Data used in the analysis was obtained through a survey of the attendants of lectures given from January 2014 to September 2014, and the respondents included 30 persons enrolled in CEO courses, 167 persons enrolled in employment courses and 101 persons enrolled in employment & start-up business courses. The results of the research are as follows. 1. Looking at frequency distribution by educational course, it was shown, from highest to lowest, to be Incumbent Courses (167 persons, 56%), Employment & Start-up Courses (101 persons, 33.9%) and CEO Courses (30 persons, 10.1%). Looking at average analysis by question, the value of most questions on Employment & Start-up Courses turned out to be lower than Employment Courses and CEO Courses. 2. Through a variance analysis on questions related to educational courses (Employment & Start-up Course, Incumbent Course & CEO Course) and post-verification, it turned out that Employment Course is in the same group as the CEO Course in most questions, and that Employment & Start-up Course was a separate group. 3. Overall satisfaction with education turned out to be as high, at 4.1 out of 5. 4. Through a portfolio analysis on educational courses, it was found that 'Overall Satisfaction with Educational Contents,' 'Usefulness of Educational Contents,' 'Overall Satisfaction with Educational Environment' and 'Quality and Ability of Instructors' were included in areas of recommendation.

• 만화애니메이션 연구
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• 통권19호
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• pp.183-197
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• 2010

본 연구는 교육중심의 애니메이션을 강화하기 위하여 영상예술의 기초를 바탕으로 산업적 전문성을 갖춘 교육과정을 연구하고자한다. 연구대상은 실무 제작중심교육, 예술중심교육, 연구와 제작의 혼합형교육 등의 교육을 지향하는 국내외의 대학사례를 바탕으로 하였다. 연구내용은 교육과정을 학년별로는 기초에서 심화과정단계, 제작과정은 기획-제작-후반단계로, 기초이론은 기초감성영역에서 관련영역 등의 세 가지 분야로 분류하여 연구하였다. 이를 통해 분석된 국내외대학의 교과내용과 교육과정구성방법의 특징을 기초로 교육중심에 적합한 4년제 교육과정을 제시해보고자 하였다. 교육과정의 구성에 필요한 교과목의 연구는 사례대학에서 개설된 교과목 중 일치되는 교과를 중심으로 전공교과의 특성에 따라 기초 공통교과, 전공필수교과, 전공 선택교과 등으로 분류하여 개설하였다. 교육중심의 교육과정연구에 있어 각 대학의 교육목표와 학제 간 개별특성이 서로 달라 교육내용의 공통점을 이끌어 내는데 어려움이 있었다.