• Journal of the Institute of Electronics Engineers of Korea SP
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• v.41 no.6
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• pp.127-135
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• 2004

With the wide-spread use of multimedia technology, the demand for the image processing engineer is increasing in various fields. But there are few engineers who can develop practical applications in the image processing area. To teach practical image processing techniques, we need an integrated education environment which can efficiently present the image processing theory and, at the same time, provide interactive experiments for the theory presented. In this paper, we propose an integrated education environment for the image processing, which is called MTES. It consists of the theory presentation systems and the experiment systems. The theory presentation systems support multimedia data, web document and Microsoft Powerpoint$^{TM}$ file. It is tightly integrated with the experiment systems which are developed based on the integrated image processing algorithm development system, called Hello-Vision.n.

• The Journal of Korean Association of Computer Education
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• v.11 no.4
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• pp.47-58
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• 2008

The purpose of the study was to reveal the effects of visual organizer types and cognitive styles in electronic text understanding. 126 graduate students were divided into a field-dependent group and a field-independent group, and then assigned to two different types of web- based instruction programs which included visual organizers of 'reduction' type and 'abstraction' type. Regarding the comprehension of contents, there were no significant effects of visual organizer types and cognitive styles. However, it was revealed that there were significant interaction effects between visual organizer types and cognitive styles on the awareness of structure in electronic texts. That is to say, while Type 2 ('abstraction' type) was more effective to field-dependent learners, Type 1 ('reduction' type) was more effective to field-independent learners in awareness of structure in electronic texts.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.89-98
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• 2008

Providing appropriate interactions between learner and e- Learning system is an essential factor of a successful e-Learning system. Although many interaction functions are employed in multimedia Web-based Instruction content, learner experience a lack of similar feedbacks from educators in real- time due to the limitation of Human-Computer Interaction techniques. In this paper, an emotion recognition system via learner facial expressions has been developed and applied to a tutoring system. As human educators do, the system observes learners' emotions from facial expressions and provides any or all pertinent feedback. And various feedbacks can bring to motivations and get rid of isolation from e-Learning environments by oneself. The test results showed that this system may provide significant improvement in terms of interesting and educational achievement.

• Journal of Digital Convergence
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• v.13 no.7
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• pp.109-116
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• 2015

This paper aimed to identify the relationship between satisfaction and continuous usage intention of AT(Accounting Technician) certification program using WBI(Web-Based Instruction) in the digital convergence environment. We extend satisfaction and continuous usage intention, technology acceptance model theory by adding usefulness expectation, program interface, expectation confirmation. This study was examined by using the SPSS 21.0 and AMOS 21.0. The results by analysis are as follows. First, usefulness expectation and program interface showed positive effect on the expectation confirmation, usefulness expectation had more significantly effect than the program interface. Second, expectation confirmation had significantly positive effect satisfaction, continuous usage intention. Also expectation confirmation was influenced by continuous usage intention rather than satisfaction. Third, satisfaction had positive sign on the continuous usage intention.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• v.9 no.1
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• pp.750-753
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• 2005

Internet service, a part of our life, requires the changes not only of environment in our life but also of people's sense of value. It also requires a quick change in the spear of education activities without exception. It brought a lot of changes into educational methods, our recognition on education, and various kinds of educational tools and environment. The introduction of WBI (Web Based Instruction) is one of the most important thing. This study have applied WBI to Industrial high school education to improve its quality and accomplish its effective teaching-learning. That is, we have applied CNC(Computerized Numerical Control) and Processing learning to machining center learning and have given students chances and various learning materials so that they could contact with new information. We aimed at testing and studying some effects on the improvements of learning accomplishment and motive in this study.

• 대한공업교육학회지
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• v.30 no.1
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• pp.106-119
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• 2005

Many problems with the offline class, which is the traditional education type in corporations or universities, were indicated and people hoped that e-learning, which is web-based instruction, would solve these problems. However, e-learning also has weak points in that it should be self-paced and media-based in many ways. Therefore, when considering the good and weak points of offline classes and e-learning, blended learning seems to be necessary. Until now, blended learning has usually been used in corporations, and there have been almost no studies on the effectiveness or management of blended learning in universities. Thus, in this study, I would like to design blended classes, manage them at the level of university classes, and verify the effectiveness of blended classes, by comparing academic achievement, student participation, and student satisfaction. The subject students who signed up for Computer & Technology at C University in 2005 were divided into three study groups: offline class, online class, and blended class. The offline class was taught using the traditional class teaching method. For the online class and the blended class, multimedia contents were developed and a different LMS was used. The results of 13 weeks of teaching are as follows. For the academic achievement in the offline, online and blended classes, there was no statistically significant difference (f=2.387, p=.096). But when comparing the average achievement, the average of the blended class was higher than that of the other classes, so that it can be said that the blended class has positive effects on academic achievement. Second, when comparing the learners' participation in the online class and the blended class, the total posts were 85 and 138 respectively, which shows a considerable difference. The hit counts for each post in the online class and the blended class are 10 and 20, respectively. Moreover, the login counts for subjects are 3 in the online class and 4 in the blended class. In the questionnaire for the students' academic satisfaction in the online class and the blended class, all of the 15 items showed higher satisfaction in the blended class. Considering all these results, if adequate media are properly combined, the blended class is better than either the pure online class or the pure offline class.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.2
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• pp.55-82
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• 2012

This study seeks to develop a curriculum operating model for Korean Library and Information Science, based on investigations into LIS curricula at home and abroad. Standard courses that can be applied to this model were also proposed. This study comprehensively analyzed the contents of domestic and foreign curricula and surveyed current librarians in all types of library fields. As a result, this study proposed required courses, core courses, and elective courses. Six required LIS courses are: Introduction to Library and Information Science, Information Organization, Information Services, Library and Information Center Management, Information Retrieval, and Field Work. Six core LIS courses are: Classification & Cataloging Practice, Subject Information Resources, Collection Development, Digital Library, Introduction to Bibliography, and Introduction to Archive Management. Twenty selective LIS courses include: the General Library and Information Science area (Cultural History of Information, Information Society and Library, Library and Copyright, Research Methods in Library and Information Science), the Information Organization area (Metadata Fundamentals, KORMARC Practice), the Information Services area (Information Literacy Instruction, Reading Guidance, Information User Study), the Library and Information Center Management area (Library Management, including management for different kinds of libraries, Library Information Cooperator, Library Marketing, Non-book Material and Multimedia Management (Contents Management), the Information Science area (Database Management, including Web DB Management, Indexing and Abstracting, Introduction to Information Science, Understanding Information Science, Automated System of Library, Library Information Network), and the Archival Science area (Preservation Management).

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.117-138
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• 2000

This study is, from the view point of constructive social studies which is the foundation of the 7th curriculum, to explore whether there is any viable program and to investigate it by which students, using photo resources in social studies, can organize their knowledge in the way of self-directed thinking. The main results are as follows: If it is a principle of knowledge construction process of constructive social studies that individual construction (cognitive construction) develops into communal construction(social construction) and yet communal construction develops itself, interacting with individual construction, it will be meet the objectives of social studies. In social studies, photos are a powerful communication tool. communicating with photos enables to invoke not only the visual aspects but also invisible aspects of social phenomena from photos. It, therefore, can help develop thinking power through inquiry learning, which is one of the emphasis of the 7th curriculum. Having analyzed photo resources appeared on the regional textbooks in elementary social studies, they have been appeared that even though the importance and amount of space photo resources occupy per page is big with regard to total resources, most of the photos failed to lad to self-directed thinking but just assistant material in stead. Besides, there appeared some problems with the title, variety, size, position, tone of color, visibility of the photos, and further with the combination of the photos. Developing of photo resources for constructive social studies is to overcome some problems inherent in current text books and to reflect the theoretical background of the 7th curriculum. To develop the sort of photo that can realize the point just mentioned, it would be highly preferable to provide photo database to facilitate study with homepage through web-based interaction. To take advantage of constructive photo resources, the instruction is strategized in four stages, intuition, conflict, accommodation, and equilibration stage. With the advancement of the era of image culture, curriculum developers are required to develop dynamic, multidimensional digital photos rather than static photos when develop text books.