• Journal of Korea Multimedia Society
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• v.19 no.2
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• pp.325-333
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• 2016

The development of smart technology has brought the conversion of closed traditional e-learning contents into open flexible smart learning contents consisting of learner-centered modules, without the constraints of time and space by use of smart devices from the uniformed and passive classroom between teachers and learners. It has been demanded an open, personalized and customized teaching and learning contents of smart education and training systems according to wide supply of various smart devices. In this paper, we discuss about the status of the smart teaching and learning systems and analyze the characteristics and structure of the web contents for smart education and training systems by use of smart devices. And we propose a method how to block web contents, to extract them, and adapt personalized segments of web contents by adaptive algorithm into smart learning devices. We extract blocks from the web contents based on the smart device information and the preference information of the learners from existing web contents without the hassle of learners environment. After specifying a block priority from the extracted web contents by the adaptive segment algorithm, it can be displayed directly to the screen to fit the individual learning progress of the learners.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.527-541
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• 2000

The purpose of this study was to find out the characteristics of learning contents structure of K-12 science textbooks. The characteristics are related to 7 main concepts of matter properties; reaction rate, other reaction, density, solution, state change, absorption, and surface property. The contects are analyzed into 5 types of characteristics; type of concept extension, type of concept deepness, type of same level concept, type of confusion with other concepts, and type of concept interruption. First two types are positive content structures, but the others are negative structures. The findings are as follows. First, a lot of learning contents have the characteristic of 'type of same level concept'. There are few which have the characteristic of 'type of concept deepness'. Second, there are a lot of concepts related to 'properties of matter' which are not represented any more in middle and high school science textbooks. Those concepts are importantly taught in early childhood education and elementary school science. Most of the learning contents don't represent 'type of concept deepness'. Therefore the science textbooks needs to be restructuring.

• Journal of Korean Biological Nursing Science
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• v.2 no.2
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• pp.38-52
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• 2000

This study was conducted to develop web-based distance learning program of basic nursing physical science which was composed of a multimedia contents such as documents, voices and pictures. This was to advance curriculum of basic nursing physical science based on a proper nursing characteristics related to other major nursing subjects and induce a new and creative method to gain a knowledge. Based on a general learning design model, distance learning program was developed centered on a structure and function of heart physical science in 1999. The stages of development were like this. Firstly, at the analytic stage, specific units and contents for developing multimedia contents were decided and presentation methods for each item were designed and then the evaluation items were developed. Secondly, at the design stage, the most effective design of multimedia construction was selected and interfaces, basic frames, and presentation elements were chosen. Thirdly, at the developmental stage, internet files were designed using Namo web editor 4.0 and this files were modified with Adobe Photoshop.

• International Journal of Contents
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• v.7 no.4
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• pp.64-69
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• 2011

Recently, as smart devices are distributed more and more, the need for education of developing contents based on smart media increases. In order to develop contents based on smart media, it is necessary to learn new programming language as well as to understand the structure of platforms as device-manufacturers and communication companies have different platforms. Generally, the problem in education of programming is that it can provide learning to understand the language stage by stage, but it is difficult to suggest a clear result such as completion of learner's project from macroscopic and integrated approach. Especially, there is a difficult of learning several programming languages due to the characteristics of platforms in developing smart contents. Accordingly, in the education of programming for developing smart contents, it is not appropriate to use the traditional teaching method of programming which conducts projects from an integrated point of view after learning the grammatical elements of the language. This paper aims to suggest the top-down teaching method as an effective teaching method for developing contents based on smart media, and to analyze the effect after developing and applying the suggested teaching model.

• The Journal of the Korea Contents Association
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• v.10 no.10
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• pp.479-493
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• 2010

Along with the transformation of the knowledge-based environment, e-learning has become a main teaching and learning method, prompting various research efforts to be conducted in this field. One major research area in e-learning involves adaptive learning systems that provide personalized learning content according to each learner's characteristics by taking into consideration a variety of learning circumstances. Active research on ontology-based adaptive learning systems has recently been conducted to provide more efficient and adaptive learning content. In this paper, we design and propose an adaptive learning system based on the concept lattice of Formal Concept Analysis (FCA) with the same objectives as those of ontology approaches. However, we are in pursuit of a system that is suitable for learning of specific domains and one that allows users to more freely and easily build their own adaptive learning systems. The proposed system automatically classifies the learning objects and concepts of an evolved domain in the structure of a concept lattice based on the relationships between the objects and concepts. In addition, the system adaptively constructs and presents the learning structure of the concept lattice according to each student's level of knowledge, learning style, learning preference and the learning state of each concept.

• Hwankyungkyoyuk
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• v.19 no.3
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• pp.20-39
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• 2006

The purpose of the study is to develop e-Learning contents of environmental education for middle school students. The contents were developed based on literature review, the analysis of domestic and foreign programs and e-Learning contents on environmental education and expert advice. There are five main characteristics. First, this program has 12 sessions and is divided into six parts: introduction, air, water, animals and plants, soil, and resources and energy. Second, the contents were developed with consideration of middle school students' consist of optimized for learners by analyzing the needs of middle school students. Third, each part consists of five steps: "open", "unfold", "foster", "strengthen & refine", and "addition." Fourth, the contents have been developed in line with SCORM, an international standard for distnt education, to ensure reusability, accessibility, interoperability, and durability. Fifth, the contents are developed for blending online and off-line education. Developed program evaluated by 8 environmental education experts according to 10 evaluation item of total contents and contents development structure. In result, it evaluated comparatively high score.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.181-193
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• 2003

The purpose of this study was to find effects of hypertext structure and self-direction on learning performance. To reach the goal, we got 69 H highschool students and tested self-direction we treat hypertext program to them. The results found were that hypertext style(non-structure, structure) didn't effect on academic achievement but did effect 1earner's self direction. Also, we found interactive effect of hypertext structure and self-direction on academic achievement. Following studies have limits verified learning effect, because this studies are carried out in short-term research. Further studies need the study of effect of hypertext structure and self-direction on academic achievement for a long-term research. Also, further studies should accomplish the study considering learner characteristics besides self-direction and will need succeeding studies including various learning contents besides computer general curriculum.

• Philosophy of Education
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• no.39
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• pp.191-221
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• 2009

The aim of this study is to analyse of elements and structure of consciousness theory in the 1887 Psychology written by John Dewey, and to research its educational implications. Conclusions are as follows: Firstly, consciousness theory articulated in first edition of Dewey's Psychology was influenced by neo-Hegelian G. S. Hall, and then characteristics of its theory was metaphysical and idealistic. But after of researching the work of William James, his approach to consciousness changed surprisingly from idealistic to experimental. His experimental approach and scientific attitude to it influenced the formation and development of advanced theories in his epistemology, axiology and pedagogy. Secondly, the structure of consciousness expressed by Dewey has three forms such as knowledge, feeling and will(or volition). This forms are too dynamic and unitary. Dewey considered cognition, feeling, will to be integral functions of each self. The tripartite functions of self, moreover, are unified in will. In other word, will combines subjective feeling and objective knowledge as one self. Will regulates impulse because it powers some stimulus into activity of self. In this view point, his theory of consciousness differs from traditional theories about consciousness for emphasizing dynamic relations and functions. Thirdly, Dewey's theory of consciousness will give some important implications to educational field. It is necessary to fundamental arguments about conscious conditions of learners as a human. For it is impossible to establish some aim of learning, to organize meaningful contents of learning, and also to create some effective methods of learning without consideration of this conditions. And it is important to construct and organize the contents and methods of learning for widening and deepening of educational experiences. Then consciousness and experiences of learners interact each other, so then they will produce some meaningful results of learning in this process.

• The Transactions of the Korea Information Processing Society
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• v.7 no.3
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• pp.1025-1031
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• 2000

Pre-existing pattern recognition techniques, in the case of character recognition, have limited on the application field. But CAI character learning system and writer's recognition system are very important parts. The application field of pre-existing system can be expanded in the content that the learning of characters and the recognition of writers in the proposed paper. In order to achieve these goals, the development contents are the following: Firstly, pre-processing method by understanding the image structure is proposed, secondly, recognition of characters are accomplished b the histogram distribution characteristics. Finally, similarity measure functions are defined from standard character pattern for matching of the input character pattern. Also the effectiveness of this system is demonstrated by experimenting the standard primitive image.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.167-176
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• 2021

In this paper, from the pervious studies investigating the current status of distance learning due to COVID-19, the needs of teachers for effective distance learning were analyzed. As a result, it was found that support related to distance learning contents was necessary. Specifically, it is necessary to establish a platform specialized for content production for distance learning, expand teacher training related to content production and operation, and improve the copyright system related to content production. In addition, since distance classes differ from those of back-to-school classes in system and characteristics, it is necessary to supplement the institutional aspects for distance classes. It is judged that it is necessary to support the evaluation method suitable for distance learning, the authority to operate the curriculum, and the learning management system. In addition, it was analyzed that it is necessary to expand the infrastructure for distance learning, and a structure and platform for self-directed improvement programs and self-directed distance learning are needed to prevent the learning gap problem from repeating due to distance learning.