• 공학교육연구
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• 제24권4호
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• pp.21-29
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• 2021

The objective of this research is to devise a BARS evaluation system as a performance evaluation plan for non-face-to-face capstone design and to verify the validity through the expert FGI as the remote education is highlighted as a new normal standard in the post corona epoch. The conclusion of this research is as follows. First, the non-face-to-face capstone design is a competency centered subject that allows you to develop the engineering and majoring knowledge and its function and attitude, and the achievement of program outcome is the objective competency, and the researcher proposes the BARS method evaluation, one of competency evaluation method, as a new performance evaluation plan. Second, for the evaluation of PO achievement of non-face-to-face capstone design, the researcher deduced 20 behavior identification standard(anchor) of BARS evaluation system, and developed the achievement standard per 4 levels. Third, as the evaluation tool of non-face-to-face capstone design, the presentation data(PPT), presentation video, product such as trial product(model), non-face-to-face class participation video, discussion participating video, team activity report, and result report for the evidential data of BARS evaluation were appeared as proper. Finally, the BARS evaluation plan of non-face-to-face capstone design would be efficiently made through the establishment of evaluation plan, the establishment of grading standard of BARS evaluation scale, the determination of evaluation subject and online BARS evaluation site.

• 공학교육연구
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• 제24권1호
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• pp.34-45
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• 2021

This research is a case study about "Critical Thinking and Debate Education" class which was done for freshmen at the engineering college of "S" Women's University. Real time remote classes through LMS and ZOOM were the most effective tools under on-line circumstances, considering the fact that video lectures only cannot cultivate students' capabilities of critical thinking and communication. Throughout the analysis on students' self-reflection journals and lecture evaluations, this paper examined considerable future points and the pros and cons of "Critical Thinking and Debate Education" under online presentation and discussion situation. As research outputs, students told they could feel less nervousness and anxiety when they exercise and have a presentation because they could choose familiar space for them. In addition, students also told that they feel comfortable about both self-feedback and peer evaluation, repeatedly seeing the recorded video clip. However, on the contrary, sometimes students felt uncomfortable due to unstable internet connection through the online classes, and they also were regretful about the missing chances of interaction between a teacher and students and of intimate exchanges among students. They also told they had felt a kind of limit of enhancing their presentation skills just in front of the monitor. Considering these outcomes, this research paper points out that online education needs to be proceeded by strengthening multi layered feedback to students with the build-up of a non-face-to-face stable educational infrastructure, application of online instructional strategy, and utilization of YouTube platform and video contents. Through this research paper, I hope the new system of encompassing on/off line "Critical Thinking and Debate Education" and effective teaching and learning method can be developed soon by strengthening the strength of online education.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제19권4호
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• pp.733-767
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• 2005

During the past decades, there has been a fundamental change in the objectives and nature of mathematics education, as well as a shift in research paradigms. The changes in mathematics education emphasize learning mathematics from realistic situations, students' invention or construction solution procedures, and interaction with other students of the teacher. This shifted perspective has many similarities with the theoretical . perspective of Realistic Mathematics Education (RME) developed by Freudental. The RME theory focused the guide reinvention through mathematizing and takes into account students' informal solution strategies and interpretation through experientially real context problems. The heart of this reinvention process involves mathematizing activities in problem situations that are experientially real to students. It is important to note that reinvention in a collective, as well as individual activity, in which whole-class discussions centering on conjecture, explanation, and justification play a crucial role. The overall purpose of this study is to examine the developmental research efforts to adpat the instructional design perspective of RME to the teaching and learning of differential equation is collegiate mathematics education. Informed by the instructional design theory of RME and capitalizes on the potential technology to incorporate qualitative and numerical approaches, this study offers as approach for conceptualizing the learning and teaching of differential equation that is different from the traditional approach. Data were collected through participatory observation in a differential equations course at a university through a fall semester in 2003. All class sessions were video recorded and transcribed for later detailed analysis. Interviews were conducted systematically to probe the students' conceptual understanding and problem solving of differential equations. All the interviews were video recorded. In addition, students' works such as exams, journals and worksheets were collected for supplement the analysis of data from class observation and interview. Informed by the instructional design theory of RME, theoretical perspectives on emerging analyses of student thinking, this paper outlines an approach for conceptualizing inquiry-oriented differential equations that is different from traditional approaches and current reform efforts. One way of the wars in which thus approach complements current reform-oriented approaches 10 differential equations centers on a particular principled approach to mathematization. The findings of this research will provide insights into the role of the mathematics teacher, instructional materials, and technology, which will provide mathematics educators and instructional designers with new ways of thinking about their educational practice and new ways to foster students' mathematical justifications and ultimately improvement of educational practice in mathematics classes.

• 한국멀티미디어학회논문지
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• 제7권4호
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• pp.518-531
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• 2004

본 논문에서는 차별화 서비스를 지원할 수 있는 테스트 베드 개발 연구를 수행한다. 먼저 인터넷 상의 QoS 보장 모델인 차별화 서비스에 대한 기술을 소개한다. 그리고 FreeBSD 상에서 ALTQ 시 스템을 사용한 차별화 서비스 지원 라우터와 대역 브로커를 설계하고 테스트베드 상에서 검증을 수행한다. 차별화 서비스망에서 QoS를 보장받기 위해서 단말은 항상 대역 브로커와 사전에 SLA를 맺어 놓고, 서비스를 시작할 때 대역 브로커에게 RAR 메시지를 전송한다. 그러면, 정책 서버인 대역 브로커는 자신이 가지고 있는 PIB 정보를 기반으로 각 라우터에게 명령을 내린다. 물론 이때 대역 브로커와 각 라우터 사이의 모든 시그널링 메시지는 IETF에서 제안하고 있는 COPS 프로토콜을 이용해서 주고받게 된다. 차별화 서비스가 지 원되는 테스트베드에서 두 클라이언트가 VOD서버에게 접속해서 비디오 서비스를 받을 때 한 사용자는 EF클래스로 서비스를 받고, 다른 하나는 BE 클래스로 서비스를 받고, 망은 적절한 백그라운드 트래픽을 통해 일 정한 혼잡 상태이다. 이 때 실험 결과에서는 각 수신 단말에서의 성능과 중간 라우터에서의 드롭된 패킷 수를 비교하였다. 그 결과 EF 클래스로 서비스 받는 수신 단말은 처음 RAR에 의해서 할당받은 대역내에서 항상 QoS를 보장받고, BE 클래스는 항상 망 상황에 의존해서 망에 혼잡이 발생하지 않을 때에는 성능이 좋지만 조그만 망에 혼잡이 발생해도 성능이 급격히 떨어짐을 볼 수 있었다.

• 대한물리치료과학회지
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• 제9권4호
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• pp.83-94
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• 2002

Within physical therapy education, there has been increased attention to curricula and course that emphasize problem solving, clinical reasoning, and synthesis of information across traditional discipline-specific boundaries. This article describes the development implementation, and outcomes of a problem-based learning course in Physical therapy. The course was designed to help students to integrate the various elements of a physical therapy curriculum and to enhance their abilities to respond to an ever-changing health care environment. An evaluation of the course by the first 50 students who completed it revealed both strengths and weaknesses. Students responded that the course enhanced their professional behavior, including interpersonal communication skills, team work, and follow-through with professional responsibilities. The learning package was developed by the authors and implemented to a college students during three weeks of the first semester of 2001. Most studies which conducted PBL module development were short period or temporary PBL package application and evaluation rather than a whole semester's. While, this study carried on partial integrated PBL curriculum development and application with recomposing content of the two subjects to one subject Physical therapy which includes four PBL packages. This package was developed from a simple concept to complex and partial integrated PBL curriculum application systematically variable learning methods such as discussion, practice, lecture, video. There are 2 classes, each class has 25 students, in the college. Each class has 5 small groups consisting 5 students. Two tutors proceeded discussion charging each class also, they used multiple methods and materials like tutorials, self-directed learning, lecture, and video. The package is 5 grades and 5 hours per week and the rate of discussion, lecture is 4, 1 respectively. One of the most change is the increase of interaction between students and tutors. Whenever students need information and suggestion, they can visit tutors who provide reading materials and guide for the direction of self learning. Therefore, this study describes the PBL package development process and application during one semester recomposing contents of two subjects to Physical therapy concepts. Besides, it will contribute to active application of existing each subject to tutors who intend to convert as PBL methods. The study has significant meaning to show potentiality of partially integrated PBL application, using systematic PBL package development from two subjects contents. However, when students' need of yearning is over the extent of Introduction of Physical therapy and Rehabilitation medicine, tutors should set learning extent. So, there is limitation to attain completely integrated PBL education within one subject, therefore, it is high lighted to proceed development of integrated curriculum to maximize learning effects of PBL. It is exected that partial integrated PBL package development and application will distribute to prosper excellent physiotherapist in practice.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제14권2호
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• pp.473-494
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• 2020

To provide a guaranteed Quality of Service (QoS) to real-time traffic in High-Speed Downlink Packet Access (HSDPA) core network, we proposed an enhanced mechanism. For an enhanced QoS, a Class-Based Low Latency Fair Queueing (CBLLFQ) packet scheduling algorithm is introduced in this work. Packet classification, metering, queuing, and scheduling using differentiated services (DiffServ) environment was the points in focus. To classify different types of real-time voice and multimedia traffic, the QoS provisioning mechanisms use different DiffServ code points (DSCP).The proposed algorithm is based on traffic classes which efficiently require the guarantee of services and specified level of fairness. In CBLLFQ, a mapping criterion and an efficient queuing mechanism for voice, video and other traffic in separate queues are used. It is proved, that the algorithm enhances the throughput and fairness along with a reduction in the delay and packet loss factors for smooth and worst traffic conditions. The results calculated through simulation show that the proposed calculations meet the QoS prerequisites efficiently.

• 한국학교수학회논문집
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• 제8권3호
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• pp.343-356
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• 2005

본 연구는 수학적 신념에 대한 검사지를 활용한 조사연구와 수학 교실 비디오 촬영을 통해 수학 교실에 새로운 사회적 규범이 형성되었을 때 수학적 신념의 변화가 일어나는지 알아보고 수학 교실의 문화 분석을 통해 학생들의 수학적 신념에 영향을 주는 수학 교실의 사회적 규범을 찾고자 하였다. 연구 결과는 일반적인 사회적 규범에만 초점을 두는 수업으로는 학생들의 수학적 신념을 변화시키기에 충분하지 않았다. 또한 수학 교실의 문화분석을 통해 살펴본 수학 교실의 사회수학적 규범은 학생들의 수학적 신념에 영향을 미쳤다.

• East Asian mathematical journal
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• 제39권2호
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• pp.93-117
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• 2023

The aim of this study is to explore the pre-service math teachers' characteristics of education to develop their AI literacy and SW competency, and to derive some implications. We conducted a 14-hours AI and SW education program for pre-service teachers with theory and practice, and an analysis on class observation data, video frames of classes and interview, Python programming assignments and papers. The results of this case study for 3 pre-service teachers are as follows. First, two students understood artificial neural network and deep learning system accurately, furthermore, all students conducted a couple of explorations related with performance improvement of deep learning system with interest. Second, coding and exploration activities using Python improved students' computational thinking as well as SW competency, which help them give convergence education in the future. Third, they responded positively to the necessity of AI literacy and SW competency development, and to applying coding to math class. Lastly, it's necessary to endeavor to give a coding education to the student's eye level according to his or her prerequisite and to ease the burden of student's studying AI technology.

• 한국멀티미디어학회논문지
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• 제14권10호
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• pp.1252-1261
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• 2011

본 논문은 내용기반 동영상 분할을 위한 장면의 유사도 패턴 비교 방법을 제안한다. 동영상 장면 전환의 종류는 크게 급진적 전환과 디졸브(dissolve), 페이드인(fade-in), 페이드아웃(fade-out), 와이프 전환(wipe transition)을 포함하는 점진적 전환 형태로 나눌 수 있다. 제안하는 방법은 모든 종류의 장면 전환 검출 문제를 단지 발생 유무의 문제로 간단 정의하고, 장면 전환 종류는 별도로 구분하지 않는다. 장면 전환을 검출하기 위해서는 프레임간의 유사도를 정의해야 한다. 본 논문에서는 장면 내 유사도(within similarity)와 장면 간 유사도(between similarity)를 정의하며 두 유사도의 통계적 패턴 비교를 통하여 최종적으로 장면 전환을 검출하게 된다. 장면 내 유사도와 장면 간 유사도의 비율을 구하는 방법을 통해 플래시라이트나영상 내 물체 움직임에 대한 거짓 양성 검출을 별도의 후처리 과정 없이도 방지할 수 있음을 확인하였다. 프레임의 특징 값으로는 컬러 히스토그램과 프레임 내 평균 화소값을 이용하였다. TREC-2001, TREC-2002 동영상 셋을 포함한 실험 셋에서 성능을 평가한 결과 제안하는 알고리즘의 경우 총 91.84%의 재현율(recall)과 86.43%의 정확도(precision)의 성능을 보임을 확인할 수 있었다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제35권2호
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• pp.173-191
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• 2021

본 연구는 국내 선행 연구에서 '팬데믹(pandemic)시기에 교사들을 대상으로 진행한 설문 조사 결과 원격수업 형식 중 '실시간 쌍방향 형' 수업이 차지하는 비중이 현저하게 적다는 점'을 지적한 것에 주목하여, 고등학교 수학 교과 기하 과목의 '평면의 결정 요건'을 중심으로 '실시간 쌍방향 형' 비대면 수업 자료를 개발하여 수업에 적용한 사례를 보고한 연구이다. 개발에 참여한 교사는 고등학교 교직 경력 28년차의 서울 소재 고등학교에 근무하는 수학 교사(수석교사) 1인이며, 2020년에 수학 교과의 기하 과목을 담당한 교사이다. 개발 교사는 실시간 쌍방향 형 비대면 수업을 개발하기로 한 이후, 수업 내용의 선정과 온라인 수업 도구를 선정하는 과정을 거친 다음 '만남 및 수업 안내', '동기 부여', '과제 제시', '개별 탐구 활동 및 교사 피드백', '성찰 및 평가'의 네 단계로 수업 지도안을 구성하여 자료를 개발하였다. 특히 '동기 부여' 과정에서는 개발 교사가 화이트보드 애니메이션 제작 프로그램인 Videoscribe를 이용해서 5분 정도의 영상 자료를 제작하여 제시하였으며, '과제제시'에서 과제 8번의 경우에는 학생들의 수업 종료 이후 자유로운 소감을 기록하는 것으로 구성하였는데, 이는 학생 스스로의 평가 장치임과 동시에 학생의 교사에 대한 피드백 제공 역할을 하였다. 본 연구는 현장 교사가 수업 자료를 개발하는 일련의 과정을 소개한 사례 연구로서, 수업에 바로 적용 가능한 수업 자료 제시와 더불어서 이후 수업 자료 개발에 대한 샘플 제시 역할에 목표를 두고 진행한 연구 결과물이다. 개발한 자료는 수업에 참여한 학생들의 의견 수렴 및 수학교사 3인에게 의뢰한 평가 결과를 바탕으로 수업 자료로서의 적합성 검증을 거쳤다.