• Journal of the Korea Society of Computer and Information
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• v.24 no.6
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• pp.37-43
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• 2019

This study focused on the design and development of contents using Unplugged CS method to learn computer science knowledge. With the strengthening of software education, all universities students including elementary and junior high school students are demanding knowledge of computer science centered on the computational thinking. We have developed educational contents using unplugged computing method as a way to effectively learn the concept of computer science. First, we analyze the related research of Unplugged CS theory and investigate the educational method accordingly. And we divided the areas of computer science and selected learning concepts in each area. The contents of learning were divided into basic and intermediate classes considering the level of the learner. The subject of learning contents was selected evenly in the area of computer science and it consisted of 16 basic subjects and 16 intermediate subjects based on concepts that are important in each field. In order to confirm the validity of the Unplugged CS learning topic and the development contents for computer science, we conducted expert reviews and content validity tests. As a result of the validity test, the validity of the learning topic and area selection was found to be more than .92 for the CVI value and the validity of the 32 subject learning contents was over .935 in basic level and .925 in intermediate level for the CVI values. Based on the design contents, we developed digital contents for online learning and put them in the system. We expect that this study will contribute to the understanding of computer science for all, including elementary and junior-high school students as well as students at software - oriented universities, and contribute to the spread of software education.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.319-326
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• 2012

In this paper, we studied a design-based learning for Computational Thinking in Computational Literacy. The design-based learning for computational thinking in computational literacy education started from a MIT media laboratory in 2011. We revised the design-based learning and applied it to educational field. We considered educational strategies and derived the implications, after teaching fourth grade gifted students. Moreover we conducted and analyzed a questionnaire survey, observations and interviews. As the result, the design-based learning in computational literacy is effective for creative computational thinking that students create their ideas and make a meaningful artifacts from it. We expect that this study provides the basic data to apply a design-based learning for computational thinking to Computer education.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.13-21
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• 2005

In this study, we study and analysis on e-Learning based Information Security curriculum. e-Learning based university education courses will be much more established in Korea based on advanced IT technology. Computer related majors such as 'Computer Science' and 'Software' can be easily combined with e-Learning system. And Advanced Information Security Expert (AISE) educational course must be broadly opened for satisfying national requirements. In this study, we analyze e-Learning course on Information Security major based on off-line curriculum and suggest new model for further research.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.1-12
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• 2005

In this paper, we analyze the course 'computer' on middle and high schools. and propose new organization of the course to enhance the ability of self-directed learning. We also develop a learning system for new organization, based on self-directed teaching and learning principles. The developed learning system makes students choose the topics according to their interest and advance learning by the schedule they set by themselves. To promote students' participation, the teacher also gives students various learning tasks. Through e-board and Q&A, we also accelerate mutual communication among teachers and students, to do teaching-learning activities vigorously.

• The Journal of Korea Robotics Society
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• v.15 no.2
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• pp.197-204
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• 2020

In this paper, we present a learning platform for robotic grasping in real world, in which actor-critic deep reinforcement learning is employed to directly learn the grasping skill from raw image pixels and rarely observed rewards. This is a challenging task because existing algorithms based on deep reinforcement learning require an extensive number of training data or massive computational cost so that they cannot be affordable in real world settings. To address this problems, the proposed learning platform basically consists of two training phases; a learning phase in simulator and subsequent learning in real world. Here, main processing blocks in the platform are extraction of latent vector based on state representation learning and disentanglement of a raw image, generation of adapted synthetic image using generative adversarial networks, and object detection and arm segmentation for the disentanglement. We demonstrate the effectiveness of this approach in a real environment.

• Transactions on Control, Automation and Systems Engineering
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• v.3 no.3
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• pp.170-175
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• 2001

Q-learning is a kind of reinforcement learning where the agent solves the given task based on rewards received from the environment. Most research done in the field of Q-learning has focused on discrete domains, although the environment with which the agent must interact is generally continuous. Thus we need to devise some methods that enable Q-learning to be applicable to the continuous problem domain. In this paper, an extended fuzzy rule is proposed so that it can incorporate Q-learning. The interpolation technique, which is widely used in memory-based learning, is adopted to represent the appropriate Q value for current state and action pair in each extended fuzzy rule. The resulting structure based on the fuzzy inference system has the capability of solving the continuous state about the environment. The effectiveness of the proposed structure is shown through simulation on the cart-pole system.

• Journal of Information Technology Applications and Management
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• v.21 no.3
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• pp.79-96
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• 2014

In Kenya during the last one decade, public and private sectors have invested a lot of resources in computer based Information and Communication Technologies (ICT) to improve the quality of education in schools. The main objective has been to integrate ICT in the delivery of curriculum in order to improve the quality of teaching-learning and to produce ICT literate workforce. The computer based technologies are used in management, pedagogy, and communication. This paper presents results from a study that was conducted in Nairobi County in Kenya to determine the key factors in the integration of computer based ICT in teaching-learning in pre-primary and lower primary schools. Results had revealed that the use of computer based ICT in teaching-learning by both pre-primary and lower primary schools was influenced by accessibility of resources, capacity to use the technology, availability of time, and provision of technical support.

• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.15-21
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• 2018

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content-based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content-based teaching method in Korean language education. It also suggests standards and principles of composition in Contents-based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content-based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher-centered teaching methods and lecture-teaching methods which are the dominant of present classroom environment.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.95-102
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• 2008

In this paper through the implementation of cooperative learning using SDG, education puzzle actually applies to computer training. SDG(Single Display Groupware) which one computer display have a multi-input devices can work as a collaborative system. Learners are performing together through SDG-based cooperative learning system. SDG cooperative learning with a multi-input device is superior to traditional learning with individual. We have implementation of the puzzle game with this fact. This system through effective education and raising their children's education participation rate will be able to do.

• Journal of the Korea Society of Computer and Information
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• v.23 no.5
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• pp.73-78
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• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.