• KIPS Transactions on Software and Data Engineering
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• v.2 no.11
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• pp.815-822
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• 2013

Nowadays, the various kind of software packages that support content creation consumed in touch-type terminals as an application have come into the market. These softwares have a different style of user task compare to existing user task. The reason why difference style has been appeared for now is because interaction timing has a important role of both content creation and consumption. For this reason, in this paper, we propose a software UI design framework for content creation using MB-UID and UCD model based on task modeling. The proposed framework is made up of five steps: business rule model, creation role model, creation flow model, creation action model, presentation model. Through this framework, we handle the interaction between a content creator and software user interface at the content creation phase. At the same time, we consider a possible interaction type which can occur by consumers at the consumption phase in advance.

• ETRI Journal
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• v.33 no.3
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• pp.443-453
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• 2011

This paper evaluates the efficiency of mobile content firms through a hybrid approach combining data envelopment analysis (DEA) to analyze the relative efficiency and performance of firms and principal component analysis (PCA) to analyze data structures. We performed a DEA using the total amount of assets, operating costs, employees, and years in business as inputs, and revenue as output. We calculated fifteen combinations of DEA efficiency in the mobile content firms. We performed a PCA on the results of the fifteen DEA models, dividing the mobile content firms into those having either 'asset-oriented' or 'manpower and experience-oriented' efficiency. Discriminant analysis was used to validate the relationship between the efficiency models and mobile content types. This paper contributes toward the construction of a framework that combines the DEA and PCA approaches in mobile content firms for use in comprehensive measurements. Such a framework has the potential to present major factors of efficiency for sustainable management in mobile content firms and to aid in planning mobile content industry policies.

• Journal of Digital Convergence
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• v.6 no.1
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• pp.53-61
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• 2008

For the domestic digital contents, a proactive cooperation system or framework between the government, the businesses and research institutions, which would allow for free flow of interaction among these players, can play that role. We have proposed and realized the Dynamic Coordinating Framework(DCF) to bridge these gaps among the major players in the industry. The the Dynamic Coordinating Framework rests on the following major functions. The first major function of the DCF is to decipher any ambiguity that may be embedded in external inputs by stratified role and bias. The second function is to create cooperative groups that will deal with the ambiguities based on its consequent situation. The third is a feedback function that will draw out a new cooperative way by re-feeding the capacities and the conflicts that stem from the existing organizations and strategies into cooperation and adjustment process. Our DCF has compared and evaluated with England and Australia digital content industry models under AHP(Analytic Hierarchy Process) method. DCF has turned out to be well designed and have strong points based on OECD innovation and cooperation criteria.

• Research in Mathematical Education
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• v.26 no.4
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• pp.291-310
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• 2023

In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) and Chau (2014). Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks. The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content. When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content. In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions. The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems. In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently. In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks. The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.87-102
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• 2023

The purpose of this study is to propose an analytical framework for the essential contents that must be included in a climate change education program for elementary school students based on community issues, which can be used by citizen instructors in the community. To develop the analytical framework, 24 climate environmental education specialists were consulted seven times. The content validity of the final analysis framework was statistically verified using I-CVI and S-CVI coefficients, and the reliability of the expert panel was verified using Fleiss' Kappa coefficient. The final analysis framework consists of three analytical areas (program objectives, program content, program evaluation), seven analysis items, seven analysis indicators, and detailed explanations of the analysis indicators. In particular, by adding detailed explanations for the analysis indicators, the content validity and reliability were increased, and the objective nature of the analysis framework was firmly established. It is expected that the proposed analytical framework for a community-based climate change education program for elementary school students in this study will contribute to the systematic development of the program by citizen instructors.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.4 no.2
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• pp.71-75
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• 2003

The distribution model of multimedia content is proposed, This solves the problems which are occurred by various multimedia content and the complex distribution structure. The online distribution processes in wireless environments contain many different, companent from the of offline and wire networks. The multimedia content can be very easily propagated illegally. Under these environments the seneme to protect the copyrights of multimedia content and rights of distribution entities is needed. In this paper a distribution framework of content in wireless environment based on MPFG-21 framework if proposed. This model can be adapted to DRM(digital rights management) and utilized to protect the rights of distribution entities.

• ETRI Journal
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• v.30 no.4
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• pp.565-575
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• 2008

As networks increase and cross-convergence occurs between various types of devices and communications, there is an increasing demand for interoperable service in the business environment and from end users. In this paper, we investigate interoperability issues in the digital rights management (DRM) and present a practical framework to support interoperability in environments with multiple devices. The proposed architecture enables end users to consume digital content on all their devices without awareness of the underlying DRM schemes or technologies. It also enables DRM service providers to achieve interoperability without costly modification of their DRM schemes.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.99-112
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• 2011

History of science (HOS, hereafter) has been considered as a useful tool for achieving a variety of objectives in science lesson. The purpose of this study was to develop three dimensional framework for effectively analyzing HOS content in science textbook. In addition, using this framework, we analyzed HOS content in science textbooks of the 7th curriculum by focusing on the history of Earth science. Developed framework consists of three dimensions; instruction context, role, and type. Each dimension has several sub-domains. The results of textbook analysis revealed that science textbook didn't include diverse HOS materials that are appropriate to three dimensions and its sub-domains of the framework. Based on the results, we proposed that three dimensional framework is an effective tool to develop materials for teaching and learning materials of HOS with multiple coordinations of various contexts and purposes.

• The Mathematical Education
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• v.54 no.3
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• pp.261-282
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• 2015

The purpose of this study was to provide insights on making Korean mathematics framework by analytical comparison of three major assessments such as the NAEP 2015, the TIMSS 2015 and the PISA 2015. This study focused on the key differences and common themes of mathematics frameworks among three major assessments. In order to achieve this purpose, mathematical frameworks of the NAEP 2015, the TIMSS 2015, and the PISA 2015 were analyzed and compared. The criteria of the comparison were content domain and cognitive domain. The comparing criteria of content domain were based on NCTM content standards and cognitive domain were used the three understanding levels of Jan de Lange's pyramid model. Based on these comparisons, researchers discussed that Korea mathematical framework was needed to have a set of content categories that reflect the range of underlying mathematical phenomena and a set of cognitive levels which contain the range of underlying fundamental mathematical capabilities including consideration of contexts.

• The Mathematical Education
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• v.44 no.2 s.109
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• pp.215-228
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• 2005

The purpose of this study is to development the scoring framework for teacher knowledge of fractions. This framework is qualified in the content-validity by professional educators' evaluation and in the reliability by correlation coefficient. 2 math educators judged that this framework is composed of appropriate scoring category, scoring criterion, and scoring level. After 2 teachers scored the tasks, correlation coefficient was calculated between evaluators. The coefficient is evaluated high in that it is more than 0.80.