• Journal of the Institute of Convergence Signal Processing
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• v.21 no.3
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• pp.107-112
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• 2020

With the importance of creative learning highly valued, the demand for education in early childhood and adolescence has been increasing in recent years, but simple memorization-oriented and classical teaching methods tend not to prove high effectiveness in terms of learner-centeredness. Students who study static at their desks for a long time do not prefer boring classical learning methods, and there is also a lack of educational methods and educational content that conforms to the convergence education trend in the actual educational field. Therefore, this study has created a system that allows students to exercise and learn at the same time through a fun and familiar approach, and implement educational content through activation of brain plasticity.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.355-363
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• 2020

This study is conducted to examine the changes in class perception and career perception according to the teaching method for dental hygiene students in some areas of Gangwon-do. Using the same questionnaire, the first questionnaire was conducted after contact classes in December 2019, and the second questionnaire was conducted after non-contact classes in July 2020. Data were analyzed using SPSS Windows 24.0, and the results are as follows. There were differences in class perception and career perception according to grades, and career interest, career curiosity, and career confidence were different according to school life satisfaction and professional tooth cleaning Class satisfaction. In the case of non-contact classes, the proportion of career decisions through the internet increased, and career confidence also increased. These results can be provided as basic data necessary for the use of methods such as flip-learning classes in consideration of the convergence aspect in the practical subject class management and for the production of standardized practical videos for practical tests.

• Journal of the Institute of Convergence Signal Processing
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• v.23 no.2
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• pp.70-75
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• 2022

With the spread of various digital devices, devices have become commonplace in modern society. Moreover, due to the increase in device usage and online learning while staying indoors during the COVID-19 pandemic, symptoms such as an increase in myopia in children due to eye fatigue, an increase in young presbyopia, and dry eye syndrome are increasing, and now people are paying attention to eye health. This is different from before. There are various prescriptions for eye health, but in this paper, we would like to propose a training method for enhancing visual function using VR contents. The analog methods of the existing teaching aids for visual function reinforcement training were planned and produced as digital contents, and VR-based training contents were selected from among the various methods carried out with teaching aids at the visual function training center, which can be made into contents. was developed with In the training process for each content, it was proposed to apply eye tracking to the VR device in order to give the user feedback on their participation in the training so that the management and concentration of the training process could be analyzed.

• Journal of Industrial Convergence
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• v.18 no.1
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• pp.53-58
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• 2020

The 2015 revised curriculum aims to cultivate creative convergence talent. In this regard, SW education needs to study various convergence education methods to enhance computational thinking. The purpose of this study is to analyze the effects of SW convergence education centered on reading education and robot utilization education to improve computing thinking ability. For this purpose, SW education teaching and learning was designed by combining SW education using card coding-based robots with reading education based on interactive works and reading on the whole work. As a result, the convergence education between reading and SW improved all three areas of the concept, practice, and perspective of computational thinking ability and increased the learner's satisfaction.

• Journal of the Korea Convergence Society
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• v.6 no.3
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• pp.127-134
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• 2015

In this paper, we design a semantic-based syllabus template including learning ontologies. A syllabus has been considered as a important blueprint of teaching in universities. However, the current syllabus has no importance in real world because most of all syllabus management systems provide simple functionalities such as, creation, modification, and retrieval. In this paper, our approach consists of definition of hierarchical structure of syllabus and semantic relationships of syllabuses, formalization of learning goals, learning activity, and learning evaluation using Bloom's taxonomy and design of learning subject ontologies for improving the usability of syllabus. We prove the correctness of our proposed methods according to implementing a real syllabus for JAVA programing course and experiments for retrieving syllabuses.

• Journal of information and communication convergence engineering
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• v.8 no.1
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• pp.116-121
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• 2010

New teaching and studying methods using educational contents are gradually widespread with the advancement of information and communication technology. As educational contents, in this paper, we design and implement linguistic contents for studying essential expressions applied to various situations of real life. In detail, the linguistic contents are run on web environments, and have suitable animations for learning essential expressions based on several foreign languages in contextual dialogues. Also, useful functions are included in contents to reinforce what users have learned.

• Journal of Advanced Information Technology and Convergence
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• v.10 no.2
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• pp.111-123
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• 2020

The core competencies for the 21st century are creativity, critical thinking, collaboration, and communication. In recent classes where ICT (information, communication, and technology) is grafted, a lot of efforts are also being made to increase such competencies. According to a research work, ICT is most often used as a communication channel between teachers and students or as an online collaboration tool among students. However, ICT has only played a role as a guideline for instruction, but not included in the curriculum until now. The research on methods how to integrate technology into teaching and learning is in full swing due to the development of technology and the advent of Covid-19. In this paper, we propose a technology integration hierarchy model, namely K-TIHM that can be combined with STEAM education. Since only learning environments have been proposed in the existing research for technology-based STEAM education, our model proposes a series of technology integration hierarchy that can be applied by school age along with STEAM. Also, we analyze the differences in among the Korea's ICT education operation guidelines, the Korea's Software education guidelines, and ours. The proposed model can help developing the primary and secondary school curriculum integrated with technology.

• Journal of Convergence for Information Technology
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• v.9 no.5
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• pp.130-136
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• 2019

Recently, the importance of creativity and problem-solving skills are being emphasized in engineering education. In particular, research is actively being conducted on learning models considering practicality or applicability in practice and education among many creative problem-solving methods. The objective of the present study is to develop a teaching and learning model and verify its effects in order to promote creative thinking and problem-solving skills using the TRIZ Contradiction Analysis. This study led the participants to obtain basic knowledge of creative engineering design through the creative engineering design course for freshmen at an engineering college, and come up with ideas and solutions using the TRIZ Contradiction Analysis. A survey was conducted and analyzed to verify the effectiveness of education using the proposed teaching and learning model, and as a result, the effectiveness of education has been proven by an average of 89 positive responses. Follow-up research is needed on improved application models so that the proposed learning model can be applied to various subjects.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.177-186
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• 2021

The 2015 revised curriculum is structured around the core competencies of the 21st century, this is in line with the world's flow of education, such as OECD Education 2030. A future practical leading model was studied to provide a variety of creative teaching and learning experiences to elementary and Secondary students using intelligent information technology to cultivate core competencies such as ICT and computing thinking. In order for this practical model to stably settle the school field, the training was planned and operated to strengthen the creative convergence education capacity required by the teachers at the unit school through various types of the training. In particular, a nationwide administrators training program was operated for three years, reflecting the new curriculum, teaching and learning methods, and evaluation that can lead to future convergence talent training. In this paper, the perception of creative convergence education was investigated and analyzed considering the influence that administrators may have on the school field. Based on this, through the three-year operation results of the training, it was intended to establish a new training method for stable access to future creative convergence education under the post-corona era's social issues.

• International journal of advanced smart convergence
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• v.11 no.2
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• pp.194-204
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• 2022

This study is a one-group pretest-posttest design to evaluate the effect of problem-based learning (PBL) for patient safety on self-leadership, patient safety competencies, and reflective thinking of nursing students. The research was conducted from March 2 to April 15, 2022, in which 57 nursing students participated. PBL for patient safety was examined in a total of 8 sessions in the order of motivation, problem identification, task performance planning, problem-solving methods, summary and solution, presentation, and evaluation. The following topics of patient safety were selected for each team: nursing records, high-alert medication, medication error and intravenous fluid regulation, blood transfusion care, fall, bedsore, infection control, and pain management. We provided feedback on the learning process and outcomes of nursing students. According to the results, self-leadership showed a statistically significant improvement in self-expectations (t=2.60, p=0.01), goal setting (t=2.84, p<0.01), self-reward (t=3.32, p<0.01), and self-criticism (t=2.32, p=0.02). Patient safety competencies showed a statistically significant improvement in patient safety knowledge (t=13.05, p<0.001) and patient safety skills (t=4.87, p<0.001) but not in reflective thinking. The results prove that PBL for patient safety is an effective teaching-learning strategy to improve self-leadership and patient safety competencies. Future studies must develop and validate specific and long-term teaching-learning methods to improve reflective thinking.