• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.2
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• pp.131-137
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• 2006

In swarm robot systems, each robot must behaves by itself according to the its states and environments, and if necessary, must cooperates with other robots in order to carry out a given task. Therefore it is essential that each robot has both learning and evolution ability to adapt the dynamic environments. In this paper, the new learning and evolution method based on reinforcement learning having delayed reward ability and distributed genetic algorithms is proposed for behavior learning and evolution of collective autonomous mobile robots. Reinforcement learning having delayed reward is still useful even though when there is no immediate reward. And by distributed genetic algorithm exchanging the chromosome acquired under different environments by communication each robot can improve its behavior ability. Specially, in order to improve the performance of evolution, selective crossover using the characteristic of reinforcement learning is adopted in this paper. we verify the effectiveness of the proposed method by applying it to cooperative search problem.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.115-135
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• 2011

The purpose of this study was to developing a cooperative learning model utilize storytelling technique to the Preliminary childhood teachers whose learning was in order to improve ability and collaboration of making relationships a teams members by the cooperative learning which was performed on the basis of the confidence after understanding themselves and others. To achieve the purpose, the study was performed by dividing into two stages. First, the draft of storytelling based cooperative learning model was proposed by performing a literature survey and a case study. Second, the draft model was applied to the actual work. And the draft was modified and developed to the final model on the basis of the draft model's strenth and implemented to 39 students who were the sophomore of child care education department and enrolled the profession class of at B college P city for 8 weeks. From the implementation result of the model, it was obtained that there was the positive reaction on applying storytelling technique to the beginning stage of cooperative learning. And adding of 'Re-constitution role sharing team' step in the original steps was suggested. In the end, this model was modified and issued based on the research result. The researchers proposed a cooperative learning model storytelling based for Preliminary childhood teachers which consists 6 phases : (1) understanding cooperative learning (2) Building the team and role sharing team (3) theme setting and theme structuralization (4) Re-constitution role sharing team (5) announcement of the results and evaluating (6) reflection of general.

• Journal of the Korean Society of Costume
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• v.58 no.6
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• pp.110-123
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• 2008

The objectives of this study are to define the fundamental notions of collaboration in design field. The results of this study are summarized as follows: Firstly, collaboration means a cooperative work which are cooperatively done by collabarator and collaboratee on the equal status within a certain period of time, based on core ability of each of them. This cooperative work is presented with a visual image based on the identity of participants, and it creates an added value. Collaboration is different from convergence and hybrid in the methodological aspects and from brand alliance and strategic alliance in the aspects of the subject of project. Secondly, collaboration has been developing through step of using the specific ability, step of sharing each core abilities, and step of fusing their identities, in a view of the sphere of cooperative work and the intimate relations in reciprocity. Thirdly, according to strategic purpose, collaboration can be classified into value ascending collaboration, image changing collaboration, business-field extension collaboration, and event collaboration. Fourthly, production methods of collaboration consist of limited edition method, premium line method, common line method, producing a collaborative product, and so on. Fifthly, differentiation effect, image upgrade effect, production of higher value-added products, sale increase, diversification of business, sharing the targets, and promotion effect are achievable through collaboration. Sixthly, to make progress in collaboration successfully, the compatibility of combination between collaborator and collaboratee, the superiority of collaboratee, definitude of collaboration, the fit method of collaboration, the novelty of collatoration, possibility of issuing of collaboration, and perfection of collabo-product must be the points which deserve our attention.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.309-317
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• 2019

This study examined the effects of cooperative art activities according to visiting a forest on fulfilling young children's leadership ability and happiness. To achieve this, a study was conducted on experimental and non-experimental groups of 20 young children in classes A and B at S kindergarten, and also a group of children of the same age in a similar environment. The 16-session forest experience play activity program was planned for conducting research on the children's leadership ability and happiness fullness when using the Nuri curriculum, and this was carried out on the experimental group for 2 months. The pre- and post-analyses were carried out on the non-experimental group after outdoor activities on the topic of the Nuri curriculum-related activities. The results were as follows. First, cooperative art activities through the forest experience had a positive effect on the children's reinvention ability, human relations, goal achievement and direction power, which are all sub-factors of their leadership. Second, cooperative art activities through the forest experience had a positive effect on positive emotions, commitment, personal relations, meaning and achievement, which are sub-factors of their total happiness. Overall, their cooperative art activities during the forest experience were judged to be facilitating factors that have a positive effect on their leadership and happiness fullness.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.2
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• pp.284-295
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• 2014

The purpose of the study was to validate the components of practical collaborative competencies by analyzing the perceptions of corporate personnel on practical collaborative competencies. The study reviewed the theories of collaborative intelligence, collective intelligence, cooperative learning, and learning communities. Based on the results of the literature review, the study derived seven categories of participative motivation for group activities, ability to share thinking and consciousness, motivation to share experiences, ability to control emotion, ability to promote interaction, creativity, and collaborative performance as the core competencies. To validate the elements, survey was conducted for 186 corporate personnels. The results showed that the personnels perceived the following elements as important collaborative competencies: participative motivation for group activities, motivation to form participatory atmosphere, ability to manage conflict effectively, ability to form relationships, ability to form positive team atmosphere.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.174-182
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• 2000

In this study, the effects of grouping by communication apprehension level in cooperative learning strategy applied to general science class and the difference between high and low communication apprehension levels were investigated. Three classes (N=112) were randomly assigned to two cooperative and one traditional learning groups. Students in two cooperative learning classes were grouped into homogeneous and heterogeneous groups with respect to their communication apprehension levels based on the test score of students' communication apprehension. After the instructions concerning the matter for 11 class hours, achievement, self-esteem, motivation to learn science. and student's perception to lack about communication ability and expectation about receiving help in cooperative learning processes were examined. Two-way ANOVA results revealed that there were no main and interactive effects in the scores of the achievement test. However, significant main effect of the treatment was found in the scores of the relevance and the satisfaction among four motivation sub-categories. In post-hoc comparison, the scores of the heterogeneous group were found to be significantly higher than those of the control group. For expectation about receiving help in cooperative learning processes, the scores of the heterogeneous group were significantly higher than those of the homogeneous group. Students in high communication apprehension level had significantly lower self-esteem and more perception to lack about communication ability than students in low level.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.395-422
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• 2014

In this paper, we obtain the step inteaching high school leve-based class utilizing cooperative learning lessons using level-type tutoring to improve academic achievement and mathematics attitudes. The details are as follows. First, we develop the teaching and learning model for the level-type instructional development and for the application to project work. Second, we seek to height academic achievement by applying the level-type work sheets in conjunction with cooperative learning. For this problem, we will focus on the following issues. First, how will you using level-type tutoring level TAI cooperative learning in order to improve academic achievement and develop the learning ability in mathematics? Second, how can you step utilizing TAI instructional level of cooperative learning in mathematics classes to improve mathematics learning attitudes? Third, how will you some reaction step work sheets utilizing level TAI cooperative learning of students for mathematics. Results of this study are as follows. First, in the experimental group compared to the comparison group was improved academic achievement. Second, in the experimental group compared to the comparison group learning attitudes could help. Third, the level of cooperative learning instructional model utilizing the TAI in the experimental group compared to the comparison group represents a significant response was seen.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.2 no.3
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• pp.185-190
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• 2002

In distributed autonomous robotic systems (DARS), each robot must behave by itself according to its states ad environments, and if necessary, must cooperate with other robots in order to carry out their given tasks. Its most significant merit is that they determine their behavior independently, and cooperate with other robots in order to perform the given tasks. Especially, in DARS, it is essential for each robot to have evolution ability in order to increase the performance of system. In this paper, a schema co-evolutionary algorithm is proposed for the evolution of collective autonomous mobile robots. Each robot exchanges the information, chromosome used in this algorithm, through communication with other robots. Each robot diffuses its chromosome to two or more robots, receives other robot's chromosome and creates new species. Therefore if one robot receives another robot's chromosome, the robot creates new chromosome. We verify the effectiveness of the proposed algorithm by applying it to cooperative search problem.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.168-176
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• 2021

This study developed and evaluated a learning model to improve collaborative problem-solving skills for nursing students taking physiology courses. This one-group pretest-posttest design used the jigsaw cooperative learning method on 30 nursing students from one local university. We analyzed the effect of a cooperative problem- solving learning model using SPSS 21.0 to compare changes in the students' collaborative self-efficacy, problem-solving abilities, and team-member exchange. As a result, the participants showed significant increases in collaborative self-efficacy, problem-solving ability, and team-member exchange after experiencing cooperative problem- solving learning model. Therefore, we will help nursing students improve their communication skills by enhancing their collaborative self-efficacy and help them solve problems effectively in conflict situations.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.1-17
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• 2006

This thesis analyzed the effects of cooperative learning blended with TAI(Team Assisted Individualization) and STAD(Student Team Achievement Division) models on the students' ability of problem solving in mathematics in order to discover what kind of effects would give to their ability of that, and would promote their disposition and attitude to learn mathematics. The results of this study were as follows : First, the learning method blended with TAI and STAD models was more effective in the students' ability of problem solving in mathematics than traditional learning method because of the blended model's characteristics; positive interdependence, individual accountability, team recognition, curriculum materials. Second, the learning method blended with TAI and STAD models was more effective in sub-elements - self-confidence, adaptability, will, curiosity and value - of mathematical disposition than traditional learning method. And the learning method blended with TAI and STAD models was more effective in sub-elements - self-consciousness of mathematics and interests - of mathematical attitude than traditional learning method. In conclusion, the learning method blended with TAI and STAD models could affect to not only the students' ability of problem solving in mathematics but also the students' several affective factors.