• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.327-338
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• 2023

The purpose of this study is to develop and apply curriculum activities using non-face-to-face wearable technology in a pandemic situation. It is to improve the creative convergence learning ability of college students. Based on the results of 5 preliminary studies, 8 courses were conducted for 16 university students at A University in Seoul. In conclusion, real-time non-face-to-face interaction with professional professors in each field played a major role in improving the creative convergence learning competency of college students. This point shows the possibility of future-oriented creative convergence talent development along with the expandability of wearable technology in university education.

• Journal of the Korea Society of Computer and Information
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• v.14 no.11
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• pp.81-90
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• 2009

It is inevitable for college students to be confused when they first face university education, which requires them to be self-reliant and responsible, after finishing their course of education, which is passive under control of period and environment, in primary, middle, and high schools. Introduction to college courses, which require students to be subjective and responsible, to be taken after chronically and environmentally controlled primary and secondary education, are but confusing. In this stage, college education should provide ground for educational system so that students can escape from repetitively enforced way of studying of fixed curriculums and study creatively and subjectively while befitting each individual's aptitude. For instance, in programming classes in engineering school, students scholastic achievements are closely interrelated with the professor's educational principles. A change in method of education, from one previously focused on theoretical contents to one centered on practices and experiments, can reap good results. Also, as the need arose for introduction of practice-focused evaluation system, from recognition-centered professor evaluating system to enablement of actively developing creative and self-reliant way of learning, we applied the Rublic System. It is a feedback system that all or most students become the evaluators, of which the indicators of evaluation such as category, standard, and score are public. We have looked into whether or not there has been an improvement in GPAs of students, and if there exists an improvement then what efforts should be made to solidify the system.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.697-710
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• 2022

This study was conducted to prove the structural relation of how effective teaching methods in remote design courses affects learning participation and academic achievement. The data was acquired and analyzed with case study of design classes. The scale of remote practical classes, learning participation and academic achievement were measured and the data acquired were verified using SPSS and AMOS to prove the influence. The results are as follows. First, using the lecture method in remote classes appeared to have a negative effect on cognitive, emotional, and behavioral participation. Second, flipped learning had a positive effect on cognitive and emotional participation but no effect was found on behavioral participation. Third, PBL had a positive effect on all emotional, cognitive, and behavioral participation. Fourth, videos did not have any meaningful effect on cognitive and emotional participation but had a positive effect on behavioral participation. Fifth, only cognitive participation had a positive effect on academic achievement, but no relations were found between emotional and behavioral participation and academic achievement. These results suggest that it is needed combining actual classes with the PBL method and flipped learning and creating different programs.

• Journal of Science Education
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• v.46 no.2
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• pp.195-211
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• 2022

In this study, we explored the meaning of astronomical observation activities of five earth science teachers through in-depth interviews. Semi-structured interviews were conducted after providing a questionnaire based on Seidman's three-step process of interview. By analyzing the interview transcript, the educational implications inherent in astronomical observation activities were extracted. Teachers have constructed systematic basis of observation and astronomy in the observational astronomy and laboratory class during their course in the teacher education institute. After they became in-service teachers, practical know-hows of astronomical observation activities in schools were developed with the help of colleagues. By designing and executing astronomical observation activities for students, teachers notice positive changes in the cognitive domain, affective domain, and career perception of the students. Hence, teachers consider that astronomical observation activities have great educational effects. In addition, astronomical activities appear to be very rewarding and satisfying experiences to teachers, by providing opportunities for having pride as an earth science teacher. However, teachers tend to find difficulties in operating astronomical observation activities in fields, due to both internal and external obstacles. It is found that the removal of internal obstacles is more important for teachers to attempt or to continue astronomical observation activities. In this sense, it is necessary to support teachers by providing timely training courses with related content, as well as opportunities to share their experiences within a peer group such as teachers' research society.

• Journal of Science Education
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• v.47 no.1
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• pp.52-62
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• 2023

This study examines how prospective earth science teachers perceive the concept of "equilibrium" and "interaction between Earth's spheres" in understanding Earth's radiative equilibrium and tries to identify their misconceptions. For this purpose, a questionnaire was designed and put to them to look into their thought flow based on the items that appeared in the national level evaluation. As a result of analyzing their answers, even though all the prospective teachers correctly described the concept of radiative equilibrium, about 90% of them did not apply the concept of radiative equilibrium to the new environment of the Earth without atmosphere. They do not seem to be able to smoothly derive the concept of a new 'interaction' between the changed regions and a new 'equilibrium' that will be reached over a long period of time. In this respect, it is likely that the textbooks had some influence on the formation of their concepts. In particular, high school Earth Science textbooks describe the Earth's radiation equilibrium in a quantitative manner, focusing on the heat budget of the equilibrium state rather than the process of reaching radiation equilibrium. Such an approach of textbooks might be an obstacle to fostering students into creative convergence-type talents pursued in the 2015 revised curriculum. Meanwhile, in order to eliminate the misconceptions of students often found in the understanding of Earth's radiation equilibrium, this study suggests that the core concepts need to be dealt with more attention even in college courses for training prospective teachers.

• Ecology and Resilient Infrastructure
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• v.10 no.2
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• pp.31-39
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• 2023

NNbF is a newly emerging approach to reduce flood risk in coastal and fluvial areas using natural features or engineered nature-based features with the expectation of co-benefits of provisional, regulating, and socio-cultural services provided by the ecosystem. NNbF is not quite different from existing, related terms based on nature, such as NbS, Eco-DRR, NI, GI, EwN, and BwN, for all these terms include expectation of benefits for human societies by directly utilizing or mimicking nature's ecological functions. If we focus on the comprehensiveness of each term's subject and object, we can say that NbS > NNbF > (Eco-DRR, NI/GI). Among the 18 measures introduced in the NNbF International Guideline in the river and floodplain management category, it was found that measures of wash lands and floodplain restoration, including levee setback/removal and side-channel restoration, seemed to be the most applicable to rivers in Korea. These selected measures could be more effective when river managers purchase riparian lands along river courses by relevant laws for river water-quality protection.

• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.379-408
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• 2023

This case study reports on the redevelopment of a course, Local Culture Information Theory offered by the Department of Library and Information Science at C University, into a capstone design course using a project-based learning approach. In collaboration with a local community youth organization, the redesigned course provided an opportunity for LIS students to develop and implement a digital literacy program that enabled high school students to use a variety of digital multimedia technologies to complete a project of digital Human Library featuring video, audio, and digital are such as webtoons. Through semi-structured interviews with 5 students and 3 staff from partner organizations, this study reports on course development process, the establishment of local partnerships, project outcome, as well as suggestions for improvements. In addition, a qualitative analysis of the participating students' interview responses using the Framework for 21st Century Learning (P21) found they developed and improved 11 skills across three core areas: life and career skills including self-direction, project management, collaboration with diverse teams, flexibility, responsibility, leadership; learning and innovation skills including communication and collaboration, problem-solving, creativity, and critical thinking; and information, media, and technology skills through media creation. Lessons learned and recommendations from this case study may be useful for other LIS programs and faculty interested in implementing project-based learning or developing capstone design courses.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.26 no.3D
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• pp.453-459
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• 2006

This paper presents an experimental evaluation of wandering effect on asphalt concrete pavement responses. A laser-based wandering system has been developed and its performance is verified under various field conditions. The portable wandering system composed of two laser sensors with Position Sensitive Devices can allow one to measure the distance between laser sensors and tire edges of moving vehicle. Therefore, lateral position of each wheel on the pavement can be determined in a real time manner. Pavement responses due to different loading paths are investigated using a roll over test which is carried out on one of asphalt surfaced pavements in the Korea Highway Corporation test road. The pavement section (A5) consists of 5 cm thick surface course; 7 cm intermediate course; and 18 mm base course, and is heavily instrumented with strain gauges, vertical soil pressure cells and thermo-couples. From the center of wheel paths, seven equally-spaced lateral loading paths are carefully selected over an 140 cm wandering zone. Test results show that lateral horizontal strains in both surface and intermediate courses are mostly compressive right under the loading path and tensile strains start to develop as the loading offset becomes 40 cm from the wheel path. The development of the vertical stresses in the top layers of subbase and anti-frost is found to be minimal once the loading offset becomes 50 cm.

• International conference on construction engineering and project management
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• 2022.06a
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• pp.1221-1221
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• 2022

Studying abroad in and of itself should be a unique and transformational learning experience for university students. Too often, "study abroad" is a code word for "faculty vacation" or "easy credit hours". For an international learning experience to be truly transformational it must offer an intense and directed program that maximizes the time the student spends in the accumulation of information that is new or different from what the student has "learned" previously. "Study abroad" may be a misnomer because it is not only about studying in another country or culture, that is, taking courses that usually have an attendance time of a few hours a week, but it is also about living in another country which becomes a 24/7 learning experience. Providing these programs during the Covid-19 pandemic has been a keen opportunity for institutional learning. When this immersion in foreign culture is combined with academic rigor applied to a student's chosen field of study the growth can be exponential. So, what is the relationship between academic and personal growth? The National Association for Study Abroad has found that "students who have studied abroad are better able to work with people from other countries, understand the complexity of global issues, and have greater intercultural learning. One study found that students returned from their study abroad experiences more tolerant and less fearful of other countries, but with a greater sense of nationalism-a phenomenon they called 'enlightened nationalism'." It is often said that "you only really learn to appreciate things that are important to you when they are gone, when you miss them." The international learning environment can provide this opportunity. The restrictions on various societies in the past two years due to the international Covid pandemic have provided existing study abroad programs with a true testing ground for the validity of their programs. At the end of the day, American colleges and universities are not helpless in the face of these developments. A lot depends on how a university positions itself for a future based on the uncertainties of the past. As Winston Churchill was working to form the United Nations after WWII, he famously said, "Never let a good crisis go to waste". In another context, Churchill's insight on human nature can also be applied to the coming semesters and years as studying abroad rebounds. What new strategies will be developed and maintained? Institutional commitment without fear will be necessary to assure that "studying abroad" will continue to develop as a truly unique and transformational learning experience.

• The Journal of the Korea Contents Association
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• v.22 no.8
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• pp.467-481
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• 2022

What are the implications for us through the discussion on the effect of Germany's dual system of vocational education on the youth unemployment rate? You can find out what kind of evaluation Germany is receiving on the dual system vocational education system implemented based on the 'Vocational Education and Training Act' (Berufsbildungsgesetz), and the specific system establishment form for the industry-academic-government cooperation system. It was possible to present the crises and problems of these systems. Responsibility for the dual system of vocational education in Germany rests with the national and state ministries of education, and private enterprises and chambers of commerce are responsible for business practices. Practical work in a company is conducted through skill-oriented education, and in vocational schools, competency-oriented theoretical education is received. In addition, the necessity and demand for digital vocational and education training in accordance with German Idustrie 4.0 and higher vocational education degree acquisition through dual-degree courses were identified. It can be seen that the youth unemployment rate is the lowest in Europe due to the successful development and utilization of human resources to improve the competitiveness of companies, such as dual vocational education and training (VET) at all levels, higher vocational education at universities, and continuing vocational education programs. Vocational education in Korea will also be able to improve the unemployment rate by establishing a system that allows schools and businesses to conduct vocational education and training simultaneously. In particular, it was possible to judge the necessity of 'close consultation between labor, management, and government', which we consider the most important and should lead to in-depth discussion and cooperation for dual education between vocational schools and companies.