• Journal of Practical Engineering Education
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• v.16 no.2
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• pp.251-257
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• 2024

After the pandemic, the world has brought about a society that connects to digital content faster. In the performing arts world, technology is also changing the production environment, content, and format of works. In addition, theatre and performances linked to digital media and virtual reality continue to be actively developed and increased. This paper first diagnoses how theater and acting education are meeting consumers(students) in a time when these changes progress rapidly. In the post-COVID-19 era, a crack began in the traditional method of education. We look at the existing problems of traditional education of theatre and acting in detail and look at the points of change from the changes in the virtual world and digital media environment. In conclusion, post-pandemic theater and acting education needs to shift to a consumer-centered paradigm.

• Child Health Nursing Research
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• v.10 no.4
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• pp.431-441
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• 2004

Purpose: The purpose of this study was to develop a sexuality education course of study for students in the lower grades of elementary school. Method: On the basis of the sexuality education guidebook for elementary school students published by Korea Ministry of Education & Human Resources Development, the state-designated textbooks for first to third grade were analyzed. Results: 1) In the category of physical and psychological development, physical development and psychosexual development content were covered, but not sexual health content. 2) In the category of understanding of human relationship, marriage and family, and the opposite sex and love were presented but self-determination and selection were only partially presented. 3) In the category of sexual culture and sexual ethics, sexual role in society was covered, but not social environment or equality of the sexes. Conclusion: These results suggest that content on sexuality which is not covered in textbooks for students in lower grades should be included in other school courses or activities in class.

• Journal of Advanced Navigation Technology
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• v.28 no.3
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• pp.369-374
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• 2024

This study aims to improve the accessibility and efficiency of sign language education for both hearing impaired and non-deaf people. To this end, we developed VR realistic sign language education content that integrates hand tracking technology and conversational AI. Through this content, users can learn sign language in real time and experience direct communication in a virtual environment. As a result of the study, it was confirmed that this integrated approach significantly improves immersion in sign language learning and contributes to lowering the barriers to sign language learning by providing learners with a deeper understanding. This presents a new paradigm for sign language education and shows how technology can change the accessibility and effectiveness of education.

• Hwankyungkyoyuk
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• v.22 no.4
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• pp.95-110
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• 2009

The purpose of the study was to develop The Stream Environmental education u-learning contents for elementary school students. For the development of content, the researchers commissioned detailed examination to experts to confirm validity, did a literature review and hosted expert forums. In addition, to enhance accessibility, they asked fairytale writers to develop easier and more valid scenarios and narrations of u-learning contents for elementary school students. The development content is for 18 hours of education and has three sections: i) Preparation, ii) Exploration, and iii) Arrangement. Since the content has been developed based on SCROM, it is expected to have re-usability, accessibility, compatibility and durability. Based on evaluation criteria of u-learning contents suggested in the research methods, the research group commissioned evaluation to ten experts in environmental education of each school level. Recommendations for applying the content developed in this study and further research are as follows: First, the developed content should be actively promoted and provided both online and offline so that elementary school students can fully utilize them. To this end, the website of the Ministry of Environment and u-learning training centers of universities of education should be used. Since content requires interaction not only between learners of the content but also between learners and operators, additional administrative and financial support should be provided. Second, this study focuses on the development of u-learning contents for elementary school students. Further studies are needed to develop content for secondary school students.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.272-289
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• 2012

The purpose of this study is to compare and analyze the educational philosophy, goal, method, content, and environment of ecologically-oriented alternative elementary schools and suggest several practical methods for alternative education. Both ecologism and alternative education pursue sustainable values. The educational content of ecologically-oriented alternative elementary schools, analyzed from the view of sustainable development, focuses most on the natural resources, biodiversity, and sustainable food production, and also include human rights, peace and security, unification, cultural diversity, and health food in terms of the social sustainability and sustainable production and consumption concerning economic sustainability. This study should help environmental education become establish its possibility and position as alternative education and be recognized of its educational value. Furthermore, based on the cases of ecologically-oriented alternative elementary schools that are becoming 'garden of environmental education' as sustainable development education, it should lead to 'education communicating with environmental education at schools'.

• 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.

• Journal of Information Processing Systems
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• v.10 no.4
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• pp.543-554
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• 2014

It is difficult for mobile learners to maintain a high level of concentration when learning content for more than an hour while they are on the move. Despite the attention span issue, many m-learning systems still provide their mobile learners with the same content once used in e-learning systems. This has called for an investigation to identify the suitable characteristics of the m-learning environment. With this in mind, we have conducted a survey in hopes of determining the requirements for developing more suitable m-learning content. Based on the results of the survey, we have developed a content model comprised of two types: a segment type and a supplement type. In addition, we have implemented a prototype system of the content model for Apple iPhones and Android smartphones in order to investigate a feasibility study of the model application.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.1-10
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• 2016

This study is for developing a programming education course to improve pre-service teachers' pedagogical content knowledge(PCK) of programming education. A 40-hour training course was designed with App Inventor, a block-based mobile programming environment, and with problem-based learning method and project-based learning method. After the curriculum was adopted to 12 undergraduate students, the effect of education was tested with a programming PCK questionnaire. As a result, after a 20-hour problem-based learning class, overall score and teaching method score were enhanced significantly. After another 20-hour project-based learning class, content knowledge, teaching method, and curriculum score were improved.

• East Asian mathematical journal
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• v.36 no.2
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• pp.229-251
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• 2020

Problem Based learning(PBL) is a teaching and learning method to increase mathematical ability and help achieving mathematical concepts and principles through problem solving using the learner's mathematical prerequisite knowledge. In addition, the recent instructional situations or environments have focused on the learner's self construction of his learning and its process. In spite of such a quite attention, it is not easy to apply and execute PBL program actually in class. Especially, there are some difficulties in actually applying and practicing PBL in the areas of mathematics education in not only secondary school but also in college. Its reason is that in order to conduct PBL instruction constantly in real or experimental class there is no more concrete and detailed instructional content during the consistent and long period. However, to whom is related to mathematics education including instructors called scaffolders, investigation and recognition on the degree of the learner's acquisition of mathematical thinking skills and strategies is an very important work. By the reason, in this study, the instructional content was to be explored and developed to be conducted during 15 weeks in one semester, which was based on Problem Based Learning environment by the subject of the theories relevant to mathematics education in the college of education.

• Journal of Korea Entertainment Industry Association
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• v.15 no.7
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• pp.137-143
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• 2021

This discussion can be said to be a qualitative study on the possibility of linking communication education for college students and literacy education for Korean language-linked educators based on the theory of interpretation of cognitive meaning of media text containing complex mechanisms. The implicit meaning of media content expression used as an interactive communication strategy will be accepted as a multilateral interpretation according to the individual learner's cognitive environment. If so, how is the general media content meaning intended by the content creator being accepted? These doubts are the starting point for discussion. To solve the problem, I leaned on the experimental pragmatic methodology of cognitive aesthetics and applied a model of relevance of cognitive linguistics to connect learners' creative cognitive environment and present content to find a contrast. As a result of the discussion, it was possible to establish a basic framework for learners to express their subjectivity and creative thinking that could connect the cognitive environment and present content themselves. In particular, active and positive learners also revealed direct descriptive expressions to build a new cognitive environment, such as suggesting a third alternative to argue the ability to question produced media texts and the validity of the meaning implied in the text. In the future, since media text containing complex mechanisms is an indirect and persuasive communication behavior that occurs easily through various media in modern society, the universal communication principle of reliable conversation between media text creators and audiences should exist.