• Korean Journal of Comparative Education
• /
• v.28 no.3
• /
• pp.291-307
• /
• 2018

As the value of lifelong learning becomes important, states are making efforts to build a system of lifelong learning. According to this tendency, this paper intends to compare the participation rate of lifelong learning, learning outcomes, learning support infrastructure, support of learning expenses, and recognition of lifelong learning. For the comparative pedagogical approach, Bray and Thomas' cubes such as geographical / regional level, non - geographical demographic statistics, social and educational aspects were utilized. The participation rate of lifelong learning in Korea is 34.4% in 2017, which is lower than the OECD average of 46%. The competency scores of Korean adults were lower than the OECD national averages of the PIAAC survey which measured adult competence, language ability, numeracy, and computer-based problem solving ability. In order to recognize prior learning, EU countries have developed EQFs to evaluate all non-formal and informal learning outcomes, while Korea recognizes qualification as a credit banking credit under the academic credit banking system. International comparisons of lifelong learning can be used as an important tool for diagnosing the actual conditions of lifelong learning in a country and establishing future lifelong learning policies. Therefore, it is necessary to maintain that the comparative pedagogical approach of lifelong learning differs according to the historical context, socioeconomic characteristics, and population dynamics, including the formation process and characteristics of modern countries.

• Hwankyungkyoyuk
• /
• v.18 no.3 s.28
• /
• pp.59-74
• /
• 2005

We can't deny Korean EE has basically developed on the basis of Environmental Possibilism (Environmental management or Reformism) in lots of aspects. I would show three representative proofs here, the first, the philosophy of Korean EE has been mainly focused on dichotomy of human-techno centrism and eco-centrism with no considering other alternative environmentalism since 4th Formal Curriculum, 1981. The second, simultaneously, the concept of EE has not distinguished from it of Science education. (Furthermore, unfortunately some says EE has been a part of Science education, although there should be many differences on its contextual aspect.) And the third one is that the limit of possibilism which market economists have worried, has scarcely mentioned in various kinds of EE-related teaching materials. Possibilism is basically likely to be accompanied by science and economics-oriented approach, and in this aspect this dichotomy, human-techno centrism and eco-centrism, has come from perspectives of Economical development process and over-addicted belief to Science. So it is enough to say that Korean EE has basically developed with biased to Environmental possibilism, in other words, biased to preference to it. And I'll critically focus on these two axes of possibilism, Science and Economics and its dichotomy. Of course, we should accept there are so many same parts in its contents between EE and Science, but we should know its contextual differences for triangular position of environmentalism suitable to EE and also overcome science-dependant approach to EE. Although science-dependant approach to EE and dichotomy could provide some tools for clearing up the causes of environmental problem, especially always it has insisted fundamental causes of environmental problem originated in human faults and over-use of eco-source or over-economic development, but now it is old-fashioned discourse, furthermore it come to have unavoidable limits in the debates of problem-solving mechanism to environmental problems. The paramount important thing is to supply the ways or thoughtful mechanism for solving or coordinating the Environmental problems, not just searching for cause of it. But scientific approach and its dichotomy based on possibilism have continuously born cause & effect in EE-related discourse. So there are so much needs to transfer from continuous bearing of cause & effect to constructive alternatives at least in environmentalism of EE. Traditionally, dichotomical division in EE Environmentalism, human-techno centrism and eco-centrism, couldn't have Provided any answers to our real society, it just gives us only cause & effects of Environmental problems. And also we can't find the description on the limits of capitalism market approach to Environmental problems especially in Korean EE text books, other teaching materials and its teaching-learning process, although market approach economist has been proved its fault beyond its functional merits as Environmental management tools. So we should introduce other alternative Environmental philosophy instead of Possibilism such as eco-socialism insisted by Schmacher M. and Boochin etc, or marxist-environmentalism for relative and comparative views to market-thought such as commodification. In this aspect we need to accept Oriental philosophy based on moderation(中庸) as new another alternatives with the reflection that we have recognized monism as representative Oriental philosophical environmentalism. Fundamentally monism has done its role with providing relative concepts to Dichotomy Enlightenment, but we can't say it has been core concept for understanding of oriental environmentalism, and we can't distinguish monism from oriental philosophy itself, just because oriental thought itself was basically monism. So conceptual difference should be recognized between EE and Science education in teaching-learning process on the basis of life-philosophy(Philosophie des Lebens) from epistemology. For this transformation, we should introduce existentialism in Science education, in other words, only existential Science education based on phenomenology or interpretivism can be EE. And simultaneously we need some ways for overcoming of scientific foundationalism which has been tradition making science not stand on existentialism, formulating and featuring of almost all of natural things and its phenomenon from after enlightenment in western world, but it has malfunctioned in fixing conception of science just into essentialism itself. And we also introduce integrated approach to science and society for EE like STS. Those are ways for overcoming of Environmental possibilism in EE.

• Proceedings of the KSPS conference
• /
• 2000.07a
• /
• pp.235-240
• /
• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• Journal of Internet Computing and Services
• /
• v.6 no.6
• /
• pp.107-115
• /
• 2005

A workflow procedure has recently become more complicated and large scaled. In this paper, we propose an advanced workflow modeling methodology, called a fragment driven cooperative workflow modeling methodology. which enables several real workflow designers to cooperatively define a workflow model. The methodology is a Bottom-Up approach in terms of integrating a set of fragment ICNs to compose a complete workflow model. Each fragment ICN is defined by each participant in the cooperative modeling session, We also use the ICN based formal description and the ICN based graphical notation as well. Finally, we prove the feasibility of the methodology by implementing a cooperative workflow modeling system.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.18 no.1
• /
• pp.18-24
• /
• 2014

For successful projects, Project Management Information System(PMIS) using the formal systematic processes is necessary. Because the existing PMIS focuses on low-level project management, the life-cycle administration of the projects is required. In this dissertation, I describe not only the processes for managing a project with the top-down approach(a hierarchical goal setting of the project outcome), but also PMIS which can control whole processes of R&D projects. The PMIS described in this dissertation can reduce the workload of project management by providing user-adaptive environments and linking with related systems, so can be helpful to enhance the efficiency of the project management. And, it is expected that these processes can be the standard project management processes which are adaptive to various types of projects.

• Journal of Digital Convergence
• /
• v.10 no.6
• /
• pp.189-196
• /
• 2012

In this paper, we propose a Scorm-based Sequencing & Navigation Model for Collaborative Learning. It is an e-Learning process control model that is used to efficiently and graphically defining Scorm's content aggregation model and its sequencing prerequistites through a formal approach. To define a process based model uses the expanded ICN(Information Control Net) model. which is called SCOSNCN(SCO Sequencing & Navigation Control Net). We strongly believe that the process-driven model delivers a way of much more convenient content aggregating work and system, in terms of not only defining the intended sequence and ordering of learning activities, but also building the runtime environment for sequencing and navigation of learning activities and experiences.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.18 no.3
• /
• pp.193-200
• /
• 2018

In a formal speech, the speaker's voice has a variety of effects on the listener. Depending on the voice characteristics, the effectiveness and efficiency of the speech change as well. In the presidential election, the candidate's voice characteristics will affect the cognition of voters. Thus, we need to understand about the a more effective voice of candidate. This study proves whether voters will change their cognition if the candidate changes owe voice. If the cognition of voters can be changed according to the changed voice characteristics of the candidate, we will be able to explain what voices are needed for the candidate. We will also be able to suggest the necessary voice change strategies for effective speech. We describe cognition change of the voters according to the change of the voices of the presidential candidates by the dimension of the sori-engineering and the cognitive dimension. Hence, this study explains the voice characteristics and change strategies needed for candidates for effective speech.

• Proceedings of the Korea Database Society Conference
• /
• 1997.10a
• /
• pp.483-503
• /
• 1997

One important question that arises when dealing with temporal databases in context of object-oriented systems is the method that associates time with attributes relationship semantics. Results of previous work about attribute versioning, particularity extending flat(First Normal Form: FNF) or nested(Non-First Normal Form: NFNF) relational models. are not applicable to temporal object-oriented databases. This is because object-oriented models provide more powerful constructs than traditional models for structuring complex objects. Therefore, this paper presents an formal approach for incorporating temporal extension to object-oriented databases. Our goal in this paper is to study temporal object-oriented database representation according to generalization, aggregation and association among objects. We define tile concepts of attribute versioning in temporal object-oriented model, and we concentrate on the representation of temporal relationship among objects. Another contribution of this paper is to specify time constraints on relationship semantics and analyze our model based on representation criteria. By means of formalizing tile temporal object oriented model, this paper can not only provide tile robust operating functions that design algebraic operators, but also entrance the reuse of modules.

• Journal of Elementary Mathematics Education in Korea
• /
• v.15 no.2
• /
• pp.283-300
• /
• 2011

Since elementary students are in the concrete operational stages, they have to learn mathematics using intuitive methods such as visualization, observation, operation, experiment instead of formal approach. For this, we should present the various intuitive methods in curriculum and textbook. It is because that curriculum and textbook are important tools to students when they study mathematics. So, this paper intended to analyze the instructional content by intuitive principle in elementary mathematics curriculum, textbook and curriculum guide. The results are as follows: there is an intuitive principle in only character of mathematics in curriculum. I can't find the intuitive principle in other areas in curriculum. There are 12 intuitive principles in figures area, 1 in measurement area, and 2 in probability and statistics area in curriculum guide. But intuitive principles which are used are inclined to restricted to intuitive principle via representation obtained in the usual experience. Finally, I suggest some implications about teaching via intuitive principles, curriculum, and writing textbook based on the this findings.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.7 no.11
• /
• pp.2577-2596
• /
• 2013

In this paper, we present an Energy-Aware Self-Stabilizing Distributed Clustering protocol based on message-passing model for Ad Hoc networks. The latter does not require any initialization. Starting from an arbitrary configuration, the network converges to a stable state in a finite time. Our contribution is twofold. We firstly give the formal proof that the stabilization is reached after at most n+2 transitions and requires at most $n{\times}log(2n+{\kappa}+3)$ memory space, where n is the number of network nodes and ${\kappa}$ represents the maximum hops number in the clusters. Furthermore, using the OMNeT++ simulator, we perform an evaluation of our approach. Secondly, we propose an adaptation of our solution in the context of Wireless Sensor Networks (WSNs) with energy constraint. We notably show that our protocol can be easily used for constructing clusters according to multiple criteria in the election of cluster-heads, such as nodes' identity, residual energy or degree. We give a comparison under the different election metrics by evaluating their communication cost and energy consumption. Simulation results show that in terms of number of exchanged messages and energy consumption, it is better to use the Highest-ID metric for electing CHs.