• 지식경영연구
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• 제19권3호
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• pp.173-187
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• 2018

This study was aimed at suggesting an integrative framework for creating collective intelligence and enhancing group performance after reviewing previous studies including those related to learning organizations, organizational learning, knowledge management, and collective intelligence. In the first, we examined that the similarities and differences between collective intelligence and other similar concepts, such as learning organizations, organizational learning, and knowledge management. Next, an integrative framework for creating collective intelligence and channeling it into strong group performance were suggested. In this process, we reviewed conditions for creating collective intelligence and segmented the major variables as expectancy, valence, and instrumentality, according to Vroom's (1964) expectancy theory. Characteristics of problems and the roles of leaders were respectively considered as valence for inducing collaboration and expectancy for managing probability to achieve goals. Instrumental factors were also adopted from conditions for creating group intelligence suggested from several researchers, such as creativity, openness, willingness for working together, horizontal communication, centralization in decision making, and building effective information and communication technology system and active usage of it. We discussed two potentially disputable matters about the scope and level of collective intelligence and group performance and suggest several theoretical and practical implications in the Discussion.

• Management Science and Financial Engineering
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• 제8권1호
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• pp.53-75
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• 2002

In this Paper, an attempt is made to establish a learning framework for robust planning and real-time execution control. Necessary definitions and concepts are clearly presented to describe real-time operational control in response to Plan disruptions. A general mathematical framework for disruption recovery is also laid out. Global disruption model is decomposed into suitable number of local disruption models. Execution Pattern is designed to capture local disruptions using decomposed-reverse neural mappings, and to further demonstrate how the decomposed-reverse mappings could be applied for solving disrubtion recovery problems. Two decomposed-reverse neural mappings, N-K-M and M-K-N are employed to produce transportation solutions in react-time. A potential extension is also discussed using the proposed mapping principle and other hybrid heuristics. Experimental results are provided to verify the proposed approach.

• ETRI Journal
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• 제45권6호
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• pp.963-973
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• 2023

Non-orthogonal multiple access (NOMA) is considered a key candidate technology for next-generation wireless communication systems due to its high spectral efficiency and massive connectivity. Incorporating the concepts of multiple-input-multiple-output (MIMO) into NOMA can further improve the system efficiency, but the hardware complexity increases. This study develops an energy-efficient (EE) subchannel assignment framework for MIMO-NOMA systems under the quality-of-service and interference constraints. This framework handles an energy-efficient co-training-based semi-supervised learning (EE-CSL) algorithm, which utilizes a small portion of existing labeled data generated by numerical iterative algorithms for training. To improve the learning performance of the proposed EE-CSL, initial assignment is performed by a many-to-one matching (MOM) algorithm. The MOM algorithm helps achieve a low complex solution. Simulation results illustrate that a lower computational complexity of the EE-CSL algorithm helps significantly minimize the energy consumption in a network. Furthermore, the sum rate of NOMA outperforms conventional orthogonal multiple access.

• 한국수학교육학회지시리즈A:수학교육
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• 제46권4호
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• pp.423-443
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• 2007

Based on the framework of Huffered-Ackles, Fuson and Sherin(2004), data were analyzed in terms of 3 components: explaining(E), questioning(Q) and justifying(J) of students' mathematical concepts and problem solving in a math classroom. The students used varied presentations to explain and justify their mathematical concepts and ideas. They corrected their mathematical errors or misconceptions through discourses. In addition, they constructed and clarified their concepts and thinking while they were interacted. We were able to recognize there was a special feature in discourses that encouraged the students to construct and develop their mathematical concepts. As they participated in math class and received feedback on their learning, the whole class worked cooperatively in a positive way. Their discourse was improved from the level of the actual development to the level of the potential development and the pattern of interaction moved from ERE(Elicitaion-Response-Elaboration to PD(Proposition Discussion).

• International Journal of Computer Science & Network Security
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• 제22권7호
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• pp.268-282
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• 2022

One of the most important technologies today is augmented reality technology, it allows users to experience the real world using virtual objects that are combined with the real world. This technology is interesting and has become applied in many sectors such as the shopping and medicine, also it has been included in the sector of education. In the field of education, AR technology has become widely used due to its effectiveness. It has many benefits, such as arousing students' interest in learning imaginative concepts that are difficult to understand. On the other hand, studies have proven that collaborative between students increases learning opportunities by exchanging information, and this is known as Collaborative Learning. The use of multimodal creates a distinctive and interesting experience, especially for students, as it increases the interaction of users with the technologies. The research aims at developing collaborative framework for developing achievement of 6th graders through designing a framework that integrated a collaborative framework with a multimodal input "hand-gesture and touch", considering the development of an effective, fun and easy to use framework with a multimodal interaction in AR technology that was applied to reformulate the genetics and traits lesson from the science textbook for the 6th grade, the first semester, the second lesson, in an interactive manner by creating a video based on the science teachers' consultations and a puzzle game in which the game images were inserted. As well, the framework adopted the cooperative between students to solve the questions. The finding showed a significant difference between post-test and pre-test of the experimental group on the mean scores of the science course at the level of remembering, understanding, and applying. Which indicates the success of the framework, in addition to the fact that 43 students preferred to use the framework over traditional education.

• 한국간호교육학회지
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• 제7권1호
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• pp.126-142
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• 2001

Although a call for the implementation of PBL in nursing education is getting increased, it has not been actively implemented as it could be. The main reason for this situation seems to be the lack of well designed learning packages. Well designed PBL packages can be the core factor for the successful implementation of PBL. However, this seems to be the hardest task for teachers wanting to implement PBL. Therefore, the purpose of this study is to develop a systematic framework of PBL package development process and provide the examples of its application. This framework of the process of PBL package development includes thirteen steps. First of all, the team needs to decide a topic to be explored in the package and then clusters concepts related to the topic. Second, the team selects a real situation and writes it as a story. Third, knowledge, skills, and attitudes that practitioners need to know to deal with the situation will be explored. Fourth, learning objectives will be written. The next, the team will check if the situation includes multidisciplinary concepts and content. Sixth, the story will be divided into several parts. Seventh, part 1 will be written. Eighth, clinical documents related to part 1 need to be prepared. Ninth, the team will write a suggested approach for students. Then, they need to prepare a tutor's guide for part 1. Eleventh, the team will prepare a list of reading materials and plan for lectures and clinical laboratory sessions. Twelfth, they will write part 2 ~ part N following the steps from the seventh to the eleventh. The last step is evaluating the package and amending it as needed. These thirteen steps are very detailed and easy to follow for beginners. It is expected that this framework will contribute to accelerate the implementation of PBL in nursing education.

• 과학교육연구지
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• 제43권1호
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• pp.173-193
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• 2019

An expert teachers' instruction can be helpful to other teachers because good teaching effectively guides students to develop meaningful learning. Feynman is an excellent physics lecturer as well as one of the greatest physicists of the 20th century who presented and explained physics with his unique teaching style based on his great store of knowledge. However, it is not easy to capture and visualize teaching because it is not only the complex phenomena interrelated to various factors with the content to be taught but also the tacit representation. In this study, the framework of knowledge & belief based on the integrated mental model theory was used as a tool to capture and visualize complex and tacit representation of Feynman's teaching of 'The theory of gravitation,' a chapter in The Feynman Lectures on Physics. Feynman's teaching was found to go beyond the transmission of physics concepts by showing that components of the framework of knowledge & belief were effectively intertwined and integrated in his teaching and the storyline was well-organized. On the basis of these discussions, the implications of Feynman's teaching analyzed within the framework of knowledge & belief for physics teacher education are derived. Finally, the characteristics of the framework of knowledge & belief as tools for the analysis of teaching are presented.

• 한국과학교육학회지
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• 제32권8호
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• pp.1295-1317
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• 2012

There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that "there is no completely satisfactory definition of energy" or they can only "struggle to define it." In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as American Journal of Physics, International Journal of Science Education, Journal of Research in Science Teaching, Physics Education, The Physics Teachers, and so on. There are also comparisons of definitions with definitions from textbooks, Dictionaries of Physics, and English Dictionaries. To understand the nature of alternative conception, Lee et al. (2010) have suggested a theoretical framework to describe the learning issues by synthesizing cognitive psychology and science education approaches. Taking it a step further, this study incorporates the challenges in semantics and epistemology, proposes that there are at least four variants of alternative conceptions. We may coin the term, 'alternative definitions', to refer to the commonly available definitions, which have these four problems in defining physics concepts. Based on this study, alternative definitions may result in at least four variants of alternative conceptions. Note that these four definitional problems or challenges in definitions cannot be easily resolved. Educators should be cognizant of the four variants of alternative conceptions which can arise from alternative definitions. The concepts of alternative definitions can be useful and possibly generalized to science education and beyond.

• Asia pacific journal of information systems
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• 제32권4호
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• pp.803-829
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• 2022

With the advances in technology and the trend towards increased computer-based experiential learning in education settings, business games are being increasingly used by business educators. This article utilizes Toulmin's Sensemaking Framework to investigate the sensemaking process of business professionals to reveal how they consciously reason about the value of business games for learning complex business concepts and principles. Using the analysis of responses from 43 business professionals, our study identifies key areas where business professionals find value in business games and the limitations of using business games. First, business games are found to be an effective tool when teaching practical business skill sets to business professionals. Second, business games enhance the overall learning process in professional business training. Third, despite the advantages, some pitfalls in applying business games to practice are found. We also found sub-themes, claims, and argument patterns of how business professionals evaluate the value of business games through a grounded theory qualitative analysis method. Analysis results show several ground-warrant patterns exist in the arguments on values of business games including general principle - causal reasoning, personal experience - generalization, and personal projection - generalization. With these findings, we believe this paper contributes to the theory and practice of business game design, development, and the game playing and learning process.

• 의학교육논단
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• 제22권2호
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• pp.67-76
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• 2020

The structures and processes of medical education have changed little since the publication of Flexner's report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.