• KSII Transactions on Internet and Information Systems (TIIS)
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• 제12권8호
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• pp.4021-4037
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• 2018

In network intrusion detection research, two characteristics are generally considered vital to building efficient intrusion detection systems (IDSs): an optimal feature selection technique and robust classification schemes. However, the emergence of sophisticated network attacks and the advent of big data concepts in intrusion detection domains require two more significant aspects to be addressed: employing an appropriate big data computing framework and utilizing a contemporary dataset to deal with ongoing advancements. As such, we present a comprehensive approach to building an efficient IDS with the aim of strengthening academic anomaly detection research in real-world operational environments. The proposed system has the following four characteristics: (i) it performs optimal feature selection using information gain and branch-and-bound algorithms; (ii) it employs machine learning techniques for classification, namely, Logistic Regression, Naïve Bayes, and Random Forest; (iii) it introduces bulk synchronous parallel processing to handle the computational requirements of large-scale networks; and (iv) it utilizes a real-time contemporary dataset generated by the Information Security Centre of Excellence at the University of Brunswick (ISCX-UNB) to validate its efficacy. Experimental analysis shows the effectiveness of the proposed framework, which is able to achieve high accuracy, low computational cost, and reduced false alarms.

• Educational Technology International
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• 제13권1호
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• pp.49-77
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• 2012

The development of mobile devices and network technology is changing the ways in which people communicate with one another. Mobile text message has emerged as one of the most frequently used form of communication, which also gave rise to various non-verbal texts such as emoticons. Nonetheless, the use of text messages has largely been denied in education because text messages often involve colloquial and non-verbal texts considered inappropriate or grammatically incorrect by the teacher. In efforts to provide a theoretical framework to better understand mobile e-text communication, this research compared the practical usages of non-verbal texts in the mobile e-learning environment. The study developed three types of text messages according to the degree of using non-verbal texts and their phraseology as instructors' messages, which were then distributed to 259 students via mobile text messaging. The perceptions of students were analyzed using a semantic differential scale and a questionnaire. The results showed clear differences in students' perceptions of non-verbal text and traditional text, and that optimally designed non-verbal texts turned out to encourage the students' interaction the most out of the three types of text messages. Following the discussion of the results, an expanded theoretical framework beyond Ong's concepts of orality and literacy is also suggested to understand the evolution of mobile e-text communication in education.

• 컴퓨터교육학회논문지
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• 제19권1호
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• pp.53-62
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• 2016

컴퓨팅 사고력은 컴퓨터를 기반으로 하는 문제해결에 관한 하나의 사고 과정으로 정의될 수 있기 때문에 일반적인 문제해결의 과정에서 관련된 컴퓨팅 사고력 개념들을 살펴보는 것은 컴퓨팅 사고력을 이해하는데 도움이 될 수 있다. 이를 위해 본 연구에서는 관련 연구를 통해 컴퓨팅 사고력의 핵심 요소들을 뽑아내고 그러한 요소들이 문제 해결과정에서 어떻게 사용되는지를 기술한다. 또한 문제해결과정에서의 컴퓨팅 사고력 요소들을 인지적인 측면에서 살펴본 후, 각 단계에서의 학습활동과 학습평가 요소들을 기술한다. 이를 기초로 문제 해결의 관점에서 컴퓨팅 사고력을 위한 기본 수업 프레임워크를 제안한다.

• 한국도서관정보학회지
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• 제45권3호
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• pp.441-462
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• 2014

본 연구는 최근 문헌정보학에 대두되고 있는 정보코먼스 및 러닝코먼스에 대한 개념과 차이점을 분석하고 일본 공공도서관의 러닝코먼스화 사례연구를 통하여 공공도서관의 러닝코먼스화 방향에 관한 시사점을 얻고자 하였다. 러닝코먼스화 분석을 위해 러닝코먼스의 구성요소를 이론적으로 정리해보고, 공공도서관에 적합한 분석의 틀을 설계하고 일본의 공공도서관에 대한 사례분석을 실시하였다. 사례 분석의 결과, 도서관이 정보의 도구에 의해 주도된 정보 코먼스를 넘어 본연의 학습기능으로 돌아가고 있음을 보여주고 있다. 또한 러닝코먼스를 지향하는 공공도서관이 해야 할 미래 과제에 대한 시사점을 던져주고 있다.

• 산경연구논집
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• 제5권2호
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• pp.5-12
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• 2014

Purpose - The purpose of this thesis is to assess the product design digital learning status of universities that are currently involved in learning environment projects in manufacture and commerce integration (MCI). Thus, enterprises must keep learning and creating new inventions with revolutionary progress. Research design, data, and methodology - This study not only emphasizes the analysis of technical ability, course concepts, conducting models, and learning environments of every aspect, but also systematically probes the planning of learning, system framework, web learning, environmental activities, data statistics, and digitalized learning, among other aspects. Results - The results of this study help in finally understanding each school's manufacture and commerce integration situation, in order to evaluate product design learning. Consequently, it is essential to evaluate computer learning at schools, thereby affecting communication and the requirements of business education training. Conclusions - It is essential to focus on MCI to promote web teaching to preserve and enhance knowledge disseminating technologies, and immediately share knowledge with learners, while improving work efficiency and cultivating the talent needed by industry.

• 대한수학교육학회지:학교수학
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• 제11권2호
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• pp.261-280
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• 2009

본 연구는 현재 우리나라 고등학교 1학년 명제단원의 내용 체계가 수학적 논리사고를 함양하기 위한 기초 준비로는 너무 약화되어 있어, 그러한 명제 교육을 받고 대학에 진학한 신입생들이 명제와 관련된 개념 이해에서 많은 어려움을 보일 것이라는 가정 하에서 진행되었다. 이에 본 연구는 제 7차 수학과 교육과정에 따른 명제교육을 받고 지방 중위권 대학에 입학한 이공계 신입생들의 명제에 대한 이해 정도를 알아보기 위해, 대학 기초 수학 학습에서 요구되는 기본 명제 개념들로 이루어진 문제를 적용하고, 그 문제 해결과정에서 보이는 신입생들의 오류와 특징들을 조사, 분석하였다. 본 연구의 결과는 이공계 신입생들의 명제 관련 개념들에 대한 이해 실태를 보고함으로써, 대학 수학 교육에서 수학적 논리 기초 개념들에 대한 지도를 어느 수준까지 해야 할 것인가에 대한 시사점을 제공하는데 그 의의가 있다.

• Educational Technology International
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• 제19권2호
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• pp.199-228
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• 2018

The main purposes of this study were (a) to analyze the research trend of educational use of tangible technology, (b) to identify tangible learning mechanisms, and potential benefits of learning with tangible technology, and (c) to provide references and future research directions. We conducted a systematic literature review to search for academic papers published in recent five years (from 2013 to 2017) in the major databases. Forty papers were coded and analyzed by the established coding framework in four dimensions: (a) basic publication information, (b) learning context, (c) learning mechanism, and (d) learning benefits. Overall, the results show that tangible technology has been used more for young learners in the kindergarten and primary school contexts mainly for science learning, to achieve both cognitive and affective learning outcomes, by coupling tangible objects with tabletops and desktop computers. From the synthesis of the review findings, this study suggests that the affordances of tangible technology useful for learning include embodied interaction, physical manipulations, and the physical-digital representational mapping. With such technical affordances, tangible technologies have the great potential in three particular areas in education: (a) learning spatial relationships, (b) making the invisible visible, and (c) reinforcing abstract concepts through the correspondence of representations. In conclusion, we suggest some areas for future research endeavors.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제25권3호
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• pp.201-225
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• 2022

This paper details case study vignettes that focus on enhancing the teaching and learning of geometry and measurement in the elementary grades with attention to pedagogical practices for teaching through problem solving with rigor and centering equitable teaching practices. Rigor is a matter of equity and opportunity (Dana Center, 2019). Rigor matters for each and every student and yet research indicates historically disadvantaged and underserved groups have more of an opportunity gap when it comes to rigorous mathematics instruction (NCTM, 2020). Along with providing a conceptual framework that focuses on the importance of equitable instruction, our study unpacks ways teachers can leverage their deep understanding of geometry and measurement learning trajectories to amplify the mathematics through rigorous problems using multiple approaches including learning by doing, challenged-based and mathematical modeling instruction. Through these vignettes, we provide examples of tasks taught through rigorous problem solving approaches that support conceptual teaching and learning of geometry and measurement. Specifically, each of the three vignettes presented includes a task that was implemented in an elementary classroom and a vertically articulated task that engaged teachers in a professional learning workshop. By beginning with elementary tasks to more sophisticated concepts in higher grades, we demonstrate how vertically articulating a deeper understanding of the learning trajectory in geometric thinking can add to the rigor of the mathematics.

• 한국과학교육학회지
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• 제23권4호
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• pp.386-400
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• 2003

This paper presents an analysis of the Developmental Approaches in Science, Health and Technology (DASH) program, a K-6 curriculum developed by the Curriculum Research & Development Group (CRDG) at the University of Hawaii employing the curriculum analysis framework created by Posner. Using this framework the analyst found that the DASH design is based on the research on learning, teaching, and assessment now driving efforts to reform science education at the elementary level. DASH embraces the constructivist idea that learning is a personal and social process and the recapitulation model that new concepts are built out of theories previously learned. DASH provides an understandable, exciting, and memorable experience in the operations of science, health, and technology, and develops their capacity to use the skills and knowledge of science, health, and technology both in and outside school. A number of studies of DASH have examined its functionality, effectiveness of pedagogy and what students learn. The innovative nature of DASH necessitated a multidimensional assessment that included both quantitative and qualitative research techniques. Ongoing development of the DASH program in the research setting of a university laboratory school permits ever deeper connections with emerging curriculum theory and curriculum practice, and allows new linkages as ideas are tested in research classrooms.

• 과학기술학연구
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• 제11권1호
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• pp.1-29
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• 2011

이 글에서는 신기술의 사회적 수용과정을 분석 평가하기 위한 틀을 개발하고 그에 입각하여 바이오가스 기술의 수용과정을 분석한다. 분석의 틀에서는 기술 조직 제도의 공진화론에 입각해서 신기술이 사회에 수용되기 위해서는 기술적 경제적 문제만이 아니라 신기술의 사회적 위험에 대한 관리가 이루어져야 한다는 점을 논의할 것이다. 이와 함께 기술 경제적 문제해결을 위한 기술학습활동과 기술의 정당성을 향상시키기 위한 기술정치활동이 필요하다는 점도 강조할 것이다. 다음으로 바이오가스 플랜트 기술의 특성과 개발 운영현황을 살펴본 후, 제시된 분석틀을 활용하여 바이오가스 플랜트 기술의 사회적 수용과정에서 나타나는 문제점을 검토하고 사회적 수용을 촉진하기 위한 방안을 제시한다.