• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2019년도 춘계학술대회
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• pp.338-340
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• 2019

최근 네트워크의 발달로 인해 데이터가 축적되는 속도와 크기가 증가되고 있다. 이 데이터들을 분류하는데 많은 어려움이 있는데 그 어려움 중에 하나가 라벨링의 어려움이다. 라벨링은 보통 사람이 진행하게 되는데 모든 사람이 같은 방식으로 데이터를 이해를 하는데 무리가 있어 동일한 기준으로 라벨링하는 것은 매우 어렵다는 문제가 있다. 이를 해결하기 위해 본 논문에서는 GAN을 이용하여 입력 이미지를 기반으로 새로운 이미지를 생성하고 이를 학습을 하는 데 사용을 하여 입력 데이터를 간접적으로 학습할 수 있게 구현하였다. 이를 통해 학습 데이터의 개수를 늘려 분류의 정확도를 높일 수 있을 것으로 사료된다.

• 인터넷정보학회논문지
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• 제9권6호
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• pp.109-115
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• 2008

이러닝은 학습자의 학습효과를 높이려는 많은 방법들이 연구 및 적응되고 있다. 대부분의 이러닝 학습은 학습자에게 학습과정을 제시하는 학습 내비게이션을 적용하고 있다. 그러나 일반적으로 교수자가 미리 설계한 학습 진행 및 과정을 제시하고 있으며, 학습자는 정해진 학습과정을 학습하고 있었다. 본 연구에서는 학습 진행 및 과정을 학습자의 학습결과에 따라 유동적으로 변화하여 제시하는 학습 내비게이션을 제시하였다. 이를 위해 학습과정을 결정하는 요인으로 학습단원, 콘텐츠 그리고 난이도로 나뉘었으며, 각 프로세스 로직은 CSP를 통해 분석하였다.

• 대한지구과학교육학회지
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• 제13권1호
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• pp.29-39
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• 2020

본 연구에서는 지구 자전과 태양의 겉보기 운동을 학습하기 위한 역할놀이 활동의 학습 효과 및 어려움을 알아보기 위해서 역할 놀이 활동을 통한 개념 이해정도, 면담으로 수집한 활동에서 나타나는 어려움, 활동 중 시선이동을 분석하였다. 연구 참여자는 초등학교 5학년 학생 22명이며, 역할 놀이 중 실험 행동과 사후 면담, 시선이동자료를 수집하여 분석하였다. 연구결과, 학생들은 역할 놀이 활동을 통해 지구의 자전과 자전방향은 설명할 수 있지만 태양의 겉보기 운동을 설명하는 것은 어려워했다. 학생들은 역할 놀이 활동을 통해 태양의 겉보기 운동을 지각하기 어려워하기 때문에, 자전에 의해 나타나는 태양의 겉보기 운동 개념을 학습하기 위한 역할 놀이 활동은 학습 효과가 낮다.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권2호
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• pp.125-148
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• 2010

This study was to find the perception of mathematical & scientific learning of North Korean students who lived in Korea. To understand their perception, three groups as the focus group for clinical interview, consisting of North Korean students, their teaches and their parents, were investigated through narrative description of qualitative method, North Korean students experienced the gap between what they had learned and what they learned in Korea, due to visiting the 3rd country before they came to Korea. So they were in need of well developed instructional instruments based on a precise diagnosis of language ability to help them get over their difficulties. Second, they have difficulties in math & science classes due to differences between curricular and to the differences between the ways of expression of terminologies used in two countries. They expressed that the group work in learning and a great deal of number of problems could be helpful for their needs. Third, the community-service center should be operated in a systematic way to compensate their lack of getting a private education. Fourth, they thought that the supplemental materials should provide some sources that might help them to get over the language barrier and difficulties from the differences, because they depended on them.

• International Journal of Internet, Broadcasting and Communication
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• 제11권1호
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• pp.1-7
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• 2019

Nowadays learning has developed to a new way of anywhere and anytime by using mobile devices called m-learning which can provide flexibility, independency and creativity in academic environment. Most studies about m-learning are for higher education and the most users of m-learning are higher education students. Although developed countries are using m-learning in educational sectors, most of the Middle East countries are far from m-learning, and facing number of challenges. In Iran m-learning is still in early stage of implementation in higher education and in terms of technical and infrastructural aspects there is a vast gap in compare with developed countries. Although technical and infrastructural difficulties are one of the significant aspects in implementation and integration of m-learning technologies in education, the technology will not be successful if could not adopt with users. Due to the importance of user adoption with m-learning, there are limited studies about m-learning adoption in higher education of Iran. This paper attempts to review on technical and infrastructural aspects that facilitate m-learning which have effect on adoption of Iran higher education system. The review of the trend in the literature provides a reference for higher education institutes for decision making in developing m-learning for their students.

• 한국디지털정책학회:학술대회논문집
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• 한국디지털정책학회 2005년도 춘계학술대회
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• pp.571-589
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• 2005

Nowadays, demand for human resource for the e-learning industry is rapidly increasing along with the expansion of e-learning market capacity. However, there arc numerous difficulties in expansion and industrialization of e-learning due to insufficient supply of human resources to meet the demand. Therefore, the goal of this study is to present various policy measures that can supplement the supply of e-learn ing manpower. Overall contents of this study focus on presenting the long-term directions for fostering of human resources for e-learning industry. Among these, role of government policies for fostering of human resources for e-learning industry is being particularly emphasized because e-learning industry is still at its infant stage.

• 한국산업정보학회:학술대회논문집
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• 한국산업정보학회 2009년도 춘계학술대회 미래 IT융합기술 및 전략
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• pp.49-58
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• 2009

기업 교육훈련에서 교육계획과 교육생의 선발 및 교육시행까지의 일련의 과정에서 과거부터 가장 많이 변화 되어온 것이 정보시스템을 이용한 교육환경의 변화이다. 이러한 환경변화는 공급자 위주가 아닌 소비자 위주로의 학습을 통해 효과적인 학습을 하기 위함이다. 그러나 기업에서 전략적으로 추진하는 교육과정에 대해서는 아직도 피동적으로 운영이 되고 있는 것이 현실이라고 볼 수 있다. 따라서 본 연구의 목적은 교육훈련 운영문제에 대한 대안을 제시하고 효과적 운영방법을 찾고자 한다.

• 대한수학교육학회지:학교수학
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• 제3권2호
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• pp.373-399
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• 2001

The function is a basic and key concept to understand mathematical problems. However, many students have difficulties to expand the knowledge to other related concepts and to transfer the knowledge to real world problems. The reasons for the problem may be that the concept of function is taught by simplified and abstracted formula without fully understanding of the reasoning process. Also, the examples for the concepts are artificial and not related to students' experiences. Situated learning theory provides great implications to solve these problems. So, this study was designed to teach the concept of function more meaningful to students by appling situated learning theory. Thirty-eight middle school students were participated in this study. Students were provided the instruction designed according to the principles of situated learning theory. Then, they were asked to complete attitude survey questionnair and a performance assessment task. The result showed that the instruction based on situated learning theory was useful to Promote students' understanding and motivation for learning. More implications of the study was provided in the paper.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제11권1호
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• pp.451-465
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• 2017

This paper presents a novel discriminative visual tracking algorithm with an adaptive incremental extreme learning machine. The parameters for an adaptive incremental extreme learning machine are initialized at the first frame with a target that is manually assigned. At each frame, the training samples are collected and random Haar-like features are extracted. The proposed tracker updates the overall output weights for each frame, and the updated tracker is used to estimate the new location of the target in the next frame. The adaptive learning rate for the update of the overall output weights is estimated by using the confidence of the predicted target location at the current frame. Our experimental results indicate that the proposed tracker can manage various difficulties and can achieve better performance than other state-of-the-art trackers.

• Educational Technology International
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• 제14권2호
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• pp.137-166
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• 2013

Problem-based learning (PBL) in engineering education has been implemented in various ways. The wide range of PBL methods sometimes creates difficulties in implementing PBL. The purpose of this study was to identify the major variables that a teacher considers in PBL designs for an engineering course and suggest specific PBL methods according to the PBL design variables. This study was conducted using a review research method involving 21 studies from a range of engineering education fields. The results showed that the major variables that engineering professors need to consider when applying PBL are the authenticity of the PBL problem and the method of providing knowledge or information that the learners must know to solve the given problem. Based on the two variables identified, the following four types of PBL methods for engineering education are suggested: 1) lecture-based problem, 2) guided problem-based learning, 3) problem-based learning and 4) co-op problem-based learning.