• Nuclear Engineering and Technology
• /
• v.55 no.9
• /
• pp.3277-3290
• /
• 2023

Nuclear power plant (NPP) operations with multiple objectives and devices are still performed manually by operators despite the potential for human error. These operations could be automated to reduce the burden on operators; however, classical approaches may not be suitable for these multi-objective tasks. An alternative approach is deep reinforcement learning (DRL), which has been successful in automating various complex tasks and has been applied in automation of certain operations in NPPs. But despite the recent progress, previous studies using DRL for NPP operations have limitations to handle complex multi-objective operations with multiple devices efficiently. This study proposes a novel DRL-based approach that addresses these limitations by employing a continuous action space and straightforward binary rewards supported by the adoption of a soft actor-critic and hindsight experience replay. The feasibility of the proposed approach was evaluated for controlling the pressure and volume of the reactor coolant while heating the coolant during NPP startup. The results show that the proposed approach can train the agent with a proper strategy for effectively achieving multiple objectives through the control of multiple devices. Moreover, hands-on testing results demonstrate that the trained agent is capable of handling untrained objectives, such as cooldown, with substantial success.

• Journal of Engineering Education Research
• /
• v.23 no.6
• /
• pp.40-50
• /
• 2020

This paper proposes learning modules as a kind of integrated instruction model for soft skills program outcomes to enable CEA. Learning modules consist of course learning objectives(outcomes) described in detail, learning content(elements), learning activities(teaching learning methods), evaluation methods, evaluation rubrics so that they can be evaluated based on the performance criteria of the program learning outcomes. The unit of time for the learning module is 50 minutes. If this learning module is applied, it is expected that the soft skill program outcomes can be evaluated in the technical course. As a result of the expert feasibility study, the positive answers were much higher than the negative answers in most of the questions about the composition of the learning module or the method of managing the class.

• Journal of Digital Contents Society
• /
• v.11 no.4
• /
• pp.487-494
• /
• 2010

One of the major issues in the field of corporate training and formal education is the support of personalized learning. Successful personalized learning needs the availability of the relevant learning contents at just-in-time for learners each. The competency is one of personal characteristics. So competency-based learning is one of the methods that fulfill the above need. Successful competency-based learning needs the method that recommends the relevant contents for the user's deficient competency based on the user's current competency and objectives. We assume that there exists a student information system that provides each user's competences and objectives as fields of a LIP/ePortfolio-compliant student information. This paper proposes an ontology-based system that, given the user's competences and objectives from the above student informaton system, recommends the relevant contents among a large number of educational contents using competency ontology and domain ontology. The advantage of this system can easily handle the change of competency map and terms related with competences in student information and education contents.

• Journal of Technology Innovation
• /
• v.5 no.2
• /
• pp.22-47
• /
• 1997

This paper suggests a model of Living & Learning Nation as a new ploicy framework. It is a combination of Living Nation and Learning Nation. Living Nation model takes the nation as a living entity composed of spirit, resource, and communication : it grows but healthy and balanced growth is needed, its organs are closely connected, it has a circulation system, the 'spirit' factor plays the central role, etc.. Learning Nation model is a national level version of learning organization concept. The model defines new perspectives on the objectives, span of means, and the role of government in S&T policy. Therefore, the model can be used to give new insights to policymakers of developing countries facing the knowledge-based economy.

• Journal of Engineering Education Research
• /
• v.17 no.6
• /
• pp.62-68
• /
• 2014

The purpose of this work is to provide systematic lecture materials for instructers who search for the effective teaching of applied mechanics of materials course with respect to lecture contents, teaching methods, and itemized course evaluations according to each class learning objective. For this. the evolution of teaching contents since 2010 until 2014 are briefly depicted and then most recent course learning objectives, lecture contents, and evaluation schemes are presented in detail. The results of this study may be used as base line data for the lecturers who teach similar courses and for the evaluation of program outcomes in ABEEK scheme through course-embedded assessment.

• Research in Mathematical Education
• /
• v.2 no.2
• /
• pp.79-88
• /
• 1998

To investigate the relationship between the College Entrance Examination (CEE) exams and high school teaching-learning, we conducted a questionnaire survey and collected 2439 valid questionnaires with 16000 teachers involved. This paper discusses the topic with data gathered from the survey, and statistics on CEE examinations over the past few years. The following three questions will be addressed in detail: 1. As a talent selection test for colleges, can the CEE exams single out the elite students in high school? 2. Should the testing objectives of the CEE exams match the teaching objectives in high school so as to have a positive backwash effect on high school teaching and learning? 3. How do teachers assess the CEE exams from the angles of test structure, the functions of individual item types, reforms on test difficulties, and its actual checking effects?

• Korean Medical Education Review
• /
• v.18 no.3
• /
• pp.145-149
• /
• 2016

Outcome-based learning is a global trend in medical education. The Korean Association of Medical Colleges (KAMC) has been developing learning objectives for basic medical education (BME) in Korea. In 2012, KAMC published the 1st edition of "Learning outcomes of basic medical education: Clinical competency-centered" in order to promote outcome-based medical education. KAMC has recently revised and updated the learning outcomes of basic medical education in the clinical competency-centered 2nd edition to reflect the suggestions of all medical schools in Korea and improve application of the published learning outcomes for BME in the field of medical education. KAMC has been making efforts to integrate clinical competency-centered learning outcomes with scientific concepts and principle-centered learning outcomes in addition to basic clinical skills and performance in BME.

• Journal of The Korean Association For Science Education
• /
• v.19 no.2
• /
• pp.239-247
• /
• 1999

This study is to make suggestion for developing textbook systematically by analyzing biological contents and organization in science textbooks which are important instructional media to accomplish objectives of the 6th middle school science curriculum. The inclusiveness degree of the 6th science educational objectives reflected in the textbooks was analyzed by Klopfer's and the Korean Educational Department's objectives taxonomy. And the biological contents and the organization of the science textbook were analyzed by learner, subject matter, and society dimensions which are selecting criteria for curriculum objectives suggested in Tyler's curriculum model. The analyzed results are as follows: 1. The inclusiveness degree of the educational objectives was very low. 2. Regarding the dimension of learner, the concepts of formal operational cognitive level were much increased as grade becomes higher. And the degree of learner's interests reflected on the learning topics and domains was very low. 3. Regarding the dimension of subject matter, the concept-centered learning was increased, in relation to inquiry learning as grade becomes higher. The analyzed results of inquiry subskills showed that observation, classification, and recording skills in 1st grade, observation and operation skills in 2nd grade, and interpreting data skills in 3rd grade were centered. As the problems and processes were presented, so most of inquiry activities had low openness scale. The learning contexts were organized into discipline-centered in relation to real life. 4. Regarding society dimension, the learning topics of environments and health were much presented. but those of biotechnology and career were presented scarcely. And most learning topics related society dimension were organized in textbooks of the 2nd and 3rd grade. These suggested that to accomplish curriculum objectives effectively. the inclusiveness degree of educational objectives is to increase and, the contents and organization of textbook were constructed harmoniously in aspects of learner, subject matter and society dimensions.

• Journal of Educational Research in Mathematics
• /
• v.20 no.3
• /
• pp.373-395
• /
• 2010

In this research, I reported the activities of learning community on elementary mathematics which is consist of 1 university researcher 4 elementary teachers. The main activities of learning community are as follows: establishing objectives and contents of learning community, writing the critical essay on elementary mathematics lesson, and reflecting on the activities of learning community. The establishment of objectives and contents of learning community was built through agreement between university researcher and elementary teachers. In addition to, the members of learning community could share the idea and difficulties on elementary mathematics lesson and increase the professional development on elementary mathematics lesson by criticizing the lesson together.

• The Journal of the Korea Contents Association
• /
• v.14 no.6
• /
• pp.529-538
• /
• 2014

This study was conducted as an need analysis through close and open semi-structured surveys, in order to identify the adaptive elements of the adaptive e-learning system. The study was conducted on students majoring computer education in teacher's college. In terms of the process of the need analysis, Rossett Model was applied. For the research method, responses on the open questionnaire were analyzed. In terms of the analysis method, coding was used to extract the theme of the content, and through the constant comparison method, categorizing took place. As the element that offers adaption in the adaptive learning system, it escapes from the existing learning style, and recognized the importance of providing adaptability for different elements such as the learner's level, learning objectives, and learning contents. Especially, An instructional model was identified as an important element that helps reach rationality as well as efficiently conduct the learning objectives.