• Archives of design research
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• v.19 no.3 s.65
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• pp.93-104
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• 2006

When the design profession started, design targets were mainly static hardware centered products. Due to the development of network and digital technologies, new products with dynamic and software-hardware hybrid interactive characteristics have become one of the main design targets. To accomplish the new projects, designers are required to learn new methods, tools and theories in addition to the traditional design expertise of visual language. One of the most important tools for the change is effective and rapid prototyping. There have been few researches on educational framework for interactive product or system prototyping to date. This paper presents a new model of educational contents and methods for interactive digital product prototyping, and it's application in a design curricula. The new course contents, integrated with related topics such as physical computing and tangible user interface, include microprocessor programming, digital analogue input and output, multimedia authoring and programming language, sensors, communication with other external devices, computer vision, and movement control using motors. The final project of the course was accomplished by integrating all the exercises. Our educational experience showed that design students with little engineering background could learn various interactive digital technologies and its' implementation method in one semester course. At the end of the course, most of the students were able to construct prototypes that illustrate interactive digital product concepts. It was found that training for logical and analytical thinking is necessary in design education. The paper highlights the emerging contents in design education to cope with the new design paradigm. It also suggests an alterative to reflect the new requirements focused on interactive product or system design projects. The tools and methods suggested can also be beneficial to students, educators, and designers working in digital industries.

• The KIPS Transactions:PartA
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• v.10A no.5
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• pp.559-570
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• 2003

In this paper, we investigate a problem with Web-based learing contents and introduce the solving method of the problem. To be more accurate, existing Web-based learning contents were one fixd and uniformed courseware file with a large size and HTML format. Also, They were written files with authoring tools of which depended upon providing a multimedia vender. These learning contents were difficult to reuse among cyber education systems and change the applicable contents to the learner for learning experiences in time. So in this paper, we produced reusable and interopreable learning contents among instruction designers and education systems. They were deconstructed into smaller chunks and added to its properties. For the purpose of this producing method, we used the pedagogical designs for units of reuse. These are just turorial link-more and tell-more and was implemented with CBD method. As a result, The problem of existing Web-based learning contents system was resolved and then the power of understanding about objectified learning content was increased for the learner and instruction designers.

• Broadcasting and Media Magazine
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• v.11 no.4
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• pp.118-131
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• 2006

With rapid development in ultra fast communication and digital multimedia, the realistic broadcasting technology, that can stimulate five human senses beyond the conventional audio-visual service is emerging as a new generation broadcasting technology. In this paper, we introduce a haptic broadcasting system and related core system and component techniques by which we can 'touch and feel' objects in an audio-visual scene. The system is composed of haptic media acquisition and creation, contents authoring, in the haptic broadcasting, the haptic media can be 3-D geometry, dynamic properties, haptic surface properties, movement, tactile information to enable active touch and manipulation and passive movement following and tactile effects. In the proposed system, active haptic exploration and manipulation of a 3-D mesh, active haptic exploration of depth video, passive kinesthetic interaction, and passive tactile interaction can be provided as potential haptic interaction scenarios and a home shopping, a movie with tactile effects, and conducting education scenarios are produced to show the feasibility of the proposed system.

• Journal of radiological science and technology
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• v.28 no.2
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• pp.123-128
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• 2005

It is necessary to obtain images of high diagnosis worth based on ability and skill of radiological technologist in case of acquisition of medical radiologaphy information. In addition, we need the various kinds of education considering individual radiological technologist variation and the organization of clinical education according to the large amount of learning and more expensive knowledge of radiology. In this paper, we implement CAI system for cervical vertebrae fracture radiograph with multimedia authoring tools on web environments. The CAI system can train a new radiological technologist and study a lot of radiological technologist on the cervical vertebrae fracture radiography acquisition based on more objective and systematical data in radiography room. The proposed CAI system is also expected as a useful program which can help to cure patients based on accurate diagnosis as well as obtain radiography more quickly using a technology of radiography acquisition for cervical vertebrae fracture.

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.189-196
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• 2023

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.1
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• pp.867-874
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• 2018

This study aims to develop a sort of expert system to simulate Internet of Things (IoT) service in architectural design alternatives and enhance the simulation performance using building information. The proposed protype system, named iotBIM, visualizes human behaviors and IoT services in a virtual place that is automatically generated from among design alternatives. We use commercial building information modeling (BIM) authoring tool for the development of iotBIM. The decision to develop iotBIM on the BIM platform was made because BIM tools already generate precise 3D models of design alternatives; iotBIM is plugged into the BIM tool as a simulation module. In the midst of the design process, architectural designers can activate iotBIM to investigate and establish IoT services that accord visually with design alternatives. The purpose of this study is to provide a theoretical and technological basis for the ultimate goal of this study.

• Proceedings of the Korea Multimedia Society Conference
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• 1998.10a
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• pp.149-154
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• 1998

본 논문에서는 월드와이드웹상에서 3차원 인터페이스를 기술하는 표준 사양인 VRML과 자바의 EAI(External Authoring Interface)를 통하여 사용자 간에 발생하는 상호작용들을 동기화 시키는 방법을 소개한다. 제시한 방법에서는 별도의 독립적인 응용프로그램을 작성하거나 동기화를 위하여 확장된 VRML을 사용할 필요없이 웹브라우저와 바로 호환하여 사용할 수 있으며 기존의 방대한 웹문서와 연계가 쉬우므로 범용적인 자료구축이 가능하다. 하지만, 가장 최근의 VRML97에서조차도 VRML이 제시하는 가상공간 다중 사용자 환경의 지원은 아직 미비하다. 더 이상 단순히 3차원 월드를 탐험하는 시기는 지났으며, 같은 공간상에서 혼자가 아닌 여럿이 함께 하는 다중 사용자 환경을 제공해야 할 것이다. 이에 자바의 네트웍 기능과 가상공간의 외부에서 동적으로 월드를 제어할 수 있는 EAI를 이용하여 부족했던 다중 사용자 환경을 지원함으로써 가상 공간 시스템을 구축할 수 있다. 그러나, 가상 공간에서 일어나는 이벤트는 단지 동일 브라우저에서만 유효하기 때문에 다른 사용자에게 전달할 때는 이벤트를 원격지의 이벤트와 연동하기 위하여 다른 방법이 필요하다. 사용자 상호작용 시스템에 있어서 이러한 이벤트를 결정하는 가장 중요한 요소는 아바타의 행동양식(avatar's behavior)이라 할 수 있다. 가상 공간에서 일어나는 이벤트의 대부분이 사용자에 의해서 발생되는 것들이다. 즉, 아바타의 행위에 따라서 사용자 서로 간에 상호작용이 일어나게 되며 이들 이벤트를 서로 동기화 함으로써 실시간 3차원 상호작용 시스템을 구현한다. 이렇게 구현된 시스템을 구현한다. 이렇게 구현된 시스템은 전자 상거래, 가상 쇼핑몰, 가상 전시화, 또는 3차원 게임이나 가상교육 시스템과 같은 웹기반 응용프로그램에 사용될 수 있다.물을 보존·관리하는 것이 필요하다. 이는 도서관의 기능만으로는 감당하기 어렵기 때문에 대학정보화의 센터로서의 도서관과 공공기록물 전문 담당자로서의 대학아카이브즈가 함께 하여 대학의 공식적인 직무 관련 업무를 원활하게 지원하고, 그럼으로써 양 기관의 위상을 높이는 상승효과를 낼 수 있다.하여는, 인쇄된 일차적 정보자료의 검색방법등을 개선하고, 나아가서는 법령과 판례정보를 위한 효율적인 시스템을 구축하며, 뿐만 아니라 이용자의 요구에 충분히 대처할 수 잇는 도서관으로 변화되는 것이다. 이와 함께 가장 중요한 것은 법과대학과 사법연수원에서 법학 연구방법에 관한 강좌를 개설하여 각종 법률정보원의 활용 내지 도서관 이용방법에 관하여 교육하는 것이다.글을 연구하고, 그 결과에 의존하여서 우리의 실제의 생활에 사용하는 $\boxDr$한국어사전$\boxUl$등을 만드는 과정에서, 어떤 의미에서 실험되었다고 말할 수가 있는 언어과학의 연구의 결과에 의존하여서 수행되는 철학적인 작업이다. 여기에서는 하나의 철학적인 연구의 시작으로 받아들여지는 이 의미분석의 문제를 반성하여 본다. 것이 필요하다고 사료된다.크기에 의존하며, 또한 이러한 영향은 $(Ti_{1-x}AI_{x})N$ 피막에 존재하는 AI의 함량이 높고, 초기에 증착된 막의 업자 크기가 작을 수록 클 것으로 여겨진다. 그리고 환경의 의미의 차이에 따라 경관의 미학적 평가가 달라진 것으로 나타났다.corner$적 의도에 의한 경관구성의 일면을 확인할수 있지만 엄밀히 생각하여 보면 이러한 예의 경우도 최락의 총체적인 외형은 마찬가지로 $\ulcorner$순응$\lrcorner$의 범위를 벗어나지 않는다. 그렇기 때문에도 $\ulcorner$순응

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.85-114
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• 2014

The main purpose of this study was to develop teaching and learning plans and a smart textbook for food and nutrition education in Home Economics focusing on 'healthy diet and meal plans' unit in "Technology home Economics" textbooks for 7th graders to evaluate the effectiveness of the instruction conducted with the smart textbook. The content of the study to achieve the purpose is as follows: First, design a smart education-based teaching and learning curriculum for food and nutrition education in Home Economics, focusing on 'healthy diet and meal plans' unit. Second, develop a smart textbook for food and nutrition education based on the teaching and learning curriculum, using a smart content authoring tool. Third, evaluate the effectiveness of the instruction after applying the curriculum in real classroom situations. The results of this study were as follows: First, teaching and learning plans and materials were developed for two units, 'issues regarding teenagers' diet' and 'implementation of a healthy and balanced diet', under 'teenagers' life'. The first unit, 'issues regarding teenagers' diet', dealt with topics such as teenagers' dietary behaviors, nutrition, and health. Learning objectives for this unit were to help students identify and evaluate their own dietary behaviors. The second unit, 'implementation of a healthy and balanced diet', encouraged students to diagnose problems with their diet and plan nutrient rich meals. The objectives for this unit were to help students implement a healthy and balanced diet by providing them with nutrition and dietary guidelines for Koreans, sample meal plans, and guidelines for developing healthy eating habits for teenagers. In order to develop a teaching and learning plans to achieve these objectives, teaching and learning materials including inquiry tasks, materials for group activities, multimedia, applications and various pop-up learning materials were developed. Second, a smart textbook using DocZoom, which was a smart content authoring tool was developed. The textbook dealt with issues regarding teenagers' diet and implementation of a healthy and balanced diet. Multimedia material used in the textbook come from the Ministry of Food and Drug Safety's food and nutrition education web sites and other sources. To develop student-oriented material, relevant video clips were added to the smart textbook to motivate students and enhance their interest in the course. Third, the outcome of this study indicated that the instruction using teaching and learning plans and learning materials with the smart textbook was effective for enhancing students' interest in Home Economics classes (t-value=-3.99, p<.001), creating enthusiasm for learning(t-value = -2.61, p<.05), encouraging self-directed and independent learning(t-value = -4.77, p<.001), and improving students' interest in food and nutrition courses(t-value = -3.83, p<.001). The students' evaluation of the instruction were as follows: the instruction using teaching and learning plans and learning materials with smart textbooks, instead of paper textbooks, helped them save time looking for learning materials; students evaluated that it was easier for them to see and understand video clips and charts. In addition, most students answered that instruction with smart textbooks were more fun and convenient, and they agreed that the courses enhanced their learning experience.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.45-60
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• 2009

This study is intended to implement an e-Learning system assisted class for the dress unit in the subject of technology & home economics in the middle school. This class is aimed at making teaching-learning in the dress unit effective, triggering students' interest in it, enhancing their understanding and offering basic materials for the e-Learning development about clothing instruction in the subject of technology & home economics. To make the concrete situational learning effective and provide realistic learning environments, learning contents were implemented so that the learners themselves could manipulate the contents by clicking. How to wear clothing according to learners' individuality was presented in order to trigger the learners' attention and motivation using the latest clothing pictures from the Internet shopping mall, and the dress fashion pictures of their peers. The result of this study can be summed up as follows. First, the implementation of learning materials with which simulation manipulation and visualization were possible could make the students reach the learning goals easily. Second, teaching-learning activity could be made more effective using audios, images and moving pictures rather than written texts. Third, learning the dress unit, which is especially related with a new fashion, made the most of the advantage of e-Learning by providing realistic and lively learning materials in a timely manner. And it triggered learners' motivation by providing pictures or moving pictures related with their real life. Based on these research results, this study suggests further research to develop e-Learning contents using various multimedia authoring tools as well as the ones applied to this study in learning the dress unit. It also suggests that the database of teaching-learning materials be constructed to securely prepare abundant instruction materials.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2003.11a
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• pp.75-78
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• 2003

MPEG-4 표준은 저작자가 정지영상, 텍스트, 2D/3D 그래픽스, 오디오, 심지어 임의형의 비디오 등과 같이 다양한 형태의 객체들을 개별적으로 구성하고 이들을 시/공간자적으로 다루기 용이하게 해 준다. 이와 같은 객체 기반 코딩 특성에 의해서 대화형 방송 콘텐츠를 제작하는데 가장 유용한 방식으로 고려할 수 있다. 피러나, 콘텐츠의 제작, 전송, 소비 관전에서 고려해 달 때, 콘텐츠 제작자 또는 저작권자의 보호 및 관리가 필요하게 되었다. 이에 따라 최근에는 OPIMA (Open Platform Initiative for Multimedia Access), SDMI (Secure Digital Music Initiative) and MPEG(Moving Picture Expert Group) OPIMATfMr(Intellectual Property Management & Protection)와 같은 국제 표준 단체들이 콘텐츠 보호 및 관리에 대한 관심을 가지게 되었다. 특히, MPEG의 경우에 MPEG-4 IPMP를 표준화하여 디지털 콘텐츠와 저작권에 대한 보호를 체계적이고 효과적으로 다루는 연구를 가장 활발히 해오고 있다. 이 논문에서 우리는 MPEG-4 콘텐츠 저작자가 MPEG-4 규격에 맞게 보호화 된 객체 기반 방송용 콘텐츠를 쉽고 편리하게 제작학 수 있도록 하기 위한 MPEG씨 콘텐츠 및 저자권 보호를 위한 MPEG-4 IPMP 저작 도구를 제안하고자 한다. 제안한 MPEG-4 콘텐츠 및 저작권 보호 저작 도구는 저작자에게 친근한 사용자 인터페이스를 제공하여 편집 및 수정이 용이한 텍스트 포맷인 IPMP회된 XMT(extensible Mpeg-4 Textual format) 파일을 생성한다. 또한, 콘텐츠 전송 및 저장의 효율성을 위해 이진 포멧인 IPMP화된 MP4 파일을 생성할 수 있다.으로써, 에러 이미지가 가지고 있는 엔트로피에 좀 근접하게 코딩을 할 수 있게 되었다. 이 방법은 실제로 Arithmetic Coder를 이용하는 다른 압축 방법에 그리고 적용할 수 있다. 실험 결과 압축효율은 JPEG-LS보다 약 $5\%$의 압축 성능 개선이 있었으며, CALIC과는 대등한 압축률을 보이며, 부호화/복호화 속도는 CALIC보다 우수한 것으로 나타났다.우 $23.87\%$($18.00\~30.91\%$), 갑폭 $23.99\%$($17.82\~30.48\%$), 체중 $91.51\%$($58.86\~129.14\%$)이였으며 성장율은 사육 온도구간별 차는 없었다.20 km 까지의 지점들(지점 2에서 지점 6)에서 매우 높은 값을 보이며 이는 조석작용으로 해수와 담수가 강제혼합되면서 표층퇴적물이 재부유하기 때문이라고 판단된다. 영양염류는 월별로 다소의 차이는 있으나, 대체적으로 지점 1과 2에서 가장 낮고, 상류로 갈수록 점차 증가하며 지점 7 상류역이 하류역에 비해 높은 농도이다. 월별로는 7월에 규산염, 용존무기태질소 및 암모니아의 농도가 가장 높은 반면에 용존산소포화도는 가장 낮다. 그러나 지점 14 상류역에서는 5월에 측정한 용존무기태질소, 암모니아, 인산염 및 COD 값이 7월보다 다소 높거나 비슷하다. 한편 영양염류와 COD값은 대체적으로 8월에 가장 낮으나 용존산소포화도는 가장 높다.출조건은 $100^{\circ}C$에서 1분간의 고온단시간 추출이 적합하였다. 증가를 나타내었는데, 저장기간에 따른 물성의 변화는 숭어에 비하여 붕장어가 적었다.양식산은 aspartic acid 및 proline이 많았다. 또한 잉어는 천연산이