• 한국IT서비스학회지
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• 제20권1호
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• pp.41-54
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• 2021

The SW-centered battlefield management information system R&D project takes a long period of 5-10 years or more by applying a complex and rigid batch acquisition strategy. In order to solve this problem, it is necessary to institutionalize a rapid and flexible battlefield management information system R&D project management procedure applying agile development methodology, and a government project management organization and contract management method to support it In this study, we analyzed the case of applying the Agile development method centered on Scrum to the US SW-centered weapon system R&D project and the characteristics and problems of the battlefield management information system R&D project in Korea, and suggested improvement measures as follows. First, the battlefield management information system R&D model applies the hybrid development method, and the system requirements analysis and system structure design use the existing waterfall development procedure, and the agile method is applied from the SW requirements analysis to the system integration stage. Second, flexible adjustment of performance, schedule, and cost by organizing an Agile IPT in which military (requirements) - DAPA (project management) - developer - functional specialized organizations (test and evaluation, quality, government research institutes, etc.) participate. Third, improving the Basic Order Agreement so that it can be applied to agile R&D.

• 교육시설 논문지
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• 제27권4호
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• pp.11-16
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• 2020

Today, the paradigm of education is changing from teacher-centered, facility-centered, supplier-centered to student-centered, people-centered, and user-centered. In 2019, the Ministry of Education promoted the school space innovation project to provide a school space as a balanced life space, such as learning, play, and rest, through educational activities led by students, who are the leaders of the future society. Based on this, Incheon Metropolitan City Office of Education prepared a manual for practice while carrying out a project to build a future classroom. In those projects 'user participatory design' is applied as a new design approach and facilitators play an important role as experts in the process of user participatory design. However, it is different from the guidelines by the Ministry of Education in terms of facilitator role; facilitator in Incheon's future classroom projects can be in charge of designer part. This was possible because the design scope was limited to the classroom space and the construction permit work was not applied, and the Incheon Metropolitan City Office of Education seems to be able to successfully implement the plan derived through 'user participatory design' under the responsibility of the facilitator. However, this may be considered to be inconsistent with the basic purpose of the school space innovation project. In the case of the school unit project, it is considered that more systematic supplementation is necessary.

• 한국과학교육학회지
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• 제24권1호
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• pp.29-47
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• 2004

Two project-centered secondary school programs were studied as part of an effort to elucidate successful components for science reform-based curriculum development. The Teachers for Exciting Science (TES), and Foundational Approaches in Science Teaching (FAST) programs in Korea and U.S., respectively, are project-centered programs because their curricula are centered on the activities initiated and engaged in by the students. Students serve as principal investigators in their projects, and teachers serve as guides. Both programs were analyzed based on criteria such as curriculum design, teaching, lives of students, lives of teachers, evaluation of program, from the Third International Mathematics and Science Study (TIMSS). In the programs, teachers and students directed the development of curricula and their implementation. Students assumed teacher roles as mentors of other students. And emphasis was on development of communication skills through student-delivered talks and written papers, and professional development of teachers as educators and scientists. Participation in TES stimulated secondary school student interest in science, encouraged inquiry thinking, increased achievement in learning science, and promoted better awareness of science related to real life. FAST students practice laboratory and field techniques, experimental design, hypothesis formation, generalization, and practical implications of research as academic and applied disciplinarians. These project-centered programs have been successfully implemented in field, lab, and classroom curricula for secondary science education. Comparison of these programs will provide an opportunity for identifying key elements instrumental in successful implementation of guidelines for science education, as measured through successful outcomes.

• 디자인학연구
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• 제16권3호
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• pp.191-200
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• 2003

본 연구는 가상현실 컨텐츠의 특성과 발전 방향을 정리하고 사용자 중심의 가상현실 컨텐츠 디자인 방법론 연구의 필요성을 주장하였으며, 사례 연구를 통하여 현행 가상현실 컨텐츠 디자인 방법의 문제점을 밝히고 이를 해결할 수 있는 디자인 방법론의 방향을 제시하였다. 본 연구에서 제안하는 방법론은 경험 디자인을 근간으로 하는 가상현실 컨텐츠 디자인 프로세스로 디자인 브리프, 플랫폼 연구, 타겟 경험의 정의 및 연구, 경험 디자인 컨셉, 시스템 모델, 인터렉티브 시나리오의 여섯 단계로 구성되어 있다. 가상현실 컨텐츠 디자인 프로젝트에 이를 적용해본 결과 디자인 과정들을 모든 프로젝트 참여자들이 이해할 수 있는 모델을 통하여 투명하게 제시함으로써 기획 및 제작자의 커뮤니케이션 도구로서의 역할을 수행하였다는 점과 사용자 중심의 다양하고 자연스러운 인터랙션들을 제안하고 이러한 인터랙션들의 구현 가치를 Target situation과 비교 평가 할 수 있게 하였다는 점에서 그 가치가 인정되었다.

• 영어어문교육
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• 제9권1호
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• pp.1-21
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• 2003

Learner-centered approach has been a recent research focus in the second language acquisition, but few studies have dealt with how to develop learner autonomy, particularly in a computer-assisted language learning environment. The paper first illustrates the importance of promoting learner autonomy in the EFL context and elaborates the three main factors contributing to its development. Then it focuses on how the CALL research project promotes autonomous learning through a small-scale study in Gyeongju University. Both quantitative and qualitative methods have been employed to examine whether in the CALL project learners exercise control over their own learning and evaluate the outcome. The results indicate that due to a flexible syllabus, highly motivating research topics and the network-assisted environment, learners do take responsibility for most aspects of learning and thus the CALL project proves to be a promising approach for autonomous learning.

• Educational Technology International
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• 제24권2호
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• pp.237-262
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• 2023

This study focuses on the instructor's role in student-centered learning and aims to test the effects and moderating role of instructor feedback on perceived loafing in team project-based learning. A conditional effect model including team efficacy, perceived loafing, instructor feedback, and team performance was proposed. Data were collected from students who registered for team project-based learning courses at a university in South Korea. A total of 420 cases were subjected to moderated mediation analysis. The results demonstrated that instructor feedback was negatively related to perceived loafing and moderated the relationship between team efficacy and perceived loafing. Furthermore, instructor feedback moderated the relationship between perceived loafing and team performance. In particular, even when perceived loafing was high, students who received frequent instructor feedback were found to significantly reduce the damage to team performance. Based on these findings, the importance of instructors' facilitation in team project-based learning is discussed.

• 한국엔터테인먼트산업학회논문지
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• 제13권8호
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• pp.457-467
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• 2019

본 연구에서는 예비유아교사가 학습자중심 교사교육을 통해 배워가는 학습경험과정과 그 학습경험이 그들에게 주는 의미를 통해 그 가치를 파악하는데 목적이 있다. 특히 유아교육 접근법 중 하나인 프로젝트 접근법 이론을 학습하고 직접 실행해 보는 학습경험을 살펴보기 위해 완전한 참여자로서 참여관찰, 개인면담 및 개인성찰일지, 활동 보고서 등의 정보를 수집하여 분석하였다. 예비유아교사들의 프로젝트 학습경험과정의 의미는 본인 관심으로 시작된 문제를 해결해 가는 중 유목적적인 실행을 통해 학습에 몰입하였으며, 자신이 경험한 학습의 기쁨을 타인과 공유하고 싶어 했다. 그리고 행위와 사고의 주체자로서 자신을 인식하며 이러한 학습경험을 토대로 자신의 학습활동에 집중할 수 있는 것으로 나타났다. 또한, 프로젝트 이론과 실행이 동시적으로 진행되어 프로젝트를 내면화하는 데 도움이 되었으며, 실제 상황의 경험을 통해 프로젝트의 변형 가능성을 체득하게 되었다. 종합해보면, 프로젝트 접근법은 예비교사에게 이론적 지식을 습득하게 하는 것뿐만 아니라, 학습의 주체로서의 경험을 통해 반성적 사고를 하고 실천적 지식을 형성할 수 있도록 한다는 가치를 확인할 수 있었다는 것에 의의가 있다. 따라서 예비교사를 교육하는 한 방안으로써 프로젝트 접근법에 대한 논의가 중점적으로 이루어질 필요가 있음을 시사한다.

• Journal of Power Electronics
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• 제12권1호
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• pp.201-207
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• 2012

This paper presents the results and gained experiences from the Project Based Learning (PBL) of magnetic component design within a Power Electronics Course. PBL was applied during the laboratory exercises through a design-project task based on a boost converter test board. The students were asked to calculate the main boost converter's circuit parameters' capacitor C and inductor L, and then additionally required to design and build-up the inductor L, in order to meet the project's goals. The whole PBL process relied on ideas from the CDIO (Conceive, Design, Implement, Operate), where the students are encouraged to consider the whole system's process, in order to obtain hands-on experience. PBL is known to be a motivating and problem-centered teaching method that gives students the ability to transfer their acquired scientific knowledge into industrial practice. It has the potential to help students cope with demanding complexities in the field, and those problems they will face in their future careers.

• 한국콘텐츠학회논문지
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• 제7권5호
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• pp.146-155
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• 2007

21세기로 접어들면서 국가발전 동력은 '지식과 정보' 중심에서 '창의성(Creativity)'이 중요시 되는 문화기반 경제 중심으로 전환되고 있다. 창의적 문화 기반 경제 시대에서 국가 경쟁력을 좌우하는 핵심역량은 '문화콘텐츠'라 볼 수 있다. 현재 우리나라에서 추진되고 있는 유비쿼터스 사업의 특징은 RFID 중심의 인프라 구축으로 치중되어 실제 서비스를 제공받는 일반 국민의 인지도가 낮은 실정이다. 따라서 본 논문에서는 유비쿼터스 기반의 기술과 '문화콘텐츠'가 결합되어 보다 쉽게 접할 수 있는 문화서비스 추진방안을 4가지 측면으로 다룬다.

• 한국정보처리학회논문지
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• 제2권5호
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• pp.721-732
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• 1995

IPSE(Integrated Project Support Environment) 도구는 언어 중심적이고, 개발방 법론에 근거한 툴셋 형태로 제공되는 현재의 CASE 도구들의 주요 기능들을 하나로 통 합하고자 하는 노력의 결과로 볼 수 있다. 프로세스 모델을 기반으로 한 IPSE 접근방 법이 통합 CASE 구현을 위한 효과적인 방법으로 여겨진다. PM-CASE(Process Model based CASE)도구는 새로운 프로세스 모델링 기법에 의해 프로세스를 표현한 다이아그 램을 작성하기 위한 시제품으로서, 프로세스내의 태스크 관련 속성들을 정의 하고 데 이터 베이스에 저장한다. 이들 속성들은 태스크 수행 중에 만들어진 산출물에 대한 정 보의 검색 및 태스크와 연관된 도구를 호출하는데 사용된다. 본 논문에서는 PSEE (Process centered Software Engineering Environments) 도구들을 비교 분석하고, PM- CASE 도구의 기본개념, 구조, 설계에 대한 기술을 통해 효과적인 소프트웨어 개발관리 를 지원하는 프로세스 모델 기반 CASE 도구의 구축방법을 제시한다.