• Journal of Korean Library and Information Science Society
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• v.53 no.3
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• pp.1-24
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• 2022

By developing and implementing a book curation education program that reflects the experiential economy theory, this study aims to verify the effect that experience perception of the program has on continuous participation intention and perceived value of the program. Teaching and learning activities of book curation education programs were organized so that practitioners can experience activities for 4 experience element, entertainment experience, educational experience, escapist experience, esthetic experience according to experience economic theory. This study surveyed 195 peoples who participated in the program to measure the effectiveness of the program. As a result of analysis, research hypothesis 1 (the perception of experiences in the book curation education program affects the perceived value of the program) revealed that aesthetic and entertainment experiences were significant, and research hypothesis 2 (the perception of experience in the book curation education program affects the intention to continue participating in the program) showed that all other factors except educational experiences were significant.

• Child Health Nursing Research
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• v.20 no.2
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• pp.96-104
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• 2014

Purpose: Nurse educators can use film effectively to promote nursing students' motivation and indirect experiences. The purpose of this study was to develop a teaching-learning design using films based on Kolb's experiential learning model for understanding of child growth and development, and to evaluate students' satisfaction with cinenurducation according to learning type and content. Methods: Participants were seventy-four first year nursing students in the spring semester of 2013 at a private university located in Busan. In each class, participants watched film, participated in peer-to-group discussion and an educator's lecture, and wrote a composition based on Kolb's four learning stages. After class, participants filled out a questionnaire developed by the researchers. Results: Results showed a high satisfaction with cinenurducation regardless of learning type and content concerning child growth and development. Advantages of cinenurducation included it being "fun and interesting," "helpful to understand the characteristics of children," and "develop critical thinking through discussions." Disadvantages included "length of time needed," and "burdensome." Conclusion: Films are advantageous in that they provide indirect experience for nursing students. Selection of appropriate films and evaluation of learning goal achievements are important to maximize the effectiveness of cinenurducation.

• Journal of Korean Library and Information Science Society
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• v.47 no.3
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• pp.187-211
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• 2016

The present study investigates the seventh and the eighth graders' perception of Free Learning Semester Programs offered by libraries by developing a survey questionnaire on students' needs for Free Learning Semester Programs of Libraries. The skills that middle school students want to improve in Free Learning Semesters are career exploration skills, and the type of Free Learning Semester that is most intensively implemented is career exploration activities. Programs are often offered in the form of experiential classes. Regarding the activities that the students want to participate during Free Learning Semester, the most preferred activities included field experience activity in the career exploration domain, cooking class in the student choice program, smartphone app development in club activities, design activity in the art domain, the badminton in the physical education domain, and using iPad in the information use skills. In addition, among the library programs in coordination with Free Learning Semester, the students liked the occupational experience program most. Future studies need to include the development and implementation of Free Learning Semester Programs based on students' opinions, and investigate their satisfaction with the Free Learning Semester Programs offered by libraries.

• The Journal of the Korea institute of electronic communication sciences
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• v.6 no.4
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• pp.511-516
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• 2011

Recently, the development of computing technology and experiential content for the increased interest in education and cultural facilities to target children and young people experience learning and experiential entertainment systems require a high propensity to invest and are. In this paper, for the 13.56MHz band RFID Reader and Tag RFID technology using the proposed interactive educational globe. Active tags attached to sensors attached to the globe were presented in the RFID reader, arduino and sensors in conjunction with Google Earth COM API was constructed through the physical computing educational system.

• Journal of Korean Academy of Nursing
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• v.30 no.6
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• pp.1521-1530
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• 2000

This descriptive study identifies nursing students' methods of studying related to the learning stages, based on a sample of 251 nursing students in a Korean university. The main findings of the study are as follows. The major learning styles of nursing students were accomodation (68.6%), divergen (53.6%), and convergence (38.8%) for the first, second, third, and fourth year group. For all students, the majority (71.3%) showed accomodation or the divergence. The learning styles for grade level were significantly different, (x2=110.021, df=9, p=0.001). The stage of concrete experience was the majority for all of the first year group (51.8%), the second year group (57.1%), and the third year group (61.3%). But, active experimentation (41.9%) was the majority for the fourth year group. Also there were significant differences between the stages of learning by age (x22= 64.391, df=9, p=0.001). The most significant result of the study was the establishment of different modes of learning stages by year, thus supporting the experiential learning theory. The greatest change of style from the first year group to the second year group was reflective observation (7.3%longrightarrow12.9%). That from the second year group to the third year group was the abstractive conceptualization (14.3%longrightarrow21.3%); and that from the third year group to the fourth year group was active experimentation (12.0%longrightarrow41.9%). This reflects the same cycle as indicated by the experimental learning theory of Kolb. According to the study, nursing students' learning stages tended to be more unbalanced as year increases. Therefore this calls for a careful review of the current nursing curriculum.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.567-581
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• 2019

Service-Learning (S-L) is an experiential learning-based teaching-learning method that connects students with curriculum and school-based community service and raises students' academic ability and social responsibility awareness through the value of 'reflection' and 'reciprocity'. This study analyzed the case of S-L course of 'History of Science and Inquire Activity' for pre-service science teachers (PSTs). The S-L lectures linked to the subjects of the History of Science were conducted in terms of three stages (Preparation-Implementation-Evaluation), and S-L classes were conducted in three schools five times. The educational effects of S-L lectures were analyzed by collecting questionnaires, class observation and self-reported reflection diary. The PSTs were able to understand the school realities and improve the teaching abilities and pedagogic content knowledge through educational service activities. The PSTs who participated in the S-L course had hard time due to excessive learning time, the difficulty of preparing the class, the fear of the class, and trial and error. Nonetheless, most of the students responded that they were very satisfied (4.68) with the S-L lecture, and that they could develop self-efficacy for their future teaching career thank to this learning experience.

• International Journal of Internet, Broadcasting and Communication
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• v.12 no.4
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• pp.232-237
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• 2020

Given the recent pace of development and expansion of Artificial Intelligence (AI) technology, the influence and ripple effects of AI technology on the whole of our lives will be very large and spread rapidly. The National Artificial Intelligence R&D Strategy, published in 2019, emphasizes the importance of artificial intelligence education for K-12 students. It also mentions STEM education, AI convergence curriculum, and budget for supporting the development of teaching materials and tools. However, it is necessary to create a new type of curriculum at a time when artificial intelligence curriculum has never existed before. With many attempts and discussions going very fast in all countries on almost the same starting line. Also, there is no suitable professor for K-12 students, and it is difficult to make K-12 students understand the concept of AI. In particular, it is difficult to teach elementary school students through professional programming in AI education. It is also difficult to learn tools that can teach AI concepts. In this paper, we propose an educational model for elementary school students to improve their understanding of AI through play or experience. This an experiential education model that combineds exploratory learning and discovery learning using multi-intelligence and the PLAY teaching-learning model to undertand the importance of data training or data required for AI education. This educational model is designed to learn how a computer that knows only binary numbers through UA recognizes images. Through code.org, students were trained to learn AI robots and configured to understand data bias like play. In addition, by learning images directly on a computer through TeachableMachine, a tool capable of supervised learning, to understand the concept of dataset, learning process, and accuracy, and proposed the process of AI inference.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.2
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• pp.89-100
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• 2016

This article analyzes two different strategies that both aim at creating innovative design or problem solving: design thinking and action learning. User-driven innovation strategy that has become more and more popular during the last decades is "design thinking". Based on designerly methods and principles, this strategy was developed by the design consultancy IDEO in the late 90s. Action learning is a pragmatic and moral philosophy based on a deeply humanistic view of human potential that commits us, via experiential learning, to address the intractable problems of organizations and societies. This paper provides a structured analysis and comparison of the two innovation strategies-design thinking and action learning-with the goal to identify potentials to enrich either of the two by merging or adapting specific parts or aspects. Although there are significant differences in both strategies, there are also several similarities in methodology and process design. This article compares process models for action learning and design thinking and highlights the specific differences and similarities. As a result, we suggested a union model of action learning and design thinking, and verified a this model through a case study. We complemented the process of team building and reflection of action learning for union model. Also, we statistically verified through a case study to validate the superiority of the design thinking model which complemented action learning. This article contributes to a better understanding of both-design thinking and action learning, and it may help to improve either of the two strategies to foster social innovation.

• Journal of Korean Library and Information Science Society
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• v.47 no.4
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• pp.93-122
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• 2016

The present study investigates librarians perceptions of Free Learning Semester, and their commitment to program development for coordination with Free Learning Semester, and whether they currently offer programs for Free Learning Semester. The study results are as follows. First, the results on perceptions of Free Learning semester showed that 54.20% of the librarians who participated in the study were aware of Free Learning Semester, and 80.15% had participated in training related to Free Learning Semester. Regarding the anticipated outcomes of implementation of Free Learning Semester, "Participation in various experiential activities offered through Free Learning Semester" was the most common response, and regarding special considerations in Free Learning Semester, "Need for instituting the dedicated workforce and enhancing their sense of responsibility and expertise" was the most common response. Second, regarding the library program development and provision for coordination with Free Learning Semester, 58.02% thought that the implementation of Free Learning Semester was an opportunity to expand the role of libraries, while insufficient budget was listed as a barrier. In addition, 63.36% stated that they had no experience in providing a program in a library. Finally, the results on the perception on the Free Learning Semester program they want to provide in a library showed that "Human Library" and "Read! Think! Dream!" were the programs they want to provide most, with the mean score of 3.939.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.291-305
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• 2020

The purpose of this study is to examine whether and how the features of performance assessments implemented during integrated science classes are related to teachers' PCK. We observed and video recorded four high school teachers' performance assessment practices, interviewed them, and surveyed their PCK. An analysis of the data shows that the teachers' performance assessment practices differed in terms of assessment of process, diagnosis of student learning progress, feedback, degree of classroom interactions, and use of assessment criteria. In particular, the opportunities for students to participate in assessment actively and use of assessment for learning varied across teachers. Also, relational patterns among science teaching orientations, PCK and performance assessment practices were found. When a teacher aimed at teaching for both academic learning and scientific literacy, sophisticated PCK was shown and assessment practices were complex accordingly. When scientific literacy was emphasized PCK highlighted experiential learning and assessments were not clearly distinguished from learning activities. In contrast, when academic achievement was emphasized traditional teaching strategies and assessments were highlighted. Based on these findings a number of topics for professional development are suggested including strategies for students' active engagement in assessment, use and development of specific assessment criteria, strategies for assessing performance qualities, and intuitive assessment competency development. Further research topics are also suggested.