A Study on the Difference in Communication Patterns according to Scaffolding Types in a Web-based Collaborative Learning

( Young Joo Kim ),( Joo Yeun Kim ),( Hae June Kim ),( Kyu Yon Lim ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

This study aims to investigate the difference in the content of message and communication patterns according to scaffolding types in a web-based collaborative learning. Recently collaborative problem solving ability has become an important skill in this complex information era. For this reason, collaborative problem solving, as an instructional strategy, has been applied to the field of education which is shifting to learner-centered learning and socio-cultural learning environment. Collaborative problem solving learning is a learnercentered learning strategy that learners share information and solve problems while participating in group activities. The success of group activity leads to successful learning. Especially in this context, learners who lack of metacognition knowledge in problem solving often find difficulty in solving problems and scaffolding is one of the solutions. Scaffolding is a guidance from an expert for learners and supports learners to accomplish their tasks that they are not able to finish by themselves. In this study, two types of scaffolding, supportive and reflective scaffolding were provided to groups, and it was predictable that each of them has a different effect on collaborative problem solving process. Therefore, this study analyzes the content of message and the communication patterns within the group to make comparison between the groups that provided with supportive scaffolding and reflective scaffolding. Based upon the purpose of study, research questions are: 1. Is there a difference in message content between two groups? 2. Is there a difference in communication patterns between two groups? The participants were 169 college students who were enrolled in educational methodology and educational technology course in South Korea. Their background was diverse in age and nationality, sophomore to graduate students and mostly Koreans but some foreign students. They were randomly assigned to a group of three to five for group task and asked to participate online. The task was to submit a teaching plan document. It went through for three weeks in web-based board. Supportive scaffolding and reflective scaffolding were provided twice in online board. For data analysis, 52 teams who participated in 3 weeks of online group activity (supportive scaffolding: 23 teams, reflective scaffolding: 29 teams) were selected as a final participants. After 3 weeks of online group activity is done, analyses of content of group message and communication pattern were conducted. Message content was analyzed by decision making model from Functional Category System (Poole & Holmes, 1995). At first, all the messages were divided into sentences and then each sentence was classified by 6 categories of function. Then the number of function was counted to answer to research question 1. Similarly, the same tool was used to count communication pattern. For the result, analyses of content of group message and communication pattern are being conducted by FCS. It is predictable that there are differences in message content and communication pattern according to scaffolding types. In other words, message content and communication pattern depends on the type of scaffolding. Based on the results, a conclusion can be drawn that if instructors have information on how learners participate in group activities, they are able to establish instructional strategies to facilitate collaborative problem solving process and successful achievement by providing appropriate type of scaffolding.

3차원 인공지지체 패턴이 갖는 세포 평가 특성에 따른 이중 공극 인공지지체의 개발

손유선 ( You Sun Sohn ),정진우 ( Jin Woo Jung ),김종영 ( Jong Young Kim ),조동우 ( Dong Woo Cho ) 한국조직공학과 재생의학회 2011 조직공학과 재생의학 Vol.8 No.2s

Scaffold, one of three essential elements of tissue regeneration, provides a proper environment for cells to grow in vitro and in vivo by playing that supporting role. Recent many research groups have fabricated scaffolds by various SFF (solid free-from fabrication) technologies that permit the control of internal/external geometry such as pore size, porosity, and line pattern of scaffold with reproducibility. To investigate the effect of scaffold pattern on cell behavior, tests were planned by the design of experiments (DOE) technique. Line width and line pitch were selected as controllable factor for cell adhesion and cell proliferation. Various kinds of patterned scaffolds with diverse line widths and pitches were fabricated by NSTL (nano stereolithography) system with high resolution. These scaffolds were seeded with MC3T3-E1, pre-osteoblast cell line, and were cultured in vitro for 7 days. To examine the effect of cell adhesion and proliferation on the scaffold patterns, CCK-8 assay was performed to quantify the living cell into each scaffold. Additionally, we fabricated and evaluated 3D bi-pore scaffold by NSTL system to investigate the effect of bi-pore structure in cell behavior. To realize this goal, we also fabricated the scaffold with only global pore and compared the effectiveness of two types scaffold in cell adhesion and proliferation. With these results, we confirmed that the scaffold patterns, such as line width and line pitch, can affect cell behavior and demonstrated that bi-pore scaffold had better cell adhesion and proliferation than scaffold with only global pore.

웹기반 협력적 문제해결학습에서 스캐폴딩 유형에 따른 상호작용 패턴 및 팀 성과 탐색

임규연(Lim Kyu Yon),박효선(Park Hyo sun),김주연(Kim Joo Yeun) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.8

본 연구는 웹기반의 협력적 문제해결학습에서 상호작용을 촉진하고 팀 성과를 향 상시키기 위한 전략으로써 스캐폴딩의 효과를 알아보고자 하였다. 이를 위해 두 가 지 유형의 스캐폴딩을 제공한 후 팀의 상호작용 패턴(밀도와 중심화) 및 팀 성과가 어떻게 나타나는지 탐색하였으며, A대학교 학부생 148명을 대상으로 3주간의 웹기 반 협력적 문제해결학습을 실시하였다. 이들은 교수설계안을 개발하는 문제를 부여 받았으며, 각 팀은 3-5명의 학습자들로 무선 할당되었다. 자료 분석을 위해 3주 동 안의 온라인 활동에 모두 참여한 총 13팀(지원적 스캐폴딩 6팀, 성찰적 스캐폴딩 7 팀)을 최종 연구대상으로 선정하였다. 각 유형별 스캐폴딩은 온라인 게시판을 통하 여 2주에 걸쳐 2회 제공되었으며, 3주간의 학습이 모두 종료된 후 팀 별 상호작용 패턴 및 팀 성과를 측정하였다. 기술통계를 중심으로 결과를 분석한 결과, 스캐폴딩 유형별로 상호작용 패턴에 있어 차이가 있었다. 팀 성과의 경우에는 지원적 스캐폴 딩을 받은 집단이 성찰적 스캐폴딩을 받은 집단보다 평균적으로 높게 나타났다. 이 러한 연구결과를 통하여 궁극적으로 웹기반 협력적 문제해결학습에서 학습자간 상 호작용 및 팀 성과를 향상시킬 수 있는 지원 전략에 대해 논의하였다. This study aims to explore the effect of scaffolding as a strategy to facilitate interaction and enhance team performance in web-based collaborative problem solving learning. In order to achieve this goal, a 3-week collaborative problem solving was implemented with online activities in an undergraduate-level course, and, the effects of scaffolding types on interaction patterns and team performance were analyzed. Participants were 148 students in a university located in South Korea, and asked to solve the given problem of designing a lesson plan. Participants were randomly assigned to groups with 3-5 students, and then each group was assigned to two conditions: supportive scaffolding and reflective scaffolding. Data from 13 groups (6 groups with supportive scaffolding, 7 groups with reflective scaffolding) who participated in the entire 3-week online activities were analyzed for this study. Each scaffolding was provided two times with an online board throughout two weeks. After 3-week collaborative problem solving learning, interaction patterns and team performance of each team were measured. According to the results analyzing the descriptive statistics, the patterns of interaction by scaffolding types were different between the two conditions. Also, the team performance of the group with supportive scaffolding was higher than that of the group with reflective scaffolding. Based upon the findings, strategies to foster interaction among learners and team performance in web-based collaborative problem solving learning were discussed.

Salt-Induced Electrospun Patterned Bundled Fibers for Spatially Regulating Cellular Responses

Cho, Mira,Kim, Seung-Hyun,Jin, Gyuhyung,Park, Kook In,Jang, Jae-Hyung American Chemical Society 2016 ACS APPLIED MATERIALS & INTERFACES Vol.8 No.21

<P>Implementing patterned fibrous matrices can offer a highly valuable platform for spatially orchestrating hierarchical cellular constructs, specifically for neural engineering approaches, in which striated alignment or directional growth of axons are key elements for the functional recovery of damaged nervous systems. Thus, understanding the structural parameters of patterned fibrous matrices that can effectively promote neural growth can provide crucial clues for designing state-of-the-art tissue engineering scaffolds. To this end, salt-induced electro-spun patterned fiber bundles (SiEP bundles) comprising longitudinally stacked multiple fibers were fabricated, and their capabilities of spatially stimulating the responses of neural cells, including PC12 cells, human neural stem cells (hNSCs), and dorsal root ganglia (DRG), were assessed by comparing them to conventional fibrous matrices having either randomly oriented fibers or individually aligned fibers. The SiEP bundles possessed remarkably distinctive morphological and topographical characteristics: multicomplexed infrastructures with nano- and microscale fibers, rough surfaces, and soft mechanical properties. Importantly, the SiEP bundles resulted in spatial cellular elongations corresponding to the fiber directions and induced highly robust neurite extensions along the patterned fibers. Furthermore, the residence of hNSCs on the topographically rough grooves of the SiEP bundles boosted neuronal differentiation. These findings can provide crucial insights for designing fibrous platforms that can spatially regulate cellular responses and potentially offer powerful strategies for a neural growth system in which directional cellular responses are critical for the functional recovery of damaged neural tissues.</P>

Study of myoblast differentiation using multi-dimensional scaffolds consisting of nano and micropatterns

차성호,이현종,고원건 한국생체재료학회 2017 생체재료학회지 Vol.21 No.1

Background: The topographical cue is major influence on skeletal muscle cell culture because the structure is highly organized and consists of long parallel bundles of multinucleated myotubes that are formed by differentiation and fusion of myoblast satellite cells. In this technical report, we fabricated a multiscale scaffold using electrospinning and poly (ethylene glycol) (PEG) hydrogel micropatterns to monitor the cell behaviors on nano- and micro-alignment combined scaffolds with different combinations of angles. Results: We fabricated multiscale scaffolds that provide biocompatible and extracellular matrix (ECM)-mimetic environments via electrospun nanofiber and PEG hydrogel micro patterning. MTT assays demonstrated an almost four-fold increase in the proliferation rate during the 7 days of cell culture for all of the experimental groups. Cell orientation and elongation were measured to confirm the myogenic potential. On the aligned fibrous scaffolds, more than 90% of the cells were dispersed ± 20° of the fiber orientation. To determine cell elongation, we monitored nuclei aspect ratios. On a random nanofiber, the cells demonstrated an aspect ratio of 1.33, but on perpendicular and parallel nanofibers, the aspect ratio was greater than 2. Myosin heavy chain (MHC) expression was significantly higher i) on parallel compared to random fibers, ii) the 100 μm compared to the 200 μm line pattern. We confirmed the disparate trends of myotube formation that can be provoked through multi-dimensional scaffolds. Conclusion: We studied more favorable environments that induce cell alignment and elongation for myogenesis by combining nano- and micro-scale patterns. The fabricated system can serve as a novel multi-dimensional platform to study in vitro cell behaviors.

초등학생의 경향성 지식 생성 과정에서 경향성 지식 생성 능력에 따른 안구 운동 분석

김소이 ( Kim So Yi ),신동훈 ( Shin Dong Hoon ) 서울교육대학교 초등교육연구소 2018 한국초등교육 Vol.29 No.3

이 연구의 목적은 초등학생의 경향성 지식 생성 과정에서 경향성 지식 생성 능력에 따른 안구 운동을 분석하는 것이다. 초등학교 6학년 학생 33명이 4개의 경향성 지식 생성 과제를 수행하는 동안 발생하는 안구 운동을 SMI사의 i View X^TM RED를 이용하여 120 Hz로 측정하였다. 과제는 동물과제1 - 식물과제1 - 동물과제2 - 식물과제2 순서로 제시되었으며, 각각의 과제는 3개의 세부과제로 구성되었다. 안구운동 측정과 동시에 경향성 지식 생성 과정은 발성사고법으로 수집되었으며, SMI사의 BeGaze 3.6 및 IBM SPSS Statistics를 통해 실험 결과를 분석하였다. 초등학생들이 경향성 지식 생성 과제를 수행하는 동안 발생하는 안구 운동을 측정하여 ‘초등학생의 경향성 지식 생성 능력 지수’에 따라 평균을 기준으로 상위집단과 하위집단으로 구분하였다. 분석한 결과는 다음과 같다. 첫째, 상위집단은 하위집단보다 AOI에 대한 응시 시간이 높게 나타난다. 둘째, 상위집단은 도약 횟수와 도약 속도가 더 높게 나타난다. 셋째, 경향성 지식 생성에 유효한 정보를 확인하는 과정인 재응시 횟수도 상위집단이 더 높다. 넷째, 경향성 지식 생성 능력에 따라 영역 간 이동 횟수가 다르게 나타난다. 다섯째, 비계 제공 전·후 두 집단의 특징 변화가 다르게 나타났으며, 특히 영역 간 이동에서 하위집단에게 비계 제공 효과가 가장 뚜렷하게 나타났다. 연구 결과를 바탕으로 안구 운동 통해 초등학생의 경향성 지식 생성 과정에 대한 피드백을 교사와 학생 모두에게 제공할 수 있다. 또한 비계를 지식 생성 과정에서 효과적으로 사용할 수 있는 방법을 마련하여 낮은 경향성 지식 생성 능력을 가진 학생들을 위한 개별화 중재 프로그램을 개발할 수 있다. The purpose of this study is to analyze eye movements in the process of generating pattern knowledge of elementary school students according to the ability to generate pattern knowledge. The eye movements that occurred during the execution of the four pattern knowledge generation tasks in 33 elementary school students were measured at 120 Hz using SMI 's i View XTM RED. The tasks were presented in order of animal task 1 - plant task 1 - animal task 2 - plant task 2, and each task consisted of three sub tasks. At the same time as measuring eye movements, the process of generating the pattern knowledge was collected by ‘think aloud’ method, and the results of the experiment were analyzed through SMI 's BeGaze 3.6 and IBM SPSS. The students were classified into the higher and lower groups according to the average of 'Elementary school students' pattern knowledge generation ability index'. The results of the analysis are as follows. First, the students with high ability have higher AOI score than the lower group. Second, the students with high ability shows higher saccade count and velocity. Third, the number of revisits, which is the process of confirming information that is effective in generating the pattern knowledge, is higher in the high ability students group. Fourth, the number of movements between AOIs varies according to the ability to generate pattern knowledge. Fifth, the characteristics of the two groups before and after providing the scaffold were different. Based on the results of the study, it is possible to provide feedback to the teacher and the students about the process of generating the pattern knowledge of elementary school students through the eye movement. It is also possible to develop a personalized intervention program for students with low pattern knowledge generation skills by providing a way to use the scaffolding effectively in the course of knowledge.

Design and fabrication of CLFDM (Curved Layer Fused Deposition Modeling)-based 3D curved scaffold with a continuous grid pattern

Se-Jin Jang(장세진),Hun-Jin Jeong(정훈진),Min-Soo Ghim(김민수),Nae-Un Kang(강내운),Kyoung Duck Seo(서경덕),Young-Sam Cho(조영삼) 대한기계학회 2021 대한기계학회 춘추학술대회 Vol.2021 No.4

The 3D printing technology enables the fabrication of a custom scaffold having 3D free shape in bone tissue engineering. Among 3D printing technologies, the FDM (Fused Deposition Modeling) method is one of the most popular methods, because it is relatively simple to control. However, in the viewpoint of scaffold design and fabrication, when printing a curved scaffold having a grid structure using conventional FDM type 3D printer, discontinuity of the pattern may occur. This intrinsic phenomenon (that is the discontinuity) makes the design of pores and shapes difficult. In this study, using CLFDM (Curved Layer Fused Deposition Modeling) technology, 3D curved scaffold, having a continuous grid pattern, was designed and fabricated through simultaneous control of the XYZ axis when one layer is printed. Consequently, CLFDM technology was developed through this study and it could be one of promising fabrication technique for the optimal design and fabrication of curved scaffolds.

Scaffolding Reading Comprehension: A Case Study of a Young Korean English Language Learner

Sook-Hee Kim 팬코리아영어교육학회(구 영남영어교육학회) 2015 영어교육연구 Vol.27 No.3

This study examined the nature of teacher-student interactions during tutoring sessions to explore ways of scaffolding reading comprehension of a young Korean English language learner. The verbal interactions during tutoring sessions were analyzed based on an analytical framework-the IRE pattern-where the teacher initiates a question, the student answers, and the teacher evaluates (Cazden, 2001). During the first half of tutoring, the teacher used the three-turn pattern of IRE to accomplish a number of different purposes depending on the tasks involved and the student could evolve from simple repetition to more engaged talk. During the second half of tutoring, when the student was given the power to pose questions through the Question-Answer Game, non-traditional interactional patterns developed. The student initiated topics by asking the teacher questions, sustained the topics by disagreeing with the teacher, and became an active reader who assumed responsibility for his own learning. The students’ opportunities to exercise initiative or to develop a sense of responsibility for learning were limited when using the traditional IRE interaction pattern where the teacher simply aimed at assessing student knowledge. This study illustrates how teachers can both provide and limit learning opportunities for English readers based on discursive practices.

Scaffolding reading comprehension: A case study of a young Korean English language learner

김숙희 팬코리아영어교육학회 2015 영어교육연구 Vol.27 No.3

This study examined the nature of teacher-student interactions during tutoring sessions toexplore ways of scaffolding reading comprehension of a young Korean English languagelearner. The verbal interactions during tutoring sessions were analyzed based on an analyticalframework-the IRE pattern-where the teacher initiates a question, the student answers, and theteacher evaluates (Cazden, 2001). During the first half of tutoring, the teacher used thethree-turn pattern of IRE to accomplish a number of different purposes depending on the tasksinvolved and the student could evolve from simple repetition to more engaged talk. During thesecond half of tutoring, when the student was given the power to pose questions through theQuestion-Answer Game, non-traditional interactional patterns developed. The student initiatedtopics by asking the teacher questions, sustained the topics by disagreeing with the teacher, andbecame an active reader who assumed responsibility for his own learning. The students’opportunities to exercise initiative or to develop a sense of responsibility for learning werelimited when using the traditional IRE interaction pattern where the teacher simply aimed atassessing student knowledge. This study illustrates how teachers can both provide and limitlearning opportunities for English readers based on discursive practices.

Simple and Novel Three Dimensional Neuronal Cell Culture Using a Micro Mesh Scaffold

유상진,김종민,이창수,남윤기 한국뇌신경과학회 2011 Experimental Neurobiology Vol.20 No.2

Conventional method of cell culture studies has been performed on two-dimensional substrates. Recently, three-dimensional (3D) cell culture platforms have been a subject of interest as cells in 3D has significant differences in cell differentiation and behavior. Here we report a novel approach of 3D cell culture using a nylon micro mesh (NMM) as a cell culture scaffold. NMM is commonly used in cell culture laboratory, which eliminates the requirement of special technicality for biological laboratories. Furthermore, it is made of a micro-meter thick nylon fibers, which was adequate to engineer in cellular scales. We demonstrate the feasibility of the NMM as a 3D scaffold using E18 rat hippocampal neurons. NMM could be coated with cell adhesive coatings (polylysine or polyelectrolyte) and neurons showed good viability. Cells were also encapsulated in an agarose hydrogel and cultured in 3D using NMM. In addition, the 3D pattern of NMM could be used as a guidance cue for neurite outgrowth. The flexible and elastic properties of NMMs made it easier to handle the scaffold and also readily applicable for large-scale tissue engineering applications.