가상 현실 학습 환경에서 학습을 촉진하는 스캐폴딩에 대한 이론적 고찰

한정선,오정숙 이화여자대학교 사범대학 교육과학연구소 2002 교육과학연구 Vol.33 No.2

가상 현실 학습 환경에서 성공적인 학습을 이끄는 요인은 여러 가지가 있을 수 있으나, 가장 중요한 것은 학습자 스스로가 자신의 학습을 설계하고 디자인하면서 학습을 진행하는 것이다. 본 연구에서는 가상 현실 학습 환경에서 학습자들이 보다 능동적으로 학습을 진행해 나가는데 필요한 요소로서 스캐폴딩을 제시하고자 하였다. 이에 스캐폴딩의 정의로 세가지 측면 즉 은유적 정의, 이론적 정의, 소프트웨어와 관련된 정의를 살펴보고, 이론적 근거로는 인지적 도제와 Vygotsky의 사회문화 이론을 고찰하였다. 또한 스캐폴딩의 교육적 특성으로는 여덟 가지를 살펴보았으며, 가상 현실 학습 환경에서의 스캐폴딩을 적용할 때의 관련 분야로는 자기 규제 학습과 상황학습, 그리고 생태 심리학을 고찰하였다. 가상 현실 학습 환경에서 스캐폴딩을 적용하는 방법으로는 Winnips(2001)가 제의한 학습 과정 모델과 의사 결정 모델을 살펴 보았으며, 스캐폴딩 설계시 고려할 네가지 측면-과제 지원, 규제, 지원의 단위, 관리 측면-을 제시하였다. In recent years there has been rapid increase in thecapability of virtual reality (VR) technology. VR technology has been widely proposed as a major technological advance that can offer significant support for education. There are several ways in which VR technology is expected to facilitate learning. One of its unique capabilities is the ability to allow students, to visit environments, and to interact with events that distance, time, or safety factors make unavailable. The types of activities supported by this capability facilitate current educational thinking that students are better able to master, retain, and generalize new knowledge when they are actively involved in constructing knowledge in a learning-by-doing situation. In this study, the application of virtual reality in the process of learning environments is defined as virtual reality learning environment (VRLE). VRLE allows learners to be actively involved in their learning process and to become self-reliant and self-regulated learners. Educators are realizing that future adults need to be self-reliant, adaptive, lifelong learners who can reason through problem-framing and problem-solving situations collaboratively. Over the past decade, self-regulated learning has emerged as an important new construct and heavily researched in education. One of the strategies to promote self-regulated learning is scaffolding (Pressley, 1995). The basic idea behind scaffolding is to provide temporary and adjustable support to help learners accomplish a task that is beyond their capability and to allow them to do as much as they can on their own (Bruner, 1978; Wood, Bruner, & Ross, 1976). Good scaffolding is dynamically adjustable to meet learners' cognitive needs. The paper reviews cognitive-apprenticeship theory and Vygotsky's social enculturation theory (1978) to understand the theoretical background and foundation of scaffolding. The paper also reviews Scaffolding-by-Design model (Winnips, 2001) as a guideline to develop virtual reality learning environments employing scaffolding as one of the instructional design factors. Winnips identifies decision aspects relating to technology support for learning. They are task-support, regulation, granularity, and management. The study suggests that educators and VR developers should work together to develop educational programs using VR technology; furthermore, they should work collaboratively with the areas of learning objects and intelligent tutoring system(ITS). Since learning objects can build small instructional components that can be reused a number of times in different learning contexts, it is suggested to apply the concept of learning objects to provide scaffolding that can meet learner's needs. In the 1990s educational and training establishments have witnessed evolutionary advances in intelligent computer-assisted instruction (ICAI) and the emergence in the research laboratories of intelligent tutoring systems (ITSs). ITS consists of an expert module, a student diagnostic module, an instructional module, an intelligent interface, and a user. One of the greatest challenges developing ITS was to diagnose the learner; what, when, and how much help is needed. Applying the findings of scaffolding, developers will be able to diagnose learner's cognitive needs and to meet the needs systematically and efficiently.

21세기 교사를 위한 멀티리터러시(Multiliteracy) 교육

한정선 이화여자대학교 교육과학연구소 2000 교육과학연구 Vol.31 No.3

그 안 선진국을 중심으로 실시되어온 미디어 교육에는 언어 리터러시를 비롯하여 시각 리터러시, 텔레비전 리터러시, 컴퓨터 리터러시, 넷트웍 리터러시, 정보 리터러시, 테크놀로지 리터러시, 문화 리터러시 등이 있다. 인터넷으로 인해 많은 사람들이 정보에 자유롭게 접할 수 있게 되었다. 물론 이러한 점은 인터넷이 우리 인간에게 주는 혜택일 것이다. 반면, 무제한적이고 무검열상태에서는 인터넷에 담겨진 내용중에는 유해한 것들 또한 상당수 차지한다. 현재 우리 나라 청소년에게도 음란 사이트, 자살 사이트의 접속이 문제시되고 있다. 어떻게 대비하여야 할 것인가? 물론 특강을 통해서 정보의 올바른 선택에 관해 교육을 시킬 수도 있지만 이보다는 좀 더 체계적인 교육 즉 미디어에 관한 교육이 필요하다. 우리 나라에서는 언어 리터러시와 컴퓨터 리터러시가 진행되어 왔을 뿐, 다른 리터러시 교육이 실시되지 않았으며 현재 단계적으로 실시되고 있는 제7차 교육과정에도 포함되어 있지 않다. 미디어 교육이란 단순히 미디어를 사용할 수 있을 뿐만 아니라 이를 사고의 도구, 탐구의 도구, 커뮤니케이션의 도구로 활용할 수 있도록 교육시키는 것이다. 미디어 교육을 실시할 때에는 미디어, 테크놀로지, 그리고 교수법을 고려하여야 한다. 접근 방법에 있어서는 탐구 기저 교육, 학습자 중심학습, 협동 학습, 문제 해결 학습, 표준 학력 검사와는 다른 방법의 평가, 그리고 통합교과과정으로서의 운영이 필요하다. 미디어 교육이 중요한 이유는 비판적 사고력을 길러 줄 수 있으며, 다각적인 견해에 접할 수 있어 민주주의 사회에 필수적인 다원주의와 합리성, 그리고 통찰력을 기르는 요체가 되기 때문이다. 그러므로 미디어 교육은 학교, 가정, 사회 등 어느 곳에서나 평생동안 계속적으로 진행되어야 한다. Media education has been conducted since 1960s under various names: visual literacy, television literacy, computer literacy, network literacy, information literacy, and technology literacy.In the past, it has been carried out mostly in conjunction with language education or arts education.It was neither an independent subject nor a core subject.Today, however, there is a new, compelling need for media literacy, need dor a new interpretion, and need for a change in approaching to media education.A possible response to these needs is integrating several literacies as ˝multiliteracies,˝ since some literacies are closely compatible and provide common foundation for research and practice. There is an increasing evidence that educators, parents, and policy makers have at last begun to recognize the role that media plays and the impact that media gives in shaping the way young people think, act, and learn.Educators began to respond to media education by providing instructional intervention including critical and creative thinking, viewing, and listening skills.As media education gains momentum in the United States, Canada, Australia and many other countries, media education has been mandated K-12 in many leading countries around the world.However, in Korea, media education is not included in the 7th Curriculum that started to be implemented this year and will be completed in the year of 2004 The purposes of this study are: 1) to provide full understanding of the present scope and the domain of media education; 2) to provide one of the quidelines to conduct media education.Teenagers in our society are exposed to information.Some of them are very harmful and some of them are very useful and helpful.The purpose of the media education is to train students, teachers, and parents be able to select useful information and benefit from it Media literacy is defined as ˝the ability to access, analyze, evaluate, and communicate messages in a variety of forms.˝ A media literate person should be able to use the media as a tool as well as a representational vehicle.Our ˝communication˝ society, characterized as networked, knowledge-based, committed to life-long learning, is a good pedagogical environment for media education. Some basic characteristics of media education include inquiry based education, student centered learning, problem solving in cooperative teams, alternatives to standardized testing, and the development of integrated curriculum.It should also take interdisciplinary and multidisciplinary approaches interrelating the areas of culture, sociology, education, psychology, and technology. media education is not simply on how to use the media or the computer but is expanded into the areas of analysis, interpretation, adaptation, and application.Media education is essential in developing a democratic society that encourages diversified ideas and approaches for improvement.

가상 현실 학습 환경에서 지능형 학습체제 (ITS : Intelligent Tutoring System) 구축에 대한 이론적 고찰

한정선,오정숙 이화여자대학교 사범대학 교육과학연구소 2003 교육과학연구 Vol.34 No.1

지능형 학습 체제(Intelligent Tutoring System ITS)는 인공지능의 개념을 적용하여 컴퓨터가 인간 교사와 마찬가지로 학습자와 상호작용하면서 학습자를 진단하고 그 결과에 따라 적절한 학습 내용과 방식을 제공하여 주는 교수 방법이다. 즉 지능형 학습 체제는 인간 교사와 학습자 사이에서 실제로 일어나는 상호작용과 유사한 교수-학습이 이루어지는데 목표를 두고 있다(Montague, 1998). 그러나 컴퓨터와 인간이 자연어를 중심으로 커뮤니케이션 하는 것의 어려움과 하드웨어적 제한점, 개발에 소요되는 시간과 비용의 한계 등으로 인하여 지능형 학습 체제는 실용성이 부족하다고 인식되었으며, 교육공학 분야에서의 효과성 검증이나 교육적 활용방안에 관한 연구 조차도 미비한 실정이다. 그러나 최근 컴퓨터 관련 테크놀로지의 급속하고 눈부신 발달로 지능형 학습 체제의 구현에 대한 새로운 관심이 높아지고 있다. 특히 가상 현실 학습에서는 컴퓨터와 인간이 보다 실제와 유사하게 상호작용할 수 있는 방법들을 지원할 수 있고 가상 현실 학습 환경(virtual reality Learning environments VRLE) 구축이 보다 용이하게 되어, ITS가 재조명 받고 있으며 ITS를 가상 현실 학습 프로그램을 통해 구현하는 가능성에 대한 기대가 매우 높다. 본 연구에서는 가상 현실 학습 환경에서 지능형 학습 체제를 구축할 수 있는 방안들에 대해 새로운 관점에서 고찰하고자 한다. 이를 위해 우선 지능형 학습 체제의 개념과 특성 구성요소를 살펴보았으며, 지능형 학습 체제의 개념을 도입하여 개발된 가상 현실 프로그램들의 사례를 제시하였다. 그리고 이러한 이론적 고찰들을 통해 지능형 학습 체제를 가상 현실 학습 프로그램에서 구현하기 위해 고려해야 할 사항들과 시사점들을 제시하였다. 연구 결과, 전문가 모듈에서는 다양한 학습 과제들을 구현하고 표현할 수 있는 방법에 대한 가능성이 제시되었으며, 교수 모듈은 다양한 학습 원리와 전략의 사용, 인간 교수자가 구사하는 화법에 관한 전략이 필요한 것으로 나타났다. 인터페이스 모듈에서는 비언어적 커뮤니케이션 방안의 수용 방법과 대리인(agent)을 활용하는 가능성을 제시하였고, 학습자 모듈에서는 서술적 모델과 예측적 모델의 필요성, 그리고 시스템에 반영 가능한 다양한 학습자 특성에 대한 고려가 필요한 것으로 나타났다. 마지막으로 모든 모듈은 SCORM 표준안을 수용하여 개발함으로써 컨텐츠의 재사용관 개발의 효율성을 높이는 전략이 필수적인 것으로 연구 결과 도출되었다. As computer and software technology have remarkably developed, intelligent tutoring system (ITS) has been proposed as a major technological advance that can offer significant support for learning. ITS can be an advanced learning system that mimics human tutor by adapting its instructional approach to each individual students needs (Ulusar, 2000). In order to develop ITS to provide individualized instruction, the computer should be able to diagnose learner responses, level of knowledge, level of skills, and the pattern of progress during learning through computer, and to deliver the most suitable instructional contents in the most effective and efficient way. The conventional ITS, however, has not been able to provide the aforementioned services due to the difficulty in communication with computers, the lack of practical knowledge and techniques to diagnose student learning problems, and the limitation of time and cost. In recent years there has been a rapid increase in the capability of computer technology, and it is feasible again to develop ITS. In addition, virtual reality (VR) technology has supported the human interaction with computers in a easier way. With the consideration of the current advances, it is time to investigate potentialities of ITS in the virtual reality learning environments. The paper reviews the definition, concept, feature, and components of ITS to understand the adaptive instructional system. The paper also reviews Steve (Soar Training Expert For Virtual Environments) and Jacob. They are VR programs employing the concept of ITS. Steve employs apprenticeship model to explore the use of intelligent tutoring system in VR, and Jacob involves an integration of tutoring system and agent technology. The study suggests that various ways to present different types of instructional tasks should be integrated in the expert module. In the tutorial module, various learning principles and instructional strategies should be employed. Furthermore, it is suggested to apply the speech strategies of human tutor depending upon the student answers. In the interface module how to develop and use the educational agents should be investigated more deeply, and it is suggested to accept both verbal and nonverbal communications. In the student module, it is suggested to develop the descriptive and predictive model based on the individual student differences. Finally, all the modules should be developed according to SCORM (Share of Contents Object Reference Model) standards to re-use effectively and efficiently. Since using computers in educational settings, many educators have been interested in adaptive instructional systems. Recently rapid technology development stimulates to look into ITS with different insights. In the future, more research works will be needed to utilize ITS in the learning process and verify the effects and issues of ITS in the virtual reality learning environments.

고령토로부터 알루미나 추출에 관한 연구(Ⅱ) : 질산에 의한 추출

유대선,이희수,김정한 연세대학교 산업기술연구소 1990 논문집 Vol.22 No.2

The preparation conditions of alumina powder extracted from domestic San-Cheong Kaolin by nitric acid were investigated. The experimental conditions which have an effect on the yield of alumina were as follows ; the calcination temperature and time, the acid concentration, the reaction temperature and time, pH of the extracted solution, and particle size of the raw material. The aggolomeration of pseudo-boehmite precipitated by NH₄OH at pH 8 was controlled by various drying methods. α-Al₂O₃powder prepared by heating of the dried powder for 1 hour at 1200℃. Under the optimum condition, the yield and purity of α-Al₂O₃powder were 73.6 percent and 95.5 percent, respectively. The alumina particles prepared by the freeze drying method revealed narrower size distribution and less agglomerate than others. And impurities of the raw material which have an effect on the extraction of alumina were Kyanite and Anorthite.

우리나라 일부 석면사업장의 석면폐 유병률

백도명,백남원,최정근,손미아,임정기,이원진,문영한,박정선,최병순 大韓産業醫學會 1995 대한직업환경의학회지 Vol.7 No.1

Asbestos industry has been in operation over 60 years in Korea. However, the prevalence of asbestosis has not been yet reported. With rapid turn-over of workers, previous cross-sectional studies of current workers on the job could not find cases with exposures long enough for the development of asbestosis. This study was done to evaluate asbestosis prevalence of those worksites with operation history of more than 20 years. In total, 139 workers from 5 worksites were examined. Asbestos industries covered in the study include 2 asbestos textile, 1 brake lining, and 2 ship repairing worksites. Chest x-ray was taken from all workers and read by two experts familiar with pneumoconiosis classification according to 1980 ILO guidelines. Those with findings compatible with asbestosis were further ckecked with high resolution computerized tomography (HRCT). Pulmonary function tests were done according to ATS guidelines, and occupational and previous medical history was taken through a standardized interview. Air-borne asbestos was measured according to NIOSH method 7400. The air-borne asbestos concentrations ranged from 0.2-1.3 f/cc for asbestos textile, from 0.7-1.0 f/cc for brake lining, and from 6.3-7.8 f/cc during asbestos removal at ship repairing worksite. Of the 139 workers 25 had abnormal chest radiographic findings, and 10 of them had findings compatible with pneumoconiosis. When work history and current asbestos measurements were accounted, 9 workers who had more than 10 years of asbestos exposure history showed chest radiographic findings of pneumoconiosis with Finally, 4 workers showed finding of pulmonary fibrosis and/or pleural thickening at HRCT, and 2 of them had restrictive lung function changes. The study results showed that, among 139 subjects, there were 4(3%) definite asbestosis cases confirmed with HRCT. The prevalence of probable asbestosis was 7% for 10-14 years of exposure, 13% for 15-19 years of exposure, and 23% for 20 or more years of exposure. The prevalence of compensable asbestosis with abnormal lung function was 4-6% for those with 15 or more years of exposure.

Bioinfomatic Symposium : Efficient search and analysis of biological information

( Sun Hwa Hahn ),( Joo Young Lee ),( Jung Sun Yoon ),( Hyung Seon Park ) 한국생화학분자생물학회 (구 한국생화학회) 2004 생화학분자생물학회 춘계학술발표논문집 Vol.2004 No.-

Monoclonal antibodies against autocrine motility factor suppress gastric cancer

Jung, Hahn-Sun,Lee, Su In,Kang, Seung-Hoon,Wang, Jin Sang,Yang, Eun Hee,Jeon, Byungwook,Myung, Jayhyuk,Baek, Ji Young,Park, Song-Kyu Spandidos Publications 2017 Oncology letters Vol.13 No.6

비오틴 / 스트렙트아비딘 증폭계를 이용한 Immunoblot법에 의한 신증후 출혈열의 진단

정한선(Hahn-Sun Jung),김태근(Tae-Geun Kim),이윤경(Youn-Kyeong Rhee),김윤철(Yun-Cheol Kim),백우현(Woo-Hyun Paik),이평우(Pyung-Woo Lee) 大韓微生物學會 1995 大韓微生物學會誌 Vol.30 No.2

미디어 교육의 새로운 해석과 접근

한정선 ( Jung Sun Hahn ) 한국교육공학회 2000 교육공학연구 Vol.16 No.2

동료평가가 온라인 토론 양상에 미치는 변화 연구

한정선 ( Jung Sun Hahn ),오정숙 ( Jung Sook Oh ) 한국교육공학회 2008 교육공학연구 Vol.24 No.1