학습을 지원하는 지식 네트웍으로서의 교육텔레비전 방송

韓貞璇 한국교육정보방송학회 2002 교육정보미디어연구 Vol.8 No.4

우리나라에 교육텔레비전 방송이 소개된 지 30여 년이 지나고 21세기 지식기반사회에 들어서면서 이제 교육텔레비전 방송은 오늘날 시대와 사회가 요구하는 방송으로서의 역할과 기능을 얼마나 잘 수행하고 있는지 평가할 필요성이 제기되고 있다. 지금까지의 교육텔레비전 방송이 learning from television 이었다면 앞으로의 교육텔레비전 방송은 learning with television으로 변화하여야 한다. 즉 지금까지의 교육텔레비전 방송이 시청자로 하여금 보고 듣기를 원하는 방송이었다면 앞으로는 보고, 듣고, 경험하고, 조작할 수 있는 교육텔레비전 방송으로 변화되어야 한다. 또한 지금까지의 교육텔레비전 방송이 정보와 교양, 교육의 내용을 전달하는 방송이었다면 앞으로의 방송은 지식을 창출해 낼 수 있는 지식 네트웍(Knowledge Network)이 되어야 한다. 이와 아울러 지금까지의 교육텔레비전 방송이 학습자에게 주어지는 다양한 학습도구 중 하나 즉 하드웨어로 인식되어 왔다면 앞으로의 교육텔레비전 방송은 학습자에게 주어지는 소프트웨어로 간주 되어야 할 것이다. 현재 우리 나라의 교육방송사도 보유하고 있는 비디오 자료를 디지털화, 데이터베이스화하여 디지털 학습자원을 구축하면서 다기능, 다목적 공기업으로 탈바꿈하고 있으나 이 데이터 베이스가 어떻게 구축되고 있느냐에 따라 활용 범위와 유용성은 다양해질 수 있다. 따라서 본 연구자는 교육텔레비전 방송이 지식 네트웍으로 변하기 위하여서는 기존의 데이터베이스 개념을 탈피한 학습 객체(Learning Objects)의 개념을 도입한 새로운 유형의 데이터베이스 구축을 제의한다. It has been more than thirty years since the educational radio and television broadcasting aired in Korea. Many things have changed, among them the most dramatic change was the development of information and computer technology (ICT). The development of ICT has shifted the primary educational technology in schools and among students from television to computers and the Internet. This transition is very natural to students, however it requires special efforts from school teachers, administrators, and policy makers to employ these new technologies in their teaching practices. A number of hours using the computer and the Internet technologies are increasing among students while a number of hours watching television are gradually decreasing. What is the future of educational broadcasting in the 21st century? What kinds of changes need to be made to remain as a useful educational media? The following suggestions are made. First, up to the present time, students learned from educational radio and television, but in the future students should learn with educational radio and television. In other words, educational radio and television should be used as alternative study tools, which is equivalent to a notebook, pen and pencil, calculator, and ruler. Furthermore, they should be used as individualized and customized study tools. The educational broadcasting system, therefore, should be able to provide educational tools to viewers and students instead of providing educational programs that are serviced at the current time. Second, educational broadcasting system should bring several changes in operating, managing, and producing programs to be served as educational tools to users. The most significant change should be made to adopt the concept of learning objects and to develop rich learning resources. Learning objects are defined as any entity, digital or non-digital that can be used, re-used, or referenced during technology supported learning. Learning objects can build small instructional components that can be reused a number of times in different learning contexts. Learning objects are like the Lego and the atom. Any Lego block is combinable with any other Lego blocks. Lego blocks can be assembled in any manner you chose and are fun and simple, which even children can assemble. Learning objects are also like the atom. Not every atom is combinable with every other atom to make a meaningful output. Atoms can only be assembled in certain structures prescribed by their own internal structure. Learning objects can be assembled in certain contexts to make meaningful learning resources. Learning objects include multimedia content, instructional content, learning objectives, instructional software and software tools, persons, organizations, or events referenced during technology supported learning. Using the learning objects, users can create individual programs, built own resources, and furthermore, create individual knowledge. These types of learning activities have been the ones the educators are pursuing since the last decade under the names of student-centered learning, situated learning, problem-based learning, and model-centered experience. Third, broadcasted programs should be reorganized to meet the anticipation, quality, criteria, and characteristics as an online educational program. The programs simply provided through video-on-demand (VOD) without any modifications are not considered as online educational programs. The programs should be revised and modified to fully utilize the characteristics and benefits of online education. Fourth, educational broadcasting system should be integrated or converged with other information communication technology institutions to be diversified its services to users. The employees who are working at the station should be experts in the fields of education, broadcasting, information communication technology, multimedia, internet, online education, systems analysis, programming, and data mining. In the 21st century, educational broadcasting should be able to play as a Knowledge Network that users can create individual knowledge using services provided by the network. Educational broadcasting should be a technology used in an educational setting. It should be a technology parallel to instructional delivery systems, educational tools, communication means, resource storage, research tools, and learning environments itself.

1950년대 재일조선인 잡지 『조선평론』과 전화황의 작품세계

한정선 한국일본학회 2019 한국일본학회 학술대회 Vol.2019 No.08

1920년대 문학과 영화의 영향관계에 관한 고찰 -영화소설의 등장과 그 배경-

한정선 단국대학교 일본연구소 2011 일본학연구 Vol.33 No.-

Study on Impact Relation between Literature and Film in 1920s ―Emergence of Film-Novel and Its Background― This study centers on the impact relation of literature and film in 1920s focusing on the phenomena of 'cinematization of newspaper serial stories' and 'film-novel.' As the popular demand for film rapidly increased in the 1920s, the newspaper serial stories were good materials for films. Targeting the newspapers at the time for analysis, the status of cinematization of newspaper serial stories in 1910s and 1920s was empirically investigated, based on which the background of emergence of film-novel and its development were examined. By comparing and analyzing the film-novels of various forms, the significance of cine-novel in cultural history was revisited, and the dynamic impact relation of 'literature and film' of 1920s was revealed.

골드슈타인의 실어증 연구가 메를로-퐁티의 언어행위 이론에 미친 영향

한정선 감리교신학대학교 2015 신학과세계 Vol.- No.84

전후 일본의 곡쟁이 - 일본‘반전’영화에 나타난 여성

한정선 동북아역사재단 2009 東北亞歷史論叢 Vol.- No.24

본 논문은 전후 일본 사회에서 전쟁기억이 젠더 및 섹슈알러티를 중심으로 재현되고, 재구축되고 있는 과정을 분석하고 있다. 이를 위해, 전후 일본의 ‘반전’ 영화를 대표하며, 지속적으로 재생산되고 있는 <24개의 눈동자>를 중심으로, 영상매체에 의해 여성과 후방이 어떻게 재현되고 있는지를 고찰하고자 한다. 먼저 전쟁과 젠더, 섹슈알러티, 그리고 여성의 전쟁책임문제가 전후 일본에서 어떤 담론을 통해 고찰되었는가를 분석하고, 이어서 1954년에 개봉한 기노시타 게이스케 감독 작품의 <24개의 눈동자>를 재구성할 것이다. 마지막으로 1980년대와 2000년대 리메이크된 영화 <24개의 눈동자>와 드라마 『24개의 눈동자』를 비교 분석하여, 재현 전략의 유사점 또는 차이점을 분석하고자 한다. 이를 통해 알 수 있는 것은 ‘반전’ 영화 <24개의 눈동자>는 여성을 ‘곡쟁이’로 객체화함으로써 패전을 통해 ‘상처받은 남성성’을 위로하였고, 동시에 ‘곡쟁이’ 여성의 눈물을 통해 ‘감상의 공동체’를 상상할 수 있는 표상전략 및 시각문화를 만들었다. This essay examines the process in which war memories are reconstructed through the imaginary institution of gender and sexu-ality. For this purpose, it explores how women are visualized in the film medium by focusing on the film, The 24 Eyes. The film has been identified as a representative anti-war film in postwar Japan. First, the essay introduces the questions of gender, sexuality, and women’s war responsibility in wartime and postwar Japan. Second, the essay examines the film, The 24 Eyes, directed by Kinoshita Keisuke, to identify the strategies and symbols that constructed women as ‘designated weepers’of postwar Japan. Third, the essay probes changes and continuities in representing women by comparing and contrasting different versions of The 24 Eyes, re-made in the 1980s and the 2000s. In doing so, I argue that the‘ anti-war’film of The 24 Eyes effectively objectified women as designated weepers in order to console the wounded masculinity of a defeated Japan. At the same time, the tears of women were the necessary condition for postwar Japan to re-imagine itself as a pacifist nation.

생물학적 페미니즘의 관점에서 본 여성과 남성의 차이

한정선 감리교신학대학교 2005 신학과세계 Vol.- No.53

건축에 있어서의 비움과 정신적인 것에 대하여

한정선 감리교신학대학교 2012 신학과세계 Vol.- No.75

Aldosterone-induced TGF-β1 Expression is Regulated by Mitogen- Activated Protein Kinases and Activator Protein-1 in Mesangial Cells

한정선,최범순,양철우,김용수 대한의학회 2009 Journal of Korean medical science Vol.24 No.-

Aldosterone has been shown to stimulate renal TGF-β1 expression. However, the mechanisms for aldosterone-induced TGF-β1 expression have not been clearly determined in mesangial cells. We examined the role of extracellular-signal regulated kinase 1 and 2 (ERK1/2), c-Jun N-terminal kinase (JNK) and activator protein- 1 (AP-1) in the aldosterone-induced TGF-β1 expression in rat mesangial cells. TGF-β1 protein in the conditioned medium released from rat mesangial cells was measured by sandwich ELISA, TGF-β1 mRNA expression was analyzed by Northern blotting, AP-1 DNA binding activity was measured by EMSA and the ERK1/2, JNK activity was analyzed by western blotting. Aldosterone significantly stimulated TGF-β1 protein production and TGF-β1 mRNA expression in mesangial cells in a dose-dependent manner. Aldosterone significantly increased AP-1 DNA binding activity in mesangial cells. Pre-treatment of cells with AP-1 inhibitor, curcumin, blocked aldosterone-induced AP-1 DNA binding activity as well as aldosterone-induced TGF-β1 production. Aldosterone increased phosphorylation of ERK1/2 and JNK in mesangial cells. Pre-treatment of cells with ERK1/2 inhibitor, PD98059, or JNK inhibitor, SP600125 significantly inhibited aldosterone-induced ERK1/2 and JNK activity and subsequently TGF-β1 production, respectively. We conclude that aldosteroneinduced TGF-β1 expression in mesangial cells is regulated by the ERK1/ 2, JNK and AP-1 intracellular signaling pathways.

메를로-퐁티

한정선 감리교신학대학교 2011 신학과세계 Vol.- No.72

초기 메를로-퐁티에게 있어서의 게슈탈트 심리학의 중요성과 한계

한정선 감리교신학대학교 2010 신학과세계 Vol.- No.69