사회적 공익과 연계되는 디지털 콘텐츠 기반 개방형 사업모델

장선영(Jang, Sun-Young),문형남(Moon, Hyung-Nam),이시영(Lee, Si-Young),최준만(Choi, Jun-Man) 한국IT서비스학회 2010 한국IT서비스학회 학술대회 논문집 Vol.2010 No.1

본 연구의 목적은 웹 분야에 종사하는 콘텐츠 제작자의 작업 및 사업 환경을 분석하여, 제작자들이 겪고 있는 어려움을 해결할 수 있는 사업모델을 제시하는데 있다 이 사업모델은 디지털 콘텐츠 거래, 온라인 프랜차이즈 둥이 결합된 것으로 사업관련 이해관계자에게 다양한 수익과 새로운 창업의 기회를 제공하게 될 것이다. 또한, 제작자의 수익성 개선, 저작권의 보호 둥을 통해 콘텐츠 산업육성에 기여하는 것은 물론, 일자리 창출, 출산 육아 등의 사회적 문제도 해결할 수 있는 대안이 될 것이다.

팀기반학습에서 학습성과를 촉진하는 스캐폴딩 전략 개발 및 효과성 검증 연구

장선영 ( Seonyoung Jang ) 한국교육공학회 2021 교육공학연구 Vol.37 No.4

The purpose of this study is (1) to develop and validate scaffolding strategies for facilitating students’ learning outcomes in team-based learning (TBL), and (2) to analyze the effects of the scaffolding strategies. The research methods are as follows. First, the initial scaffolding strategies were developed based on the literature review. Then, the expert review and validation were conducted twice to confirm the validity of the initial scaffolding strategies. Second, the effectiveness of scaffolding strategies was verified. To study the effect of scaffolding strategies on learning outcomes in TBL, a total of 54 college students who took a TBL class participated. Before and after the scaffolding procedures, they were asked to complete a questionnaire on self-directed learning ability and problem-solving ability. Academic achievement scores were also examined. The reflective journals of learners were examined in order to demonstrate that their academic progress is significant. The results of this study are as follows. First, 37 scaffolding strategies for facilitating students’ learning outcomes in TBL were developed. Second, as a result of applying the scaffolding strategy in TBL, there was a significant effect on the “self-directed learning” and “interpersonal communication ability(a sub-factor of self-directed learning).” In addition, there was a significant effect on the “problem-solving ability,” and “problem understanding and representation(a sub-factor of problemsolving),” and “justification and evaluation (a sub-factor of problem-solving).” The mean of academic achievement was a 30.74 score out of 42. The learners presented their opinion in the reflection journal that they had meaningful learning in TBL. Based on the findings of this study, recommendations were suggested for practitioners on designing and implementation of TBL.

도시 빅데이터를 활용한 스마트시티의 교통 예측 모델

장선영(Jang, Sun-Young),신동윤(Shin, Dong-Youn) 한국BIM학회 2018 KIBIM Magazine Vol.8 No.3

The research aims to find implications of machine learning and urban big data as a way to construct the flexible transportation network system of smart city by responding the urban context changes. This research deals with a problem that existing a bus headway model is difficult to respond urban situations in real-time. Therefore, utilizing the urban big data and machine learning prototyping tool in weathers, traffics, and bus statues, this research presents a flexible headway model to predict bus delay and analyze the result. The prototyping model is composed by real-time data of buses. The data is gathered through public data portals and real time Application Program Interface (API) by the government. These data are fundamental resources to organize interval pattern models of bus operations as traffic environment factors (road speeds, station conditions, weathers, and bus information of operating in real-time). The prototyping model is implemented by the machine learning tool (RapidMiner Studio) and conducted several tests for bus delays prediction according to specific circumstances. As a result, possibilities of transportation system are discussed for promoting the urban efficiency and the citizens’ convenience by responding to urban conditions.

로라 통신 기반 IoT 주차관제용 제어모듈 기술개발

장선영(S. Y. Jang),이혜진(H. J. Lee) 한국생산제조학회 2020 한국생산제조시스템학회 학술발표대회 논문집 Vol.2020 No.12

건강한 폐경 후 여성에서 혈중 비타민 D 농도와 체질량지수의 상관관계

장선영 ( Sun Young Jang ),이지영 ( Ji Young Lee ),배재만 ( Jae Man Bae ),이철만 ( Chul Min Lee ),홍성남 ( Sung Nam Hong ),김아리 ( A Ri Kim ),김흥열 ( Heung Yeol Kim ) 대한산부인과학회 2012 Obstetrics & Gynecology Science Vol.55 No.6

Objective Obesity is associated with alterations in vitamin D (VtD) system. We evaluated the correlation between VtD level and body mass index (BMI), a standard for the evaluation of obesity in postmenopausal women. Methods To study the relationship between VtD levels and obesity, we recruited 310 healthy postmenopausal women between January 2005 and March 2011 and analyzed the correlation between BMI and serum 25-hydroxyvitamin D (25-OH-VtD) level. We also analyzed the relationship between serum VtD level and bone health status such as bone mineral density measured by dual-energy X-ray absorptiometry, bone turnover marker, and parathyroid hormone (PTH), Results With a cut-off level for VtD deficiency at 30ng/mL, 98.9% patients showed a VtD deficiency, while 87.8% patients showed a vitamin D defi ciency with a 20-ng/mL cut-off level. VtD levels had no signifi cant correlation with age, height, weight, BMI, or bone turnover markers. PTH level and serum 25-OH-VtD level showed a negative correlation, VtD level showed negative correlation with BMI, but statistically not signifi cant. Conclusion In this study, most of postmenopausal women (more than 87.8%) had a VtD defi ciency, and VtD level showed negative correlation with BMI, but was not statistically signifi cant.

『햄릿』의 애도와 우울증 분석

장선영(Seon Young Jang) 한국셰익스피어학회 2008 셰익스피어 비평 Vol.44 No.3

Jacques Lacan and Stephen Greenblatt, in their criticisms of Hamlet, "Desire and the Interpretation of Desire in Hamlet" and Hamlet in Purgatory, both deal with the question of "mourning" seriously though they approach it with different interests and perspectives. Lacan's analysis of Hamlet, however, has an aspect that makes readers who are unfamiliar with Lacanian theory, feel difficult to understand what Lacan intends because of his some specific psychoanalytic terms. On the other hand, Greenblatt's telling of Hamlet with his emphasis on Hamlet's "mourning" provides readers with various historical and social resources to get Renaissance context of mourning but is lacking in satisfying readers literary curiosity, for instance, into Hamlet's multi-layered subjectivity. Thus, this paper interrogates into a connection between "mourning" and Hamlet's internally split subjectivity. This crucial connection is, however, first investigated not by Lacan's analysis above but by the examination of Sigmund Freud's "Mourning and Melancholia." But this first step to open a more accessible reading of Hamlet's mourning through Freud's "Mourning" leads us to reason what Lacan means to say; in this sense, it manifests a certain "Lacan's return to Freud" as is often called. Furthermore, this paper shows an essential relationship called "implication" between literature and psychoanalysis, here, Shakespeare's Hamlet and psychoanalysis via the subject of "mourning". Thus, this paper plays a trio between Hamlet, Freud, and Lacan. Freud distinguishes mourning and melancholy by explicating mourning as taking place in the conscious while considering melancholy as emerging in the unconscious realm. But, in Hamlet, this division between mourning and melancholy, conditioned by the boundary between the conscious and the unconscious, is unsettled. Rather, mourning and melancholy, in Hamlet, aggravates each other's extent: mourning gives rise to melancholy, and melancholy deepens mourning in a profound way. One of the most obvious problems in Hamlet is Hamlet's consistent hesitancy to revenge related with the question of "insufficient mourning" which actually motivates both Hamlet and Laertes to revenge. Laertes decides, plans, and performs a revenge in a play whereas Hamlet does not despite his ceaseless declarations of revenge. Hamlet's this reluctancy before his father's command of revenge explains that Hamlet's feeling of loss caused by his father's sudden death and the following his mother's remarriage to his step-father, Claudius, is of the unconscious not of the conscious one. This loss that makes Hamlet disabled in revenge is much related with the loss Freud elucidates as the cause of melancholy; in melancholy, she is aware that she has experienced a kind of loss, but she cannot see what has been lost, to be more exact, she does not know what she has really lost in that loss. Hamlet's unconscious loss certainly has to do with his recognition of his father's sin which was strongly indicated in his mother's sexuality and his father's own confession. Next, the father's sin is internalized into Hamlet's own ego. This makes Hamlet split from himself, which results in the self-reproaches or the impoverishment of the ego, as indicated in Freud's second explication of mourning and melancholy. In this process, the relation between the ego and the loved object is changed into the conflict between the ego and its another ego. In Hamlet, Hamlet's encounter with his father's ghost intensifies Hamlet's own awareness of his own guilt. From the moment he faces his father's ghost, he can be never free from this guilty feeling; he feels guilty at the level of existence. The only moment Hamlet can be released from it is when he dies. Hamlet's death completed by the annihilation of himself and his ideal-ego reflected in his partner of a duel, Laertes, is the moment of his entrance into the symbolic order as Lacan says.

웹기반 프로젝트중심학습 환경에서 과제해결능력을 촉진시키는 스캐폴딩 설계모형 개발 연구

장선영 ( Seon Young Jang ),이명규 ( Myong Kyu Lee ) 한국교육공학회 2012 교육공학연구 Vol.28 No.2

The purpose of this study is to develop and validate a scaffolding design model for supporting learners to support a given task-solving in project-based learning in an online learning environment. The scaffolding design model was developed through the following procedures; 1) designing the scaffolding in online project-based learning, 2) developing the 1st scaffolding design model for supporting learners`` successful performing task based on the collected data by designing scaffolding, 3) getting the expert review and interviewing with learners experience of scaffolding, 4) developing the final scaffolding design model based on the results of validation. The scaffolding design model consist of four layers: (1) designing online project-based learning, (2) designing scaffolding, (3) implementing the project-based learning embedded with the designed scaffolding, and (4) evaluating the scaffolding. Four layers show various elements and activities that have to be considered to design the scaffolding. First, ‘designing online project-based learning’ phase includes ‘learner analysis’, ‘contents analysis and developing the form of output as a task’, ‘develop the evaluation plan’, and ‘developing an online community’. Second, ‘designing scaffolding’ phase includes ‘identifying the learners`` difficulties with the given project’, ‘deciding the categories of scaffolding’, ‘setting the types of scaffolding’, and ‘figuring out the way of providing the scaffolding’. Third, ‘implementing the project-based learning embedded with the designed scaffolding’ phase includes ‘leaners`` planing the project’, ‘learner``s exploring and analysing the resources’ and ‘learners`` solving the project’, ‘instructor``s monitoring’, and ‘instructors`` providing scaffolding’. Fourth, ‘evaluating the scaffolding’ includes ‘evaluating on the process of scaffolding design’, ‘evaluating on the process of scaffolding use’, and ‘evaluating on the results as task-solving’. The results of verification were on average rate of 4.3 out of 5.0. All of the CVI and IRA were over 0.8. These results confirm that the scaffolding design model was both reliable and valid. The suggested model in this study is expected to be used to design scaffoldings in online learning environments.

『줄리어스 시저』의 프로이드적 읽기

장선영(Seon Young Jang) 한국셰익스피어학회 2015 셰익스피어 비평 Vol.51 No.4

There have been psychoanalytic researches on Julius Caesar since Sigmund Freud remarked on the ambivalent feeling that Brutus bears toward Caesar. Considering the lack of Freudian interpretations compared with numerous papers on Julius Caesar in Korea, this paper attempts to read Julius Caesar with Freud’s Totem and Taboo, and Group Psychology and the Analysis of the Ego. The primal horde that Freud explains in Totem and Taboo has many respects in common with the group formation of Group Psychology. The social constitution of the sons with the laws prohibiting murder and incest after their murder of the primal father in Totem and Taboo, resembles the group ties in which the group members are connected on the one hand to the group leader and on the other hand to the other members in Group Psychology. Group Psychology, however, includes Freud’s critical views about the group more than Totem and Taboo, as noticed in his mentions of religious group’s tendency to show hostility towards others, of the envy hidden in the liberal request for equality, and of the exclusion of woman as love-object. Julius Caesar, exhibiting the group politics or the primal horde where Brutus, Cassius, Antony, and Octavius conspire and compete surrounding the murder and death of Caesar, discloses the negative aspects of the group as pointed out in Group Psychology. Thus, this paper, locating Julius Caesar with Totem and Taboo and Group Psychology, examines the central issues repeated in the criticism of this play. These issues cover first, why Caesar does not disappear though he dies in Act 3, second, how the relationship of the aristocrats, Caesar, Brutus, Cassius, Antony, and Octavius, can be defined, third, how the plebeians’ changing reactions wavering between Brutus’s and Antony’s speech, and their violence on the poet, Cinna, will be considered, and lastly, why the female characters such as Portia and Calphurnia are excluded from the politics. While investigating these questions with Freud’s elaborations on envy, contagious group feelings such as suggestion and libido, and the exclusion of love toward the woman within the group, this paper argues that Shakespeare presents the masculine-centered group consciousness leading to the collective violence in Julius Caesar. It also suggests that this group politics of Julius Caesar is transformed into the feminine side’s love and forgiveness of the later Roman plays such as Antony and Cleopatra, and Coriolanus.

조선시기 流刑와 絶島定配의 推移

장선영(Jang Sun-Young) 역사문화학회 2001 지방사와 지방문화 Vol.4 No.2

This study is to examine the change of status of islands through the analysis of place of exile. That is, it investigates the proportion of exile to the island among the whole places of exile and the shift of exile to the island and then explains the change of status of the islands. For the analysis, it extracts 5,860 articles related to exile from 「The History of the Chosun Dynasty: Chosun Wangjo Shilrok」. The period extracted is from the construction of Choson Dynasty to 1896 when banishment system was changed into prison term system from distance system. Banishment was divided into Exile 2 thousand ri, Exile 2.5 thousand ri and Exile 3 thousand ri according to the distance, and into confinement, detention and exile according to the gravity of the offense. Total 408 places were used for the place of exile. The places of exile were mainly distributed at coastal area, island and northern edges. The frequency of exile shows the similar distribution to the place of exile. Chollado shows the most frequent exiles, followed by Kyungsangdo. In the frequency of exiles by period, it exceeded 900 times in early Chosun Dynasty, but it was greatly reduced to 103 times in 1551-1600. But it was increased again to 1,018 times in 1751-1800. According to the features by the period shown in the change of frequency, first high frequency of 1751-1800 was because the central control was strengthened due to the political stability and the punishment system was strictly applied. Second, high frequency of 1392-1500 was because there were many exiles of the persons related to the former dynasty due to the establishment of a new dynasty and there was the War of Prince S. Third, the frequency of exile was reduced in the period of King Sun Jo and it is because the materials related were lost due to Japanese Invasion of Korea in 1592. The exile to the island was designated by the nation. It was Cheju, Daejung, Jungeui, Jindo, Geojae and Namhae during the period of King Gwang Hae Gun. But, it was increased in late Choson Dynasty, that is, it included Gokumdo in King Hyun Jong, Gumkabdo, Nokdo, Heuksando, Gogunsando, Weedo and Baekryungdo during the period of King Suk Jong, Narodo, Sado, Shiniido, Jido and Chujado during the period of King Jung Jong, Yeodo in King Young Jo, Godolsan in King Jung Jo and Imjado during the period of King Sun Jong. The increase of the exile to the island was peak during the period of King Suk Jong. The exile to the island was distributed at the West Coast and South Coast and it was noticeable that newly added islands in late Choson Dynasty were all in Chollado. The reason of the increase of exile to the island in late Yi Dynasty was the increasing frequency of exile. Therefore the government substituted it with the island which has good conditions as the place of exile and then the number of exile to the island was increased greatly. But, there was a requirement for the selection of the exile to the island. First it should be controlled by government and has the economic ability responsible for the livelihood of the criminal. It means the island was changed into the place for accommodating the people.

블렌디드 러닝 교수 역량에 대한 대학교수의 인식변화 및 교육요구도 분석

장선영(Seonyoung Jang),이지안(Jian Lee) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.22

목적 본 연구에서는 대학교수가 블렌디드 러닝에서 요구되는 교수자의 역량에 대한 인식과 교육 요구를 분석함으로써 대학에서의 블렌디드 러닝 교육 프로그램 개발 및 교수역량 강화를 지원하는데 필요한 시사점을 제시하고자 하였다. 방법 이를 위하여 56명의 교수자가 연구에 참여하였으며, 연구 절차는 다음과 같다. 먼저, 블렌디드 러닝 교육 전과 후에 블렌디드 러닝 교수 역량의 중요도와 실행도의 차이를 분석하여, 교수역량에 대한 교수자의 인식 변화를 확인하였다. 다음으로 Borich 요구도 분석과 The Locus for Focus Model을 활용하여 교육요구를 분석하였다. 결과 블렌디드 러닝을 위한 교수역량에 대한 요구는 ‘수업설계’, ‘퍼실리테이션’, ‘커뮤니케이션’, ‘집단지성’, ‘교수 창의성’ 역량에 대한 요구가 높은 것으로 나타났다. 이 중에서 Borich 요구도 분석과 The Locus for Focus Model 분석에서 공통적으로 해당하는 최우선 순위는 ‘커뮤니케이션’으로 나타났다. 결론 연구 결과를 기반으로 대학에서의 블렌디드러닝 교육 프로그램 개발 및 교수역량 강화를 지원하는데 필요한 시사점이 제안되었다. Objectives The purpose of this study was to identify competencies that are required for conducting blended learning and to explore support strategies that can be helpful in improving the identified competencies. Methods To achieve the purposes, first, university professors teaching competencies of blended learning were identified by literature reviews and delphi meetings. Second, a survey was administered with 56 professors at a university in Pusan, Korea. Third, collected data were analyzed by t-test, Borich need assessment formula, and the Locus for Focus model. Results First, before participating in blended learning education, faculty members perceived ‘instruction design’, ‘collective intelligence’, ‘creativity’ as core competences for blended learning. In contrast, after participating in blended learning education, faculty members perceived ‘instruction design’, ‘teaching presence’, ‘facilitation’ as core competences for blended learning. Second, the results of an need assessment shows that the educational needs of ‘instruction design’, ‘facilitation’, ‘communication’, ‘collective intelligence’, and ‘creativity’ were ranked within top five. Specifically, ‘Communication’ was the highest priority in common in both the analysis of Borich need assessment formula, and the Locus for Focus model. Conclusions Support strategies and implications were suggested for enhancing teacher competencies of blended learning and developing educational programs based on the findings.