Jo Oct 8, 2022
Class discussion plays a very important role in improving the writing and presentational skills of students.
Yu Un Ju, a researcher at the Faculty of Management of Industrial Economy, has successfully improved their presentational skills by arranging heated discussions and arguments among students.
First of all, she makes clear the points to be discussed in the next discussion class.
Considering the characteristics of the subject, she gives every student different questions and lets them take part in the discussion with enough study.
Sometimes it is impossible because students outnumber questions. Therefore, she puts students into as many groups as the number of questions so that the students in the same group can decide by themselves detailed topics on the same points.
As a result, every student tries to make a detailed study of their points in combination with reality rather than copying others.
In addition, she confines presentation time to 5 minutes so that as many students as possible can give presentations in 90 minutes. Thus, students get rid of the outdated idea to fill their presentations with unnecessary contents and instead they try to think and study more deeply to give clear presentations in a short time.
Secondly, she changes the way of presentation and evaluates it accurately.
She encourages students to give an appealing presentation with their own words instead of reading the text at the desk as if they gave a lecture to other students. This makes students master their points and even those who lack presentational skills competitively run to the teaching desk with confidence, leading to animated discussions and arguments.
She evaluates students’ presentations with the main aim to fire the zeal of discussion. Mark is one of the means for making students take an active part in class discussions.
She has the result of discussion and presentation of each student evaluated by other students, not by the teacher. All the students listen to the speakers carefully and then express their opinions and give marks for each presentation. Every student puts themselves in teacher’s place, gives their own good views and has a heated argument. This has brought discussions and arguments onto a higher level.
...
Jo Oct 6, 2022
“Digital Signal Processing” is a subject which studies mathematical methods for the digital processing of signals. It covers several mathematical methods for digital signal processing such as analog signal conversion, Fourier transform of signal, design of an infinite impulse response (IIR) digital filter, and design of a finite impulse response (FIR) digital filter.
In order to acquire application abilities of understanding the mathematical principles covered in the subject and of applying them to practice, students must develop the ability to convert various analog signals into digital ones and to send them to computers to analyze various kinds of information.
In order to solve this problem, Jong Kyong Su, a researcher at the Faculty of Communications, has employed LabVIEW in his teaching to enhance the abilities of cognition and creation.
First, he made his students active in acquiring mathematical knowledge in signal processing by planning his lectures so that students could develop a comprehensive DSP that covers all the contents of the lecture.
Second, he planned his lectures so that students could put their mathematical knowledge touched in lectures into use by using LabWIEW, thus raising their application ability.
Third, he led students to writing a comprehensive program that runs through the whole course from the subprograms prepared in each lecture, thus increasing the ability of students to apply their mathematical knowledge for digital signal processing.
In the lectures, he made students develop a comprehensive program using LabVIEW that enables digitization, communication, Fourier transform, digital filtering, and reproduction of audio signals to digitize analog signals for digital communication and to process digital signals.
The new teaching method helped raise enthusiasm for study and cognition effect of the students. The students could be able to have a good understanding of what they learnt and make simulations by themselves using LabVIEW.
...
Jo Oct 3, 2022
“Embedded Computer Technique” is a subject that covers the principle and method of building a control system around an embedded processor using the structure and function of the processor.
In the past, all students were given the same preparation tasks and they had them checked orally. Therefore, they paid little attention to preparation and some of them made no preparations for lectures.
That is why Choe Hak Gun, a researcher at the Faculty of Communications, focused his attention on attracting his students to doing preparation tasks.
It is true that “Embedded Computer Technique” at first attracted every student’s interest as an embedded computer system has positive applications in reality, but the lectures on making and running embedded computer systems tended to make many students discouraged since the lectures are mainly focused on theories.
In order to overcome such shortcomings, he selected a simulation tool method and gave preparation tasks for which students had to use the simulation tool. With the simulation tool, the students can design circuits, write and run a program and evaluate the accuracy anytime as they want.
First, he presented preparation tasks so that they could grasp the point of the coming lecture from them. As they have already learnt about PROTEUS, simulation tool which is widely used for an embedded system, it is quite possible for them to do so.
Second, he properly evaluated how well they did their preparation tasks.
Due to the time limit, it is impossible to check everybody’s work, so he asked the students to hand in their tasks in the form of e-documents in advance. He chose the best ones among them to point out the good sides and bad sides of their tasks. It helped raise their self-confidence. In addition, he gave them chances to have a full understanding of the main point of the lecture by providing time to explain on their own.
As a result, the trend of memorizing faded out and instead many of them tried to design a circuit and write and run a program all by themselves. Some of them came up with several creative design methods and programming methods while doing their preparation tasks by the simulation tool. It resulted in the improvement in the thinking ability of the students.
...
Jo Oct 1, 2022
Codechef August Long Challenge went on from August 12 to 15, 2022.
Over 23 000 contestants from tens of countries and regions including our country, China and India took part. 170 contestants competed in Division 1.
A total of 30 contestants including 10 KUT students won the first place in Division 1.
Codechef September Long Challenge went on from Sep. 9 to 12. More than 20 000 contestants from tens of countries and regions took part. Division 1 drew 140 contestants.
A total of 28 contestants including 8 KUT students took the first place in Division 1.
KUT studenst are making constant effort to hold fast to its position in the contest, which will always lead to brilliant fruition.
...
Jo Sep 15, 2022
The review-centered teaching previously applied to industrial management subject has some disadvantages in developing the creative and cognitive power and practical abilities of students.
Ineffective time allotment: Lecturers should, in his or her lecture, check and evaluate how well the students have reviewed, while they should teach a large amount within a limited time.
Limitations in developing the students’ creative thinking: Students are focused on their review tasks, which gives them no notion of what they are going to learn in their lectures.
Dependence on textbooks only: This prevents students from getting related knowledge from other references.
A preparation-centered self-learning approach is helpful to develop creative and cognitive power and practical application abilities of students.
What is important in introducing this approach to lectures is, first, to give preparation tasks to students with the main focus on the students’ understanding of the principles of the subject by their own thinking and efforts and to precisely evaluate their performance of preparation tasks.
For their preparations, students get to use various kinds of textbooks, reference books, terminal devices, teaching-aid system, etc. At the same time, they can have an initial picture and understanding of next lectures. And as for difficult and complicated problems, they can get a full understanding from the explanation of the teacher in the lecture in a limited time. This approach plays a positive role in cultivating the independent abilities of students — raising challenging problems and making an analysis of them by themselves. It is important to make a proper evaluation of their preparation result.
Proper evaluation encourages students to take interest in preparation, inspire themselves, increase their desire to raise questions and propose ways to solve them.
Second, it is to direct the orientation of the lecture to enhancing the independence and creativity of the students so as to stimulate them to find solutions to practical problems by themselves in an original way.
Practical problems given to the students might include various situations in production and business activities and suitable solutions to them.
With focus on such points, Ri Ji Hye, a researcher at the Faculty of Management of Industrial Economy, has introduced a preparation-centered self-learning approach in her subject. It proves to be effective in helping students to get better understanding of the teaching contents and to raise their abilities of creative cognition and of study of scientific theories.
...
Jo Sep 12, 2022
Ho Myong Guk, a lecturer at the Faculty of Information Science and Technology, has realized CDIO education by means of a comprehensive measurement and experimental device in the practice course of programming technology.
The device is one of the most representative terminal measurement devices for the realization of the process control system needed in the establishment of an integrated production system. With wired communication and wireless communication, it is a multifunctional integrated experimental device whereby a number of indicators such as temperature, humidity, illumination, etc. can be measured real time.
First, he developed a communication application program to accurately and quickly collect necessary indicators through the device, and built the collected data in the database in various forms for convenient history analysis. It was designed to carry out both real-time graphic processing of the data and file processing at the same time so that the data would prove useful in all future analyses.
Next, he ensured that various characteristic analyses to be displayed in the history analysis underwent various mathematical processing such as Newton interpolation, Lagrange interpolation and spline interpolation to give scientific guarantees in the characteristic analysis.
In order to realize CDIO education in the practice course, he, first of all, encouraged the students to conceive a question rather than considering given questions.
He explained to the students an air conditioning system and a cold storage management system on the basis of the collected data (external temperature, internal temperature, humidity, illuminance, water level, motor rotation speed, etc.)
Then, the students in groups were able to decide their own tasks ― for example, air conditioning systems and cold storage management systems for libraries, zoos, gymnasiums, cultural centres, swimming pools, hospitals, museums, factories, corporations, public buildings, and their classrooms and dormitories.
As the same collected indicators needed different processing for different application objects, the students could further enhance their practical ability while performing their tasks.
Second, he let the students design the selected tasks in groups drawing on what they had learnt in the lecture.
The items for program designing included interface, file processing, graphic processing, database and network communication, analysis method determination, and self-standard setting.
Third, he made the students implement their tasks.
The students worked in groups to complete the codes they wrote.
Fourth, he asked the students to operate and test their programs.
While he was running the prepared programs, he conducted error inspection and result analysis, and pointed out the characteristics, advantages and shortcomings of the tasks submitted by each group.
In the group presentation, the overall evaluation of the convenience of interface design, the speed and accuracy of communication data collection, database construction and history management, graphic processing results and history analysis and result analysis and group cooperation were made.
In conclusion, the realization of CDIO education helped students to further raise their practical abilities.
...
