Process-oriented Development Research Articles

데이터미학과 인공지능: 초중고등학교 및 문화예술 교강사를 위한 기술융합 문화예술교육과정 개발 연구 - 시범교육프로그램 개발과정을 중심으로

This study is about the process and results of research on and the development of technology-converged culture-art education to cultivate convergence literacy in the areas of culture-art and technology in elementary, middle and high school teachers and culture-art instructors. In this paper, we attempt to contribute to similar lines of research in the future by intensively describing the research process. Our research team selected 'data aesthetics and artificial intelligence' as the educational subjects of the times, judging that participant-centered intensive training was appropriate to improve culture-technological literacy. We proposed the 'Data Aesthetics and AI Curriculum' based on coding practices related to culture-art as a pilot curriculum, a minimum viable program. This course consists of two sections. Section 1 is ‘Data Aesthetics’, in which education participants come to understand the necessity and interrelationships of data and coding from the perspective of culture-art, and where they learn based on this understanding and create expressions using this knowledge. Section 2, based on the learning experience of Section 1, focuses on an understanding of algorithm concepts and representations by AI. As a research methodology related to this, a mixed research methodology that combines the waterfall methodology and the lean UX methodology was experimentally applied. Our methodology enabled us to thoroughly carry out participant-centered design and education. From the start of the study to the implementation of a pilot education program, and in every stage after the implementation of the education, a detailed participant survey was given. By examining and reflecting on the participants' circumstances and requirements, we discovered and developed realistic participants in our technology-converged culture-art curriculum. Through this, a revised and supplemented final curriculum was proposed based on the research results. In our study, it is judged that this curriculum has achieved its intended purpose to some extent given the high overall satisfaction level expressed through the participant survey after the education. In particular, the detailed participant-centered design, its implementation and its process-oriented development are the strengths of this study, whereas the overall high level of educational difficulty and the large amount of educational content are disadvantages of this study.

Analysis of the influence of the systemic welding coordination on the quality level of joints

The need for welding coordination is due to the significant risks of non-compliance with the requirements for welded joints. It is known that the request of coordination standards in welding streamlines the work of ensuring the quality of welding, it is positively perceived by customers and other stakeholders. However, the effect of systemic welding coordination on objective indicators of the quality of welded joints during production requires detailed studying. The comparative statistical analysis of the effect of systemic welding coordination on the level of welded joints’ quality was preceded by the process-oriented development and implementation of a set of procedures for the coordination of welding operations in the production of welded frames. A scheme of interaction and the classification of coordination procedures in welding have been proposed. The procedures were divided into three groups. The first group includes long-term welding quality procedures. The second group is the procedures for ensuring the quality of welding in the execution of a Request (Order, Contract). The third group consists of procedures to ensure and improve the quality of welding a joint. The implementation of regulatory-oriented content of the procedures ensures the admission of personnel with necessary qualifications, the application of appropriate welding equipment, materials, technical documentation, thermal treatment, technical control. All this together ensures that the requirements for the welded joint, the specified thickness of the main metal, the type of a joint and seam, are met. Data on the quality of welded frames during production were obtained prior to and after the introduction of the international standards of welding coordination. Using the Shewhart charts has shown that ensuring quality by the welding coordination could stabilize the welding process, translating it into a statically manageable state while doubling the proportion of nonconforming units in the sample

- From inclusive practices to personal strategies

The main purpose of this doctoral thesis is to co-design and examine digitally supported inclusive practices in science learning. Inclusive practices aim to provide quality education and quality learning opportunities for all students. Inclusive practices are characterised by process-oriented development that takes into account a student’s personal abilities and needs concerning both knowledge and competencies as well as the classroom context. Since there are very few research-based models for inclusive practices, the longitudinal educational design research (EDR) project aimed to co-design digitally supported inclusive practices at the grassroots level with researchers, teachers and students. The EDR project took place during two years in a medium-sized primary school in the capital region of Finland, where inclusive education was employed as part of teacher collaboration. The participating class (44 students; 10 students with learning difficulties [LD]) had two primary teachers and one special education teacher, the defender of this thesis. The EDR consisted of four macro-cycles, which intended to increase understanding of co-designing and implementing inclusive practices in science learning. The first macro-cycle focused on exploring possibilities for using smartphone technology in a water project. In the second macro-cycle, students used the developed personal solutions and designed collaborative solutions while studying the following science-related themes: forest, human, motions and forces, and space. In the third macro-cycle, students studied Europe and Asia, plants, human and states of matter. The participants developed further both personal solutions and collaborative solutions. Finally, the fourth macro-cycle focused on one science theme, electricity, where solutions were designed for collaborative learning and especially for active participation.
 The thesis is comprised of four publications that form a holistic picture of the possibilities of digital technology when considering the adaptation, use and benefits for the student both at the personal and group level. Publication I reports the results of the first macro-cycle of the EDR. Publication II discusses the benefits of using a smartphone in science learning from a student’s personal learning perspective, reflecting all four macro-cycles. Publication III describes the EDR project’s final macro-cycle, electricity project, in which students utilised personal strategies that were supported by the teacher through respectful grouping, differentiated learning tasks and a reflective discussion after lessons. Finally, Publication IV evaluates the development and implementation of the inclusive practises throughout the EDR project from the perspective of the LD students. The data was collected through video recordings of ideating sessions, questionnaires, students’ notes from the e-learning environment, the teacher’s memo and interviews; it was analysed via quantitative analysis of frequencies, qualitative content analysis and co-occurrence network analysis.
 As its theoretical contribution, this thesis weaves together the two frameworks of inclusive practices in science learning. First, the digitally supported inclusive science learning supports a student’s personal learning through the differentiation of content, process and product through the use of multimodality. The teacher employs a student’s personal strategies when preparing a collaborative learning project, especially at the levels of process and product. In light of the objective of inclusion, the teacher’s support during the process should aim at giving intensified support and structured guidance in collaborative activities where students require various competences. Second, such a long-term, reflective, co-designing project supports both the use of digital technology and the development of inclusive practices. LD students benefit from a process-oriented, comprehensive, structured and reflective use of technology in their learning. Differences between students’ digital competencies bring a new element to the classroom alongside academic knowledge, both of which affirm LD students’ social status in the classroom. The thesis emphasises that a long-term co-designing project can both develop teaching practices and engage students to develop their personal learning, and hence, promote inclusive education at the grassroots level.

Process-Oriented Development of Failure Reporting, Analysis, and Corrective Action System

Although failure reporting, analysis, and corrective action system (FRACAS) has two management perspectives, its tasks and related information, the previous researches and applications mainly have focused on the data management. This study is to develop a process-oriented FRACAS which supports the operation of the failure-related activities. The development procedures are (1) to define the reporting and analysis tasks, (2) to define the information to be used at each task, and (3) to design a computerized business process model and set the attributes such as durations, rules, and document types. This computerized FRACAS process can be activated in a business process management system (BPMS) which employs the enactment functions, deliver tasks to the proper workers, provide the necessary information, and alarm the abnormal status of the tasks (delay, incorrect delivery, cancellation). Through implementing the prototype system, improvements are found for automation of the tasks, prevention of disoperation, and real-time activity monitoring.