전신성 염증반응 증후군 환자에서 말초혈액 호중구 아포프토시스의 억제의 기전

학위논문(석사)--서울대학교 대학원 :의학과 내과학전공,2001.Maste

(The)Mechanism of suppressed apoptosis of peripheral blood neutrophils from patients with sepsis : role of PI3K and PKCδ

학위논문(박사)--서울대학교 대학원 :의학과 내과학 전공,2003.Docto

A Study of Social Management System in e-Learning

본 연구에서는 정부 혹은 관련 공공(공적)기관이 e-Learning에 대한 인증체계 등을 수립하여 국가적 차원에서 e-Learning의 품질을 관리하는 것을 ‘e-Learning의 사회적 관리’ 본 연구에서 의미하는 ‘e-Learning의 사회적 관리체계’에 대한 용어의 정의는 「제3절 용어의 정의」파트에서 보다 자세히 다루기로 한다. 로 정의하고 향후 이러한 사회적 관리가 어떠한 방향과 체계로 실행되어야 하는지에 대하여 다양한 학문적 관점에서 제시하고자 한다.1. Summary of research This research is aimed to verify the adequacy and effectiveness of national management of e-Learning based on inter-disciplinary approach and to suggest how the national management of e-Learning should practice for the improvement and growth of e-Learning in the future. The followings are research questions in detail. The first, how is the e-Learning going to be developed for the sustainability? The second, how is the governmental role to insure the quality of e-Learning? The third, how does establish the relationships among the various stakeholders, organizations and values for the national management of e-Learning? The fourth, based on the multi-disciplinary discussion, how the national management of e-Learning should be implemented for the sustainable improvement of e-Learning? The research methods are as follows. The experts of each academic field reviewed the theories that can be applied to analyze the national management of e-Learning. Based on the main theories and principles from the fields, we analyze the current e-Learning state, the intervention of government, and discuss the future direction of the national e-Learning management system. Besides the multi-disciplinary approach, we analyze the related literatures and documents to understand the concept of quality management, the state of e-Learning policy and national management. Also, we interviewed the person in charge of national e-Learning management system, e-Learning company's personnel to grasp the situation of e-Learning management concretely to identify the needs of national management system. Consequently, we suggest the future direction and tasks of national management of e-Learning. 2. National e-Learning management system for the sustainable e-Learning ecology In the ecological approach, we suggest the transition from misconception of e-Learning which has limited the potentialities of e-Learning to alternative concept of ecological e-Learning. This concept regarded e-Learning as an ecosystem by applying the principles of ecological complex system to e-Learning. As an principle of ecological complex learning system, we discussed the self-organized learning, emergent learning, irreversible learning, nonlinear learning principles. and as a condition of healthy learning, we suggest the emergence, spontaneousness, sustainability, relationship, dailiness, meaningfulness of learning. we rebuild the concept of the existing components of e-Learning by making the structural relations with whole ecological e-Learning system and maintaining the networking with other external systems. Finally, putting various parts together, we suggest the components of e-Learning ecology and operational mechanism of e-Learning. The other side, we criticize the established national e-Learning management system by the viewpoint of ecology. The prevailed national management system of e-Learning was indicated by its limitations which were "object-based quality management" as ignoring dynamic interaction among e-Learning components, "decontextualized quality management" as separating from daily life, "passive quality management" as regarding e-Learning as a course based on traditional paradigm, "traditional quality management" as grounding on Taylor's scientific management theory, "quantitative quality management" as an objective and value-neutral evaluation. Next, we draw a ecological criteria of e-Learning quality. They are (1)tutor as a networker (2)learner as an owner of emergent learning activity (3) e-Learning contents as learning resources (4)e-Learning management system as facilitating system (5) e-Learning system as an industry of knowledge services. By applying these quality management criteria, e-Learning ecology can be activated. Finally, The policy proposals are suggested as follows. the first, according to the shift of e-Learning paradigm, government should provide the ecological quality management policy. the second, across-ministries control tower and collaborative governance should be established. the third, the technical integration should be made for compatibility with other e-Learning systems. The fourth, the multi-disciplinary e-Learning expert should be trained and we develop the certification for e-Learning expert. The fifth, by establishing the total, multi-disciplinary research center, we should build the creating and distribution mechanism of knowledge. 3. National e-Learning management system by economical approach The government has to perform several roles to make economical and social improvement. Based on these basic theoretical role of government, this research discussed what the government deeply have to perform on the industry of e-Learning in the economic view. The followings are grounds of role and intervention which the government can play on the industry of e-Learning; the policy for social equality, the compensation of market failure because of the characteristic of public property, learning effect, replicability of e-Learning, effect economies of scale, and the asymmetry of information. Next, we judge the appropriateness of government's e-Learning policy, social administration by economic view. First, the policy to enhance the social equality. for example, suppling the goods and cash to the low-income group should be continued. it is also encouraged for e-Learning industry to supply e-Learning programs which have some characteristics of public property, and to control the illegal use of e-Learning programs. Moreover, it is reasonable to supply the internet infrastructure which can be a base of e-Learning implementation and the related information to compensate the asymmetry of information. In conclusion, we suggest the direction and tasks of the national administration of e-Learning to revitalize e-Learning in the economic approach; the first, e-Learning certification system should converse into the minimum requirement of e-Learning quality and evaluation of e-Learning outcomes, the second, government should supply various information of e-Learning to the consumers, the third, government should protect and control the e-Learning copyright, the fourth, government should strengthen the policy for the social equality, Fifth, government should make more efforts for standardization and globalization of e-Learning, the sixth, government should restrain its intervention for fostering e-Learning industry, the seventh, government should prevent of monopoly and oligopoly, the eighth, government should supply the improvement of internet skill foundations. 4. National e-Learning management system as a collaborative governance The collaborative model is a new paradigm to solve the social problems. we use the collaborative governance theory which can explain the process of problem-solving among various stakeholders and divisions to review the national management of e-Learning. Namely, to establish and implement the e-Learning management system, it is necessary to collaborate with diverse groups and divisions. Actually there are more needs to collaboration in e-Learning quality management, it can be more reasonable to apply collaborative governance theory in e-Learning quality system. First, we discuss the limitations of current national management system of e-Learning based on the collaboration model. More specifically, the logic of e-Learning quality management does not accord centralization and decentralization, the role of government, market, nonprofit organization for e-Learning quality management was not established accurately, and they cannot collaborate effectively. The current e-Learning quality management system does not balance between educational and industrial approach and incline toward industrial logic, and also, this system can not relate offline learning with online learning appropriately. Consequently, based on the collaborative governance theory, the future direction and suggestions of national quality of e-Learning system are follows. The first, government should suggest the clear logic of integration of the e-Learning quality management system. The second, we should promote more autonomous and specialized e-Learning than integration of e-Learning system. the third, there is few research and experience on collaboration, so we should emphasize on these collaboration issues. The fourth, we should harmony centralization with decentralization and collaboration. The fifth, we should connect off-line management experience with online management. The sixth, the alliance industrial aspect with educational aspect should revitalize. The seventh, the conflicts among e-Learning stakeholders should transform into collaborative relationship. 5. Conclusion Based on above-mentioned discussions, this research suggests the future direction and tasks of national management of e-Learning that can be derived from re-conception of e-Learning, rebuilding of government role about e-Learning and reconstruction of the networking with many e-Learning stakeholders and organizations. First of all, the dimension of re-conception of e-Learning, it should be premised that e-Learning is considered as constant learning resources overcoming the traditional course paradigm. In detail, the first, the national administration of e-Learning should not manage the e-Learning contents(programs) but the e-Learning environments which can create a meaningful learning activity. the second, it should manage the learning activities and results by constant monitoring, not by temporary manner. the third, the national management system should manage the whole e-Learning system and take a view of the relationship between factors and related infrastructure of e-Learning. Next, the dimension of re-building of governmental role of e-Learning, government should restraint the control and regulation of e-Learning, induce the free competition and self-quality management conducted by private sector. Only in the public sector and government leading e-Learning project, government should manage the e-Learning quality actively. To be more effective the national administration system, national quality standard is applied as a minimum requirement, the system should be more flexible and open, it is also important to have expertise in e-Learning and should build specialized management system according to specific e-Learning area. it is appropriate to introduce the competitive system and manage the result of e-Learning. The dimension of re-construction of network with e-Learning organizations and stakeholders, we should construct a meta-level organization which can mediate, integrate the e-Learning policy derived from different divisions, establish the cooperative system consist of national ministries, private companies, e-Learning experts(from research institutes and school) and training institutes, make the customer participating e-Learning quality management system. Consequently, it is more effective to activate the customer-based quality management system through the free competition in the private e-Learning sector. we should move toward the self-evaluation and open e-Learning quality management system administrated by learners, teachers and e-Learning experts group in the e-Learning field.요 약 제1장 서 론 제1절 연구의 필요성 및 목적 1 제2절 연구의 절차 및 방법 7 1. 연구절차 7 2. 연구방법 8 제3절 용어의 정의 11 1. e-Learning 11 2. e-Learning의 사회적 관리체계 12 제2장 문헌분석: e-Learning의 사회적 관리의 개념적 접근 및 현황 제1절 e-Learning의 사회적 관리의 개념 13 제2절 정부의 e-Learning 정책 및 사회적 관리현황 16 1. 교육인적자원부 18 2. 산업자원부 31 3. 노동부 37 4. e-Learning의 사회적 관리체계에 대한 요구 44 5. 요약 및 시사점 46 제3절 해외 e-Learning의 품질 관리 50 1. 프랑스의 e-Learning 질 관리 51 2. 미국의 e-Learning 질 관리 52 3. 싱가포르의 e-Learning 질 관리 52 4. 호주의 e-Learning 질 관리 53 5. OECD/UNESCO의 e-Learning 품질관리 가이드라인 54 6. 시사점 56 제4절 다학문적 관점에서 살펴본 기저이론 57 1. 생태학적 접근 : 학습생태학 이론 57 2. 경제학적 접근 : 효율적 자원배분을 위한 정부개입의 원리 69 3. 행적학적 접근 : 협동 거버넌스 이론 78 제5절 개념적 틀 84 제3장 ‘지속가능한’e-Learning 생태계 조성을 위한 e-Learning의 사회적 관리체계 제1절 돌이켜보기 87 1 다시 생각해보는 e-Learning의 본질과 정체 87 2. e-Learning을 보는 대안적인 관점 89 제2절 ‘지속가능한’ e-Learning 생태계 조성을 위한 이론적 배경 90 1. 학습초기 조건에의 민감성 92 2. 학습혼돈의 가장자리 92 3. 자기 조직적 학습과 학습의 공진화 93 4. 창발적 학습 95 5. 프랙탈 학습과 자기 유사성(Self-Similarity) 96 제3절 ‘지속가능한’ e-Learning 생태계와 기존 e-Learning의 사회적 관리에 대한 비판적 고찰 101 1. ‘지속가능한’ e-Learning 생태계 구성원리와 핵심 구성요소 101 2. 기존 e-Learning의 사회적 관리에 대한 생태학적 비판 117 제4절 ‘지속가능한’ e-Learning 생태계 활성화 전략과 사회적 관리체계 121 1. 생태학적(ecological) e-Learning의 사회적 관리체계의 기본방향 121 2. 생태학적(ecological) e-Learning의 품질관리 기준 126 3. ‘지속가능한’ e-Learning 생태계 활성화 전략 130 4.‘지속가능한’e-Learning 생태계 활성화를 위한 정책 제언 134 제4장 경제학 관점에서 e-Learning의 사회적 관리체계 제1절 e-Learning 활성화를 위한 정부역할에 대한 논리적 고찰 137 1. 형평성 제고를 위한 정부의 e-Learning 정책 137 2. 공공재적인 성격으로 인한 시장실패의 보정 138 3. (외부성의 일종인) 학습효과로 인한 시장실패의 보정 139 4. 복제가능성으로 인한 시장실패의 보정 140 5. 규모의 경제 존재로 인한 시장실패의 보정 141 6. 정보의 비대칭성으로 인한 시장실패의 보정 141 제2절 e-Learning 활성화를 위한 정부역할에 대한 현황 및 사례 분석 144 1. 국내 사례, 현재의 정부의 역할 정리 144 2. 국제 사례 분석 150 제3절 e-Learning 활성화를 위한 e-Learning의 사회적 관리 체계 발전 방향 151 1. 인증방식의 개선: 최저기준 충족 적합성 인증과 성과평가와 연계 발전 151 2. 정보 제공 152 3. 저작권 보호와 불법사용 방지 153 4. e-Learning에 있어서 형평성 제고를 위한 정책 확대 153 5. 표준화와 국제화 154 6. e-Learning 산업육성의 문제 154 7. 경쟁촉진 156 8. 기초기술과 기초 기반(인터넷)의 개선과 발전 156 제5장 협동 거버넌스(Collaborative Governance)로서의e-Learning의 사회적 관리체계 제1절 협동 거버넌스 이론 159 1. e-Learning의 사회적 관리체계에서 조직간 협동(Inter-Organizational Collaboration) 이론의 적용 필요성 159 2. Keidel의 조직 구조화 이론 162 제2절 협동 거버넌스(Collaborative Governance) 이론으로 바라본e-Learning의 사회적 관리체계 현황 164 1. e-Learning의 사회적 관리체계 현황 164 2. 국내 e-Learning의 사회적 관리체계의 조직화 논리의 한계 165 제3절 협동 이론에 근거한 e-Learning의 사회적 관리체계의 발전 방향 174 제6장 e-Learning의 사회적 관리체계의 발전 방향과 과제 제1절 종합논의 185 제2절 e-Learning의 재개념화에 따른 e-Learning의 사회적 관리 체계의변화 189 제3절 정부 역할의 재정립에 따른 e-Learning의 사회적 관리 체계의 변화 193 제4절 e-Learning 관련 조직 간 관계망 재구축에 따른 e-Learning의 사회적 관리 체계의 변화 198 SUMMARY 203 참고문헌 21

연구 동향] e-Learning 연구 주제의 경향과 시사점

이 글에서는 e-Learning 이 교육 혹은 학습을 가능하게 하는 방법론 가운데 하나라는 전제하에 교육공학의 학문 분야에서 e-Learning 관련 연구가 어떠한 영역을 중심으로 이루어지고 있는지를 살펴보기로 한다. 이를 위해 국내와 국외의 대표적인 교육공학 관련 연구지의 최근 연구주제 가운데 e-Learning 관련 연구들을 검토하고 이러한 연구들이 e-Learning 의 실행과 실천에 어떠한 시사점을 줄 수 있으며, 향후 어더한 연구가 추가적으로 요구되는지에 대하여 논의 하고자 한다

[연구노트] 성공적인 e-Learning 실현을 위한 학습자의 자기조절학습능력

1. 서론 2. 자기조절학습의 개념과 단계 3. 자기조절학습의 구성요인 4. 자기조절학습을 지원하기 위한 이러닝 설계 전

A Case Study on Effective Development and Implementation of Blended Learning in Corporations

Ⅰ. 서론 1. 연구의 필요성 및 목적 2. 연구 내용 Ⅱ. Blended Learning의 개념 및 현황 1. Blended Learning의 개념 및 효과 2. Blended Learning의 설계 및 운영을 위한 고려 요소 3. 국내외 Blended Learning의 현황 Ⅲ. 연구 방법 1. 사례 조사 2. 수업관찰 3. 온라인 학습 모니터링 4. 설문 조사 5. 면담 조사 Ⅳ. 연구 결과 1. Blended Learning 과정의 개발 Ⅴ. 요약 및 시사점 1. 요약 2. 시사점 참고문헌 abstractBlended learning has recently been a well-known approach to workplace learning for maximizing learning outcomes and effectively coping with changing training environments. However, even though its popularity, blended learning has shown its difficulties and problems in practice due to lack of systematic strategies for development and implementation. The purpose of this study is to examine a case of developing and implementing blended learning, to investigate advantages and disadvantages of the studied approach, and to provide corporations with guidelines for effective development and implementation of blended learning. This study was conducted by doing interviews with facilitator and instructor, surveys with students about their learning outcomes and satisfaction, and field observations of the development and implementation processes. The major findings of this study are as follows: participants were satisfied with blended learning approaches in terms of its effectiveness to achieve learning objectives. However, the interviews with instructors indicated that a primary challenge for the implementation is to encourage participants to become more actively involved in various modes of instruction introduced in blended learning. Finally, several strategies and guidelines for broadening the applicability of blended learning were provided

A Study on the Criteria and Methods of Selecting e-Learning Courses in Corporate Education

본 연구의 목적은 기업에서 e-Learning 교육기관 및 교육과정(course)을 선정하는 기준과 방식을 분석하여 수요자의 요구에 부응하는 e-Learning 요건을 제시하는데 있다. I. 서론 Ⅱ. e-Learning의 구성요소 및 평가 준거 Ⅲ. 연구 방법 1. 연구대상 2. 연구도구 개발 Ⅳ. 연구 결과 1. 조사대상 기업의 특징 2. 분석결과 Ⅴ. 결론 및 제언 참고문헌 abstractThis study was designed to suggest the requisites of e-Learning courses that correspond to the user's needs by surveying the criteria and method applied to select e-Learning courses in the corporate environment. The target of this survey was the companies outsourcing the operation and management of e-Learning to external educational institutes. As a result, e-Learning courses were selected mainly by training staffs not by the employees themselves, and this tendency was stronger in large-scale companies. When selecting an e-Learning course, the quality of e-Learning institute, the course being offered, and tuition fee were deemed important. Of the criteria used to select an e-Learning course, learning contents were considered the most important, followed by the method of e-Learning development, tutors, and general management. When considering e-Learning institutes, learner support service, system, expertise of operators were regarded as important criteria in selecting e-Learning courses