• Proceedings of the Korean Institute of Interior Design Conference
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• 2004.11a
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• pp.177-178
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• 2004

The study will focus on an exploration of a variety of perspectives drawing technique, which is the three-dimensional presentation measure. Through this course, student develop effective expression and introduction of their Interior Design. The contents of the course are as follows : 1. Comprehension of the perspective 2. Comprehension and practice of the 1point perspective 3. Comprehension and practice of the 2point perspective 4. Comprehension and practice of the axonomatrics 5. Practice of the drawing technique through visual note

• Design & Manufacturing
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• v.16 no.2
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• pp.7-12
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• 2022

The purpose of this study is to develop an evaluation method for online design education. Online education has established itself as the primary form in the educational field, however, there are unsatisfactory response from instructors and students due to rapid conversion of online education. Due to the transition of educational method, online class contents have become optimized and online educational experiences became accumulated. However, clear education criteria is essential. This study states importance of two parts: establishing an evaluation system based on design thinking for online design education and finding appropriate online platforms for interaction between instructors and students. The research results provide implications for ensuring the efficiency of design education and are expected to contribute significantly to the future education field.

• Archives of design research
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• v.14 no.3
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• pp.49-58
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• 2001

The communication designer in the multimedia age should have a consideration that the sound also can be an important expression element to transmit ones thought as well as the visual sense like color, shape and motion. As you already know, someones thought can be better understood when transmitted to others using the visual and auditory senses together than using the visual or auditory sense alone. The meeting of sight and hearing bases on the synesthesia. For example, low sound reminds a person of dark color and high sound usually reminds light color. And a percussion instrument reminds a person a circle and melody reminds a line. The visual and auditory senses In communication of the multimedia age should act as an independent expression element gotten out of the synchronizing that just serves simple sight and related sound at the same time. Interaction between sight and hearing arose a different emotion that cannot be happened just by one element alone. So, the programs of communication design education in this multimedia age should fulfill the requirement that it can develop ones expression ability through the understanding of interaction between sight and hearing. In this study, we suggest the education programs Classified into following categories; audio visual Gestaltung, audio visual moving graphics, audio visual design.

• Archives of design research
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• v.17 no.3
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• pp.393-402
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• 2004

The Gifts that Freobel devised in 1837 were the first instructional media using concrete and systematic toys as materials for early childhood education. The shapes of hexahedrons, cylinders and balls and conception of point, line, plane and six colors shown in the forms of Freobel's Gifts are the basics of formative elements in modem design. However, the Gifts, or educational toys, which were presented to practice Freobel's educational ideas actually in the educational fields were hardly examined or analyzed from the viewpoint of design. In this study, the structural principles, which were applied to the plastic formation of the Gifts under the influence of Freobel's educational philosophy, are examined by analyzing the visual formative characteristics of Freobel's Gifts. Accordingly, through an analysis on the formative principles of the Gifts, it is studied how a system of abstract and philosophical thought was visually applied to forms. This study is a probing research on the formative characteristics presented in the Gifts and is an investigation of formation theory about geomatrice forms. The effects and problems of the formative features of teaching materials for little children are also examined from the viewpoint of design in this study.

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.49-61
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• 2006

The objective of this study was to propose a new framework for the creative engineering in the product family design coursework. The idea of product family design is a good solution to fulfill customer's requirements and to respond quickly for the technology change. Mass customization based on product family and product platform is a new paradigm with variety and customization through flexibility and quick responsiveness. In this study, the subjects of product family, product platform, product family map, platform leveraging strategy, morphological matrix and module based product family design were reviewed and presented. A new idea generation scheme utilizing SCAMPER method was combined with the morphological matrix approach. For the effective product family and platform design, creative efforts and approaches were utilized and implemented in the coursework process. This will help students to develop creative thinking and approaches in the engineering problem solving.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.93-105
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• 2014

Group creativity has recently been heightened as a core competence in the 21st century. Therefore, there is a need for introduction of concepts on design thinking emphasizing the collaboration and empathy to science education as an effective method for fostering group creativity. Understanding design thinking for effective introduction should be preceded, so we explore the characterizations of design thinking through the generic model overlay method, focus group interview, and critical incident technique analysis. The results reveal 4 cluster units of competency and 15 core competencies. The collaboration cluster consists of 5 competencies and they are as follows: organization of the team, communication, self-control, persuasiveness, and initiative competency. The integrative thinking cluster consists of 3 competencies and they are as follows: analytical, strategic, and intuitive thinking competency. The human-centeredness cluster consists of 3 competencies and they are as follows: user-orientation, relationship building, and interpersonal understanding competency. The multidisciplinary cluster consists of 4 competencies and they are as follows: achievement orientation, information seeking, curiosity, and flexibility competency. Findings are expected to provide the basic data for developing programs and establishing strategies in order to foster group creativity as well as introducing design thinking to science education effectively.

• Journal of Engineering Education Research
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• v.6 no.1
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• pp.15-21
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• 2003

This paper reports the results of course restructuring employing design projects in an introductory mechanics of materials course at Pennsylvania State University. Unlike traditional lecture courses, students were encouraged to learn the rudiments of mechanical design and how materials standards, economics, manufacturing, environmental, legal (liability) and societal (safety) concerns relate to design. Through conducting collaborative design projects, the instructors helped students to acquire more advanced skills such as team-based decision making, integration and establishment of criteria, use of modern design theory, consideration of alternative solutions, and application of realistic constraints. In order to examine the impact of new course changes on students' learning, a survey was conducted in 1998 Fall semester. According to the results of survey analyses, students reported high values on this introductory mechanics of materials course. However, they did not give high values on the design projects. Rather, they preferred lecture sessions. Additionally, it was also found that students who earned higher grades from a prerequisite course(statics) showed lower values on the design projects. Implications for engineering educators and suggestions for future research studies were discussed.

• Journal of Korea Game Society
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• v.19 no.4
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• pp.119-138
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• 2019

Digital interactives in museums are expanding and user experience is becoming the focus of exhibition design. The purpose of this study was to suggest guidelines for serious games as a part of museum exhibits. To achieve this, studies on museum education, public space HCI, serious games, and universal design were analyzed by using content analysis methods. Results included 16 quality standards from cognitive, physical, and personal/social models. The findings from this study could benefit the design of future museum gaming interactives.

• KIPS Transactions on Computer and Communication Systems
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• v.10 no.4
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• pp.107-116
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• 2021

In the 4th Industrial Revolution situation it is essential to need the high quality of software in diverse industrial areas. In particular current software centered schools attempt to educate the creative thinking based coding to non-major students and beginners of computer. But the problem is insufficient on the definition and idea of the creative thinking based software. In addition in a aspect of coding education for non-major and new students we recognize to have no relationship between creative thinking methods and coding. In other words we should give them how to practically code and design through learning the creative thinking. To solve this problem we propose the codification of design thinking mechanism without the knowledge of software engineering through mapping creative thinking with software development process. With this mechanism we may expect for students to have some coding ability with the creative design.

• Archives of design research
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• v.20 no.3 s.71
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• pp.299-314
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• 2007

For the past 20 years, the growth and development of university-design-educational institutes contributed to the industrial development of our country. Due to the technological fluctuation and changes in the industrial structure in the latter half of the 20th century, the enterprise is demanding professionally-oriented design manpower. The principle which appears from instances of the advanced nations is to accommodate the demands in social changes and apply them to educational design programs. In order to respond promptly to the industrial demand especially, the advanced nations adopted "multidisciplinary design education programs" to lead innovation in the area of design globally. The objective of the research consequently is to suggest an educational system and a program through which the designer can be educated to obtain complex knowledge and the technique demanded by the industry and enterprise. Nowadays in order to adapt to a new business environment, designers specially should have both the knowledge and techniques in engineering and business administration. We suggest that the IPDI, a multidisciplinary design educational system and program is made up of the coordinated operation of major classes, on-the-job training connection, educational system for research base creation, renovation design development program for the application and the synthesis of alternative proposals about the training facility joint ownership by connecting with the education of design, business administration and engineering.