• Journal of Digital Convergence
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• v.14 no.8
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• pp.441-451
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• 2016

The purpose of this study is to analyze the trend of spatial design education focusing on creativity based on design process. In this research, the theoretical frame of design process focused on creativity was organized and the trend of creativity education study in the spatial design and other design sectors was compared and analyzed. As a result of the research, the creativity education study of spatial design analyzed such a result showed the relatively low frequency, many of studies related to formative expression of idea. On the contrary, the creativity education of other design sectors is related to overall process the most, the major contents were represented as a creativity enhancement eduction through the conversion with other sectors, the utilization of study method and theology and the utilization of IT technology. The result of this study suggests that more various attempts are required for the spatial design education and that the attempts should orient the conversion between science and art, humanity and science and the integrated access of digital and analogue.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.423-428
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• 2018

The purpose of this study is to suggest the necessity of fostering empathy through design education since elementary education in order to develop human resources required in the artificial intelligence society. First we studied the definition, necessity and the present domestic state of design education. Also studied the elements of empathy, its necessity in the age of artificial intelligence, and how children can enhance empathy. Finally, we researched cases of design and empathy education abroad. In conclusion, the Nordic countries have developed social innovations through design and high levels of empathy. Also, design education in the form of playing with the process of communication, discussion and cooperation is important. Based on this study, we hope various design education programs develop that can foster empathy.

• Archives of design research
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• v.12 no.3
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• pp.55-71
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• 1999

본 연구는 전문대학 디자인 교육의 문제를 점검하고, 전문대학만의 차별화 된 디자인 교육을 위한 전략과 방향을 정보화에 기반한 커뮤니케이션 툴 학습기능을 중심으로 찾아보는 것이 목적이다. 연구 방법은 주로 문헌 조사 방법을 사용 했다. 전문대학 디자인 관련 현황과 문제점을 분석하고, 새로운 학습체제의 대안을 제시 했다. 연구에서 도출한 결론은 첫째, 전문대학 디자인 교과과정은 중견 직업인 양성 목적 보다는 4년제 교과과정의 모방이며 둘째, 학과목의 연계성 부족과 과도한 학과목으로 전문성 양성과 거리가 있고 셋째, 정보화와 멀티미디어화 등에 대한 대응력에서 취약하며 넷째, 학교 시설과 교수 인력에 한계가 있다. 이에 인터넷등 네트워크 미디어를 통해 가상학교를 구축, 상호 시너지를 확보하는 전략 전개의 필요성을 제시했다. 결론적으로 본 연구 논문은 전문대학의 현실적 디자인 교육 진단을 근거로, 국가적인 교육 정보화 정책과 세계적인 사이버 교육의 트렌드를 접합하여 현실적인 대안을 제시했다.

• Archives of design research
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• v.14 no.2
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• pp.267-278
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• 2001

Beyond the simple stage of technical development, the growth of information networks have changed areas such as the economy, communities, and education. Existing knowledge and new knowledge about these things have developed and either coexist or conflict with each other. It is difficult to predict the result of this interaction since old and new information is changing so quickly. The transition from a simple communication to an interactive communication is related to a changed communication environment which involves a more complex level of understanding. Establishing the new design concept which is aimed at the future and developing new educational programs which respond to these new information networks are important in order to educate designers who can adjust to the new information network era and construct design education. This paper reports research about the process of developing new education systems that explore the new design paradigms, the changing information network, and the proper approaches to developing design education programs which fulfill these requirements.

• 대학교육
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• s.139
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• pp.26-32
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• 2006

• Journal of Digital Convergence
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• v.12 no.4
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• pp.265-276
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• 2014

This study observes innovation demand in design education according to IT environment in change, and explores reasonable directivity of design education according to fluctuations in media and technologies by presenting academic possibility of interactive design field and its education paradigms for universities. In order to achieve highly added values through interactive design complying with social demand, accompanying researches and academic frames are to be prepared, in particular with independent academic domain frame in universities, this study presents an educational directivity by recognizing important establishments of related curriculum that must be proceeded. This study has made a contribution in addressing the necessity of establishment of individual academic domain for interactive design and also setting up the domain of interactive design. It has been concluded that technological understanding beyond conventional design education, management of complex issues in consideration, and methodology of differentiated education in corresponding to the situation needed as well as typical educations of conventional technologies should be provided for satisfying innovation demand in the domain of interactive design.

• Archives of design research
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• v.12 no.4
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• pp.191-200
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• 1999

Improving the design ability of idea developing and creative problem solving should be started from the primary school. Design education in the primary school should be not education for design but education by design. It helps students can naturally understand the basic concept of design and experience the process of activities. Therefore primary educational circle use the term of 'Design-related activities', or 'Design-Based Education'. It can be applied to variable themes of mathematics, science, music, society as well as Art. On the Basis of these literature review, the traditional design education as a part of the art education is analyzed in two aspects of its contents and behaviors. The contents in design education involve aesthetic·symbolic, useful·functional, and scientific·technological area. And, the basic design behaviors are classified with 'know', 'perceive', 'inquire', and so on. This concept becomes the analytic frame of the present condition of design education in Korean primary school. Through the analysis, it is found that the portion of scientific·technological area in contents and 'inquire' related behaviors are relatively very low. Also, the planning and teaching methods for leading children's opportunity of creative expression are found inadequate. This study proposes the potential capability and the integrative contents of design education in primary school.

• Archives of design research
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• v.14 no.4
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• pp.217-226
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• 2001

In 21st century, with the rapid development of Information technologies, a new form of postgraduate courses on multimedia has emerged. The curriculum of that course is consisted of a combination of design related fields and computer science. In this thesis, I analyzed problems of design education come from multimedia departments of 2-year colleges. This form of departments result in the reduction of design related courses and that is also reduction of basic design rather than multimedia. But, for the desirable multimedia design education, the functional aspects of multimedia must be harmonized with the artistic aspects. For these reason, I developed a course of study on multimedia design. It consists of theoretical studies about design principles, actual training on flash application, and individual projects accomplishments. And on the basis of this results, case studies of 3 subjects were done in a semester.

• Proceedings of the Korea Contents Association Conference
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• 2013.05a
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• pp.391-392
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• 2013

본 연구는 급변하는 환경 속에서 전문대학 디자인교육의 새로운 교육모델을 모색하고자 디자인 교육현장의 실태를 중심으로 디자인교육의 문제점 및 원인과 개선방안을 모색한 논문이다. 이를 위해 디자인교육의 핵심주체인 교수와 학생, 행정 및 교육, 실습지원부서, 산업체, 정부 및 지원기관에 대한 실태를 살펴보았다. 그 결과 입시제도의 개선, 재정지원의 집중화, 교수자의 연구지원, 학생의 인식전환, 산업체와의 실질적 협력강화 및 전문대출신에 대한 인식 및 대우개선, 정부지원기관의 차별화된 지원정책 발굴, 대학별로 특화된 교육과정운영 등이 필요한 것으로 나타났다. 앞으로 전문대학의 디자이너양성 교육은 급변하는 대학환경을 고려하여 교육주체의 내실화 및 관계집단의 인식전환을 고려한 새로운 직업교육모델을 개발, 운영해야 한다.

• Journal of Science Education
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• v.33 no.2
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• pp.207-219
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• 2009

This study aims to investigate the key common topics identified and discussed in relevant literature associated with the integrative efforts among STEM disciplines. The key methodology and pedagogy were examined and the significant benefits of using the design method for STEM education were discussed. Meta-analysis was employed and qualitative approach was mainly used to synthesize the major findings and conclusions of the 33 empirical studies. The findings of this meta-analysis revealed that the types and names describing the design methods used the various terms, but the key features have reflected the similar pedagogical benefits and key characteristics. The engineering design is an effective strategic methodology and pedagogy for STEM education. In addition, the design methods show the key benefits including (1) to improve academic achievement, (2) to promote students' affective gains, (3) to facilitate collaborative learning, and (4) to explore STEM related careers and jobs. The collaborative works among STEM professions are needed to promote the benefits of using design methods for integrating STEM subjects.