• Archives of design research
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• v.17 no.4
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• pp.279-288
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• 2004

There are 17 cyber universities granted by the Ministry of Education & Human Resources Department. Most of them have Design department and their educational purpose is practical education. However, their educational process is limited of teaching how to operate computer or production tools and has not offered practical training to students for pre-designer. But it does not mean that students in cyber university are lacking in capability of design. About hundreds of students will graduate from cyber university with a certificate of the completion of a design course on February in 2005. They look for achievement contrary to negatively social view. Because according to the record of 2004 Multi-media major in Seoul Digital University, 73% of them has worked in design field. The purpose of Cyber university is not to instruct a designer but do a lifelong education. I studied how to educate students in cyber university. In other words, I researched an educational methodology in cyber university for practical skill in design, an educational effect in various design contents, an educational process for current designers and beginners, a required education in reality, an limitation of online and an unique contents for design education. And then, I discussed how students in cyber university accept the value of design in online contents and improve their design abilities.

• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.319-326
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• 2012

In this paper, we studied a design-based learning for Computational Thinking in Computational Literacy. The design-based learning for computational thinking in computational literacy education started from a MIT media laboratory in 2011. We revised the design-based learning and applied it to educational field. We considered educational strategies and derived the implications, after teaching fourth grade gifted students. Moreover we conducted and analyzed a questionnaire survey, observations and interviews. As the result, the design-based learning in computational literacy is effective for creative computational thinking that students create their ideas and make a meaningful artifacts from it. We expect that this study provides the basic data to apply a design-based learning for computational thinking to Computer education.

• Archives of design research
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• v.17 no.3
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• pp.221-230
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• 2004

Design textbooks for general education bring our attention to the education of design as a part of whole education. In this vein, this thesis tried to analyze and discuss on the current status of design education contents included in the 7th educational curriculum of the Art & Life. This study had a historical review of the contents of arts education as well as a review of theoretical contents in art education. Also this thesis analyzed five types of Art & Life text books currently used at high schools with weight given to the design and to the status of pictorial coverage in the text books. Finally, the thesis presented problems of design education through a comparative analysis of high school arts education and design education. Through the analysis, inequality of design contents in education was reported. It was clearly attributable to the backgrounds of text book writers. For example, authors with graphic design backgrounds tended to lack product and environment design concepts, while hand craft section of text books all showed a biased contents towards traditional Korean arts. In the analysis of pictorial coverage, similar to the composition of academic contents, coverage was concentrated in the graphic design areas; inequality in quantity of pictures found with a ratio of 1 to 4. In terms of areas of arts, design contents in text books were concentrated only in arts creation chapters among the 3 major areas of arts appreciation, understanding, and creation. Design education is attained in an atmosphere of creativity and the provision of ample teaching material. It is because diverse contents will generate the development of arts. When compared to design education curriculum of U.S. and Japan, these creativity put their focus of design education in the understanding and emotional contacts, so that every application is easily attained. In terms of expression learning, creativity and diversity of material are emphasized. From Kindergarten to middle, and high school periods, apparently the care contents of deign is emphasized. A textbook in the 7th education curriculum is one of the sources for education. In designing text books, learning process should be emphasized following subjects and natures of arts so that creativity can be achieved. Therefore, a systematic approach for design research and educational development for material would be needed in textbook design.

• Proceedings of The KACE
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• 2018.08a
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• pp.129-132
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• 2018

미래사회가 요구하는 창의융합형 인재 육성을 위한 기초소양 함양을 위해 소프트웨어 교육이 의무화되는 등 컴퓨팅 사고력과 지능정보사회에 필요한 핵심역량인 협력적 문제해결력의 향상을 위한 소프트웨어 교육에서의 교수 학습 방법이 강조되고 있다. 이에 따라 본 연구에서는 감성적 사고와 창의적 사고력의 균형을 추구하는 디자인 사고와 실생활 맥락적 문제를 해결하는 메이커 활동을 결합한 디자인 사고 기반 메이커교육을 소프트웨어 교육에 적용하여 초등학생의 협력적 문제해결력에 미치는 영향을 검증하고자 한다. 이를 통하여 디자인 사고기반 메이커 교육의 학습효과를 밝히고, 초등학교 수업에서 다른 교과목과 융합한 소프트웨어 교육의 적용방법에 대한 시사점을 제공하고자 한다.

• The Journal of Sustainable Design and Educational Environment Research
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• v.16 no.3
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• pp.18-26
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• 2017

In order to realize the empathy of the local education community, the education local government should establish the brand design properly in accordance with the enterprise and the large-scale administrative agency and actively use it in the public design strategy and publicity strategy. And the identity and role of education local government that are differentiated from each other can be well communicated and help to achieve the vision. However, the development and utilization of brand design in the provincial education local government is sluggish. In this context, research on urban brand has been carried out variously, but there is no comprehensive analysis on change of education local government brand. The purpose of this research is to analyze the current characteristics of brand design in education local government in order to enhance the image of education direction and to enhance the brand value of education local government.

• Journal of the Korean Society for information Management
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• v.23 no.1 s.59
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• pp.5-39
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• 2006

Design discipline requires more specialized and sophisticated information literacy competencies necessary to effectively find and apply the information that students need for their teaming and the future independent designer than are outlined in general information literacy competencies. Therefore, The goals of this study is to identify specific information literacy competencies within the Design Discipline. This research analyzed design-specific core information literacy competencies through the literature analysis on the design goals & curriculum of four domestic universities and the NASAD standards & guidelines and verified those by Delphi Survey. The result showed that design discipline requires commonly 26 specific core competencies in seven broad categories and the these competencies are related to the time for information literacy Instruction. Also, The result analyzed that such majors in design as product design, visual design, need additionally more specialized and detailed competencies with specific focus and that design discipline requires commonly the information literacy competencies about general studies & fundamental ability.

• Journal of the KSME
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• v.53 no.3
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• pp.61-66
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• 2013

이 글에서는 우리나라에서 'Design'이 갖는 의미와 '디자인'과 '설계'로 나누어진 우리나라 제품디자인 분야의 현실에 대해 짚어보고, 국내외의 산업디자인-공학설계 융합교육의 현황 및 융합설계 교육의 중요성과 방향에 대해 이야기 하고자 한다.

• The Journal of the Korea Contents Association
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• v.11 no.3
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• pp.128-136
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• 2011

Although learners learn with the same educational games, they show differences in successes. This is because they do not share the same individual characteristics. Currently, there are various studies conducted on effective education according to gender among other characteristics of learners off-line. When this effective educational method according to gender is applied to educational games, it will create more effective outcomes. In addition, this study observed the effective educational method according to gender and learning styles. Through the observation, the considering factors for educational game designs according to the learners' gender was defined. These considering factors were categorized into cognitive and perceptive factors, with each definitions reflected on the characteristics of each gender. This study has its meanings in that it has conducted theoretical results of the considering factors for educational game designs based on reference studies. This study will be utilized as a reference study when designing various games.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.327-335
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• 2021

The tendency of the current times require education to focus on convergence, and the same applies to the essence of ceramics and design base imagination and creativity. For effective integration, a wide range of experimentations is required both in terms of academic and methodic approaches. This study analyzes the [TeamTeam Class] curriculum, converging ceramics with design initiated in the second semester (autumn semester) of 2020. Through reference materials on ceramics and design convergence education, it was possible to classify the following 5 categories: Subject, Method, Management, space and communication. The aim of the study is to find resolutions to overcome existing issues and problems in search of more effective methods. Although this study is based on convergence education, [TeamTeam Class] at Kookmin University, I hope to extend it further to also consider education after COVID-19.

• Archives of design research
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• v.20 no.3 s.71
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• pp.73-84
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• 2007

This research takes an introspective and critical approach to the college level visual communication design education in Korea. As such, the changes of the college-level visual communication design curriculum in Korea are analyzed. Selected were 3 major design schools which have a relatively long design educational history in Korea. Those 3 schools are Hongik University, Seoul National University and Ewha University. The curricula were categorized and its changes were followed. The faculty members of those 3 schools were also analyzed. The college level design education began from 1946 at Seoul National University. The Koreas design education was influenced from the Japanese Design curriculum and then the American design curriculum from the beginning. The Korean design educators accepted those new design educational paradigm without any criticism, and it is now structurized in our design educational system. It caused the curriculum with practice-centered classes mostly, and the function centered design education without understanding of socio-cultural environments. The Korean design education needs more liberal arts which will lead us to more discourses about ourselves, and needs to employ more local design educators to solve the intellectual skewness in the Korean academic society in the field of Design.