• The Journal of the Korea Contents Association
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• v.12 no.12
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• pp.111-118
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• 2012

Capstone design is silk engineering in the field of education, the program requires contractors, not the industrial ability to adapt with the creative overall design training programmes in design education in terms of the applicability of that remains to be seen. In this study, the University of art and industrial design major, konkuk University School of design of the Capstone design 2011 and take advantage of the performance, and the curriculum is mainly applied for the technology. Design and development should be followed for experimental studies and a wealth of knowledge for the creation of advanced technology and professional support for institutions and industries to improve practical skills and lessons based on the Convention. This course through the patent, utility model, design, intellectual property, such as money to improve the practical skills of students to gauge the capacity of enterprises through the design, companies will come up with a gauge, and enhancing the competitiveness of SMEs in the community support instrument.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2006.11a
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• pp.686-691
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• 2006

Beginning January 2005, the BTL (Build-Transfer-Lease) project was initiated by government to provide high level of public services for the upgraded quality of life. The most important process of the BTL project is operation, because the company have to operate the building about $20{\sim}30$ years after completion. But a lot of problems have been founded so far. For example, no counterplan for the risk in operation, no total control system and the vagueness in project guideline and so on. These problems will cause serious demage to the BTL project. Hence, this paper analyzes the above issues and conducts the interviews with the professionals from the diverse sectors in order to propose the improvement and deliver the successful operation in BTL project.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.1
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• pp.94-108
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• 2019

The purpose of this study was to develop the guided R & E program to improve science process skills of the science gifted students. First of all, we developed a guided R & E instructional models that enables students to conduct R & E through the third process from teacher-centered to student-centered, and developed guided R & E programs in accordance with the five-step process. As a result, it showed high average scores in the order of 'Hypothesis setting > Variable extraction > Derivation of inquiry problem > Conclusion derivation > Experimental design > Generalization > Evaluation > Data analysis > Data conversion'. In detail, among the nine evaluation factors, 'Derivation of inquiry problem, Variable extraction, Hypothesis setting, and Conclusion derivation' are at a high level, 'Experimental design' is at an average level, 'Data interpretation, Generalization, and Evaluation' were low level and 'Data conversion' was very low level. We hope that the guided R & E program reflected the elements of inquiry process will help students to improve their thinking ability and creative problem solving ability.

• The Journal of the Korea Contents Association
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• v.13 no.6
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• pp.507-517
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• 2013

Welfare desire has been diversified according to the increase of economic level and rapid social change. The desire for comprehensive service on culture, medical, mental and information level has appeared. Accordingly, it is necessary to establish an integrated community mixed-support facility, a space of accepting administration, welfare, leisure, culture and informatization request in a small local community in the future. The community mixed-support facility is a meeting place of local resident for information change, various basic service and ultimately for activation of community in order to contribute to regeneration and activation of existing urban core. Thus, this study figured out general status of community mixed-support facility and physical mixed type and analyzed spatial characteristics. Current community mixed-support facility has insufficient program and space to participate in by local residents and to accommodate mixed function. The future planned community mixed-support facility must secure multiple opportunities for various types of life by returning time and cost to user through the introduction of creative mixed concept. While reflecting unique local characteristics, and considering diversity of users, it needs to make mixed facility to cope with social changes. This study is limited in that the study reached a conclusion by survey and analysis only. However, it is expected that the result can be used as basic research data for the planning of community mixed-support facility to cope with living conditions of local residents or realistic requirements.

• Cartoon and Animation Studies
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• s.45
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• pp.235-258
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• 2016

As the first class Teaching Artists system is about to be brought to effect, the ability required for Teaching Artists to design educational contents, develop and manage education programs is not much different from that of a museum Educator. This system is necessary for resolving problems in existing Arts and Culture Education, such as overlapping programs and adjusting difficulty levels by age to meet the demand of educatee. It also deals with drawbacks in production-oriented curriculum originating from the preference in some subject. In addition, as progress in science and technology makes rapid changes in digital media and its subculture, increasing need for novel and interdisciplinary curriculum in the field of Arts and Culture Education puts further emphasis on the importance of this system. In this study, we focus on clarifying the significance of Educator as a professional and proposing curriculum for the system, trying to avoid restricting our discussion to current Arts Instructor Supporting Project which are merely aimed at supporting children and adolescents to grow up to enjoy culture and arts. Capacity for designing curriculum for culture and arts, the kernel of qualification for the first class Teaching Artists, requires a variety of comprehensive expertise and qualification such as doing preliminary research on contents related to animation, curating, determining potential of educational contents, organizing educational contents for appropriate educatee, understanding esthetic property and its role in education, and appreciating and enjoying cultural contents. Therefore, Teaching Artists plays roles not only in developing and running educational programs but also in supporting and cooperating with culture and arts institutions, designing and managing creative programs, combining and communicating with different social groups, and emphasizing mutual interchange in culture.

• Journal of the Korea Convergence Society
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• v.12 no.8
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• pp.23-30
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• 2021

Various customizing services are also being introduced in the fashion industry in line with the diversification of consumer tastes and the demand for small production of multiple varieties. However, barriers to entry are high for consumers who are not customized, and various functions are rather complicated. This study selected the three platforms that provide the most similar services to Marple, the No. 1 fashion platform sales, as comparative models and used them as a basic study for web-based fashion customization platform design through case analysis. As a research method, theoretical examinations were conducted through literature surveys, followed by web analysis based on layout, menu, color, icon, and interaction. The study found that the placement of options, the composition of menu windows, the number of point colors, and the use of icons without functions of metaphores hindered the use of customizing platforms. This work proposes a solution, and aims to contribute to increasing the usability of future customizing web by comprehensively analyzing the visual shaping elements of web platform design.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.505-512
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• 2022

The purpose of this study is to synthesize effects of the living lab-based education through meta-analysis. Seven primary studies reporting the effect of living lab-based education were carefully selected for data analysis. Research questions are as follows. First, what is the overall effect size of the living lab-based education? The overall effect size refers to the effect on the cognitive and affective domains. Second, what is the effect size of the living lab-based education according to categorical variables? Categorical variables are outcome characteristics, study characteristics, and design characteristics. Results are summarized as follows. First, the overall effect size of living lab-based education was 0.347. Second, the effect size according to the cognitive domain was 1.244 for information process, 0.593 for communication, 0.261 for problem solving, and 0.26 for creativity. Third, the effect size according to subject area was shown in the order of electrical and electronic engineering 1.146, technology and home economics 0.489, artificial intelligence 0.379, and practical arts 0.168. Fourth, the effect size according to school level was 1.058 for high school, 0.312 for middle school, and 0.217 for elementary school. Fifth, the effect size by grade level was 0.295 when two or more grades were integrated and 0.294 for a single grade.

• 대한공업교육학회지
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• v.38 no.1
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• pp.1-27
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• 2013

The purpose of this study was to find out the areas and their constitute elements of new apprenticeship through the expert of vocational education to improve the growth potential in the field of industry. Through the three times Delphi research process final composing areas and elements(total 6 areas and 41 sub-elements) of new apprenticeship were extracted. Followings are specific study results of 41 sub-elements for the 6 areas. In area A(Technology Skill aspect) total nine sub-elements were deducted as follows. Technology skill's field appling ability, new technology skill's acquisition, quality assurance ability, research development ability, material management using ability, problem solving ability, core technology skill understanding ability, idea's imagery expressing ability, creative design ability. In area B(Institutional aspect) total five sub-elements were deducted as follows. Flexible human material support, precise division of works, objective result assessment, institutionalization of responsibilities and liabilities between teacher and student, institutionalization of duty invention reward. In area C(Affective aspect) total eight sub-elements were deducted as follows. Manners and cooperation between teacher & student and peer, values for job, basic attitude for technology, job ethic sense, respect of other organization, active action to organization change, attitude of technology successor, service mind. In area D(Self-improvement aspect) total nine sub-elements were deducted as follows. Self evaluation and reflection, cultivate of organization understanding, career planning and developing ability, sound philosophy of life, communication ability, decision making ability, prepare of individual competence enhance system, self-control ability improvement, reaction of unexpected situation. In area E(Knowledge aspect) total four sub-elements were deducted as follows. Basic knowledge of relevant area, knowledge of new technology & preceding technology, fusion and relocation of knowledge, practical knowledge. In area F(Environmental aspect) total six sub-elements were deducted as follows. Awareness of business environment, understanding of education and practice environment, understanding of apprenticeship's business demand, connectivity of region community, adapt ability of labor market's change, awareness of society environment change.