• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.219-227
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• 2019

The educational method of physical computing, where students can experience software programming principles and practices while making concrete objects beyond outputs residing just inside of computer monitors, are drawing attentions. This current research sought an instructional method for pre-service teachers that they can experience 3D printing and modeling and at the same time they can understand programming principles in the 3D modeling processes. To achieve this aim, the TinkerCAD $Codeblocks^{(R)}$ was analyzed based on the computational thinking framework and a course utilizing the $Codeblocks^{(R)}$ to 3D modeling was devised. The designed class was applied to pre-service teachers and the students' perceptions of the class were collected by using a semi-structured survey. This study provides implications to software education for pre-service teachers as an instructional case that 3D printing is used to connecting computational thinking skills.

• Transactions of the KSME C: Technology and Education
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• v.2 no.2
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• pp.125-130
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• 2014

Although the subject of Mechanical Drawing is very important in mechanical engineering education, it is hard to teach the subject effectively, because it needs to carry out lectures and labs in parallel and needs substantially large portion of CAD lab time. In the department of Mechanical Systems and Design Engineering of SNUST, Project Based Learning is adopted to teach the subject of Mechanical Drawing. In this course, students experience to read and to draw drawings through the PBL project after the lectures on mechanical drawings. In this way, they can learn by heart the drawing skills and the operation of CAD software tools. In this paper, various PBL projects and teaching methods carried out in recent years are presented and the effects of the projects are discussed.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.469-480
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• 2019

One of the goals of the new 2015 revised curriculum is to cultivate the creativity of students who will live in the era of the Fourth Industrial Revolution to create new things through diverse ideas and challenges based on basic learning skills. Accordingly, in order to solve the given problems rationally, the convergence problem solving ability that can process and utilize various areas of knowledge and information is becoming important. Therefore, in this study, we designed the integrative education using a 3D printer based on Tinkercad modeling and applied it to the class to investigate the effect on the improvement of computing thinking ability of elementary school students. To verify the contents of the study, two classes of 25 sixth-grade elementary school students were divided into an experimental group and a controlled group. For the experimental group, 12 classes of convergence education programs using a 3D printer were applied for about three months, and the same amount of general curriculum was conducted for the control group. After that, the t-tests were carried out using the pre-post test to measure the effectiveness of the computational thinking ability. After the application of the program, the experimental group showed statistically significant improvement in computational thinking ability, but the controlled group showed no statistically significant difference. The results show that convergence education using the Tinkercad modeling-based 3D printer has a positive effect on the improvement of computing thinking ability of elementary school students.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.5
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• pp.779-785
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• 2022

Study analyzes whether the 3D CAD class using the flipped learning-based PBL is effective in acquiring professional knowledge and nurturing talent. A Flipped Learning-based PBL class was implemented for 3rd grade students of Robot and Automation Engineering Major, Dong-Eui University, and a survey was conducted on satisfaction and effectiveness. The students seemed to be generally satisfied with the class, and the flipped learning-based PBL appeared to be effective in improving the competency required by companies. In particular, it is hoped that it will contribute to the use of video education in practical subjects in the future by proving that practical classes can be operated effectively even in non-face-to-face learning. Moreover, this study is an important indicator for future research and will be used as a quantitative indicator for class improvement.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.115-126
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• 2021

The purpose of this study is to closely analyze the case of blended-learning in order to provide a diverse and flexible learning environment while maintaining the nature of face-to-face classes, and to identify the learning environment that supports blended-learning in each class step and the educational experience of students. The experience and satisfaction of blended learning were investigated in various ways: course evaluation, LMS activity evaluation, and questionnaire before and after the class. As a result, the blended-learning is better than the traditional face-to-face classes, in providing real-time feedback, opportunities for various interactions, and textual conversations, anytime and anywhere. In addition, as a result of the preliminary survey, as a measure to solve the opinion that concentration was reduced due to problems such as networks and felt uncomfortable in the communication part, the theory and lectures of the design practice class were conducted non-face-to-face. The individual Q&A and feedback were conducted face-to-face and non-face-to-face. As a result of the follow-up survey, it was found that concentration and efficiency could be improved. This opens up possibilities for active use of the online environment in design practice classes.

• Korean Architects
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• s.568
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• pp.120-125
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• 2016

오랜만에 지난 작업들을 뒤돌아 볼 기회가 생겼습니다. 누구에게나 인생의 큰 흐름에 영향을 미치는 사건이 일어나기 마련인데요, 저의 경우는 지난 근 십년간 함께 해온 파라메트릭 디자인을 접하게 된 일이 그러한 사건들 중 하나였다고 생각이 됩니다. 그런 의미에서 트레이싱지 위에 로트링펜으로 선을 처음 그었던 그 강렬했던 기억 이후로 건축 설계를 해오면서 가장 기억에 남는 한 사건을 꼽으려고 한다면 단연히 Cornell 건축 대학원 재학 당시 처음 접하게 되었던 GenerativeComponents 수업을 이야기 하고 싶습니다. 연재를 시작하면서 잠시 언급한 바가 있었던 것 같은데요, 파라메트릭 디자인이라는 미지의 영역을 알게 해준 것이 바로 Bentley 사에서 만든 GenerativeComponents 라는 파라메트릭 디자인 툴 입니다. Microstation은 Autocad와 함께 건축설계 시장에서 많은 사용자층을 확보 하였던 캐드 툴 중 하나 이었으며 자체적으로 BIM 및 파라메트릭 툴을 위한 패키지가 Rhino의 Grasshopper의 출현 이전부터 존재하여 왔을 정도로 발전된 자동화 설계 플랫폼이었습니다. 현재도 특정 건축사사무소들이 Microstation을 꾸준히 사용하고 있으며 특히 Infra structure, plant나 civil engineering 등의 건축 외 설계 분야에서는 여전히 폭넓은 사용자층을 확보하고 있습니다. 하지만 건축 시장에서는 Rhino를 바탕으로 하는 플러그인 패키지 및 Autodesk의 건축설계 통합 패키지 등에 밀려서 사용자층이 얇아진 편입니다.

• The Research Journal of the Costume Culture
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• v.30 no.5
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• pp.717-731
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• 2022

The purpose of this study is to suggest effective online pedagogical strategies for a fashion design CAD course to enhance student learning and satisfaction. The study investigated student experience of online learning and compared online learning with a face-to-face learning experience. Student concentration, participation, perceptions of effectiveness of teaching, utilization of learning materials, and satisfaction were analyzed using a 5-point Likert scale. Advantages and disadvantages of online learning as well as advantages of face-to-face learning were also analyzed both quantitatively and qualitatively. Student concentration, participation, and perception of effectiveness of teaching were greater for face-to-face learning with significantly higher concentration on individual practice. Students utilized video recording of synchronous online lectures more actively than PDF lecture notes. The advantages of face-to-face learning were plentiful communication and feedback and easy questioning process as well as high levels of understanding and concentration. Meanwhile, major disadvantages of online learning were the speed of the lecture, lower levels of understanding and concentration, limited peer interaction, and technical problems. Major advantages of online learning were flexibility and convenience, repetitive learning through videos, and instant communication and feedback. Students preferred a blended learning approach for the fashion design CAD course. For effective online learning, it is suggested that instructors frequently question and check student practice through screen share in a private online meeting room and engage activities that are demanding of student interaction. The video recording of synchronous online lectures is also suggested as a supplemental learning material for repetitive learning.